Lindsey Rigsby
Spelling Assessment & Connected Lesson
Purpose:
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The student has the beginning sounds and ending sounds correct and mostly has
the middle sounds correct. The students is using but confusing consonant digraphs
and the features that are absent are CVVC.
The student is using digraphs when needed but is using the incorrect ones
This lesson will be conducted so the student will have a better understanding of
the diagraphs and will use them correctly when spelling
It is important to conduct this lesson so the student can understand the patterns of
spelling and which can help the students become not only a better speller but also
a better reader
K.7 The student will develop an understanding of basic phonetic principles.
a) Identify and name the uppercase and lowercase letters of the alphabet.
b) Match consonant, short vowel, and initial consonant digraph sounds to
appropriate letters.
c) Demonstrate a speech-to-print match through accurate finger-point reading in
Familiar text that includes words with more than one syllable.
d) Identify beginning consonant sounds in single-syllable words.
Objectives:
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The student will be able to sort various words correctly with the beginning letter
sounds of “tr” and “ch”
The student will be able to play the folder game “Gruff takes Troll on Bridge” and
successfully make it to the end by identifying the beginning letters to each picture
to move along the board (br,tr.gr,gr)
The student will be able to spell 5/6 words correctly from the word sort
Procedure:
 Remind the students of the spelling assessment they recently took and tell them
that they did such a great job that we are going to do a word sort and play a game
to help them become a even better speller
 Tell the student that we will be working on a word sort that has “tr” sounding
word and “ch” sounding words
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Give students the words along with the headers and guide the student by asking
what beginning sound does each word make and
Once the words are sorted ask the student why each group of sorted words are
sorted the way that they are and what they have in common
Next, play the folder game Gruff takes Troll on Bridge
Have the student pick a picture out of the pile and have them decide what
beginning sound that picture begins with
Whichever sound it begins with the student is to place their marker on the first
place with that beginning sound
Take turns playing with the student and have the student help you find the correct
beginning sound
Once the student reaches the end go through with them all of the pictures asking
the student what the beginning sound is and what two letters make that sound
Lastly, Tell the student that you want them to try and spell some words from the
word sort that they just completed
Pick out 3 words from each category and call them out to the student and have the
student spell them on the paper that is given
Materials:
 “tr” and “ch” word sort
 Folder game (Gruff takes Troll on Bridge) with pictures and place markers
o Dreidel, broccoli, train, brew, dragon, tree, dragonfly, brush, treasure,
drum, gravy, bread, grub, dress, brown, drop, truck, grave, broom, grape,
dream, trap, green, groom, grass, triangle, drink, bracelet
 Spelling assessment
o Truck, trim, chat, trip, chip, chop
Evaluation Part A:
 I will asses the students knowledge by observing whether or not the student places
the correct words under the correct column during the word sort
 I will asses the students knowledge also by observing whether or not they chose
the correct beginning sounds for the pictures while playing the game
 I will asses the student’s knowledge by seeing if they spell 5/6 words correctly
from their “tr” and “ch” word sort
Evaluation Part B:
 The students met the objective of correctly placing each word in the correct
column during the word sort and also by saying the two beginning letter and their
sounds
 The students met the objective during the game by correctly saying each
beginning letter sound for each picture that was chosen and placing their marker
on the correct spots
 The student did not meet the objective of spelling 5/6 words correctly since the
student did not spell any of the words correctly on the paper
 The strengths of my teaching for this lesson were that I asked the student
questions along the way during the entire process and allowed him to explain his
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reasoning to me. My weaknesses of my teaching during this lesson were that I did
not spend enough time and should have done the word sort and game more than
once.
I would change the order of the lesson if I had to do it again. I think I would start
with the game and then do the word sort followed by the assessment so the words
would be more fresh in the student’s mine