anning Template ame:
Parys Lightel
2. Course/Content/Grade:
ELA/4th Grade
ule/Topic:
Reading Street, Unit 1: Patterns in
Nature.
Patterns in spelling CVe
4. Plan Duration:
30 Minutes (Day 2)
ard(s):
Language Standard 2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
6. Objective(s):
Students will spell grade appropriat
correctly using the CVe spelling pa
ocabulary:
Consonant and Vowel
8. Inter-­‐Disciplinary Connections:
Connect to patterns in math- creati
analyzing patterns.
or Student Learning:
gy Integration: plicable)
Teacher Use:
Spelling pretest, teacher observations
Student Use:
Doc. Cam
Content Specific Additions
Consonant and vowel review
13. Lesson Sequence
(What You Do When: Including Explicit Instruction/Guided Inquiry)
Teacher will give spelling pretest for the
VCe pattern.
NA
14.
DOK Level
15. Grouping and Scaffolding Structures (including interventions for diverse learners)
16. Engagement & Checking for Under
(OTRs: What will students be say
writing, reading & doing)
1
Whole Group
Teacher will provides scaffolding
by slowing the pace for those that
Students will be writing the words an
the teacher to repeat if neede
anning Template need more think time.
Teacher will correct pretest with students, identify and underline the VCe pattern in each word. Students will then spell each word chorally. Students will add their own VCe words to their list. ecting on their learning feedback on their g to the teacher)
to students:
iding feedback to heir learning and 1 & 2 Whole Group/Pair Share
Precision partnering for pair
share, write, underline, and
illustrate words to support ELL
students.
Correcting pretest with teacher und
cam and underlining VCe pattern a
their own words with that same pa
If students misspell a word they put a line through it and rewrite it correctly next to it. This way they know which words for the week. Teacher will check for understanding based on the spelling pretest and the student created words they added to their li
own. If students add a word that does not follow the pattern the teacher will give immediate and specific feedba
anning Template an Reflection Questions
students ready for this lesson? Which data support this?
nstructional objective met? How do I know students learned what was intended? students productively engaged? How do I know?
my instructional plan as I taught the lesson? How and why?
e opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?
udents ready to “move on”? If yes, how do I know? If not, what adjustments/re-­‐teaching do I need to make to ensure student underst
anning Template