Spalding Education International
Sample Writing Lessons
The intentions for providing teachers with sample writing lessons is to:
 Show structure and important components of a Spalding Lesson
 Show ONE way to deliver the content/objective
 Give different ideas as to how the content can be delivered
Embrace your creativity.
The ultimate goal of the writing objectives is the ensure THE STUDENTS WILL (TSW) be able to
become familiar with, or proficient with, the writing objective. While using the lesson structure and
important components, embrace your creativity and deliver the content to best serve your
students.
Spalding Lesson Structure:
Be sure to include these important components in all lessons.





Essential Information/Model Thinking
Check for Understanding
Coach/Scaffold/Fade as Students Practice
Check Application
Evaluate (Differentiation)
Disclaimer: Academic Day 1 sample lessons do not have a Differentiation component.
Because it is Day 1, teachers will cover a lot of review material that day. Start Differentiation
component after Day 1.
Aligned to 3rd Edition TG
Spalding Education International
Sample Writing Lessons
Teacher’s Guide Writing Instruction Outline
Three Strands
 High-Frequency Vocabulary
 Sentence Construction
 Composition
High-Frequency Vocabulary Objectives...
 Integrate S/V high-frequency vocabulary taught in the spelling lesson to practice
language skills at the sentence level during writing instruction.
 Develop students' ability to demonstrate usage and meaning of unfamiliar S/V highfrequency vocabulary (Writing Objective 1).
Sentence Construction Objectives include. . .
 Writing convention objectives (capitalization and punctuation).
 Parts of speech objectives (nouns, verbs, pronouns, adjectives, adverbs, conjunctions,
prepositions).
 Language rule objectives
 Word structure (morphology) objectives (prefixes, suffixes, base and word roots).
 Four types of simple sentences (declarative, interrogative, exclamatory, imperative).
 Compound and complex sentence objectives.
Composition Objectives include. . .
 Related sentence objectives (about one topic).
The writing process objectives for . . .
 Writing opinion/persuasive/argumentative paragraphs and multiparagraphs.
 Writing compare/contrast paragraphs and multiparagraphs.
 Writing cause/effect relationship paragraphs and multiparagraphs.
 Writing the three basic types of paragraphs (narrative, informative, informativenarrative).
 Writing informal/formal letters.
 Writing research reports.
 Writing responses to literature.
 Writing summaries.
Aligned to 3rd Edition TG
Suffix ly
Spalding Writing SCV #5 Lesson Plan
Grade Level: 4th
Academic Week: 7 (TG 80 )
SCV Objective #5: TSW explain that the suffix ly means in what manner of and changes
adjectives to adverbs; compose oral/written sentences that add ly to particular, serious,
certain, pleasant.
Reference: TG Spelling Tips, WRTR 344-346, TG 39-41
Allotted Time: Approx. 6 minutes
ELA Standards
Insert state specific ELA standards here.
Suffix ly
Intentionally left blank. Use for notes.
Suffix ly
Write this on the board and discuss with students.
Suffix ly
Adjectives
in what manner of
Add suffix ly
Changes to
adverbs
Adverbs can modify, among others, a verb or noun.
Fierce can be an adjective and is a recently entered spelling word.
Essential
Information/
Model Thinking
Read the following sentence with fierce used as an adjective: The fierce
lion scared the tourists. (Show this sentence and label fierce as an
adjective describing the noun, lion.)
Now, if we add the suffix ly to the adjective fierce, it changes to an
adverb.
Adjective
fierce
Add suffix ly
Changes to
adverb
fiercely
The lion roared fiercely to show his power.
(Show this sentence and label fiercely as an adverb modifying the verb,
roared. Explain how adding the suffix ly describes in what manner the
lion roared.)
Repeat the process, as shown above, of changing adjectives to adverbs
with sentences. Refer to TG80 for sample sentences. Use
particular/particularly, serious/seriously, certain/certainly,
pleasant/pleasantly sample model sentences from TG 80. Depending
on your students’ understanding of this concept, choose to utilize these
sentences in the modeling section or coaching section.
What does the suffix ly mean? In what manner of
Check for
Understanding
Put the words adjective and adverb on the board. Ask students to fill in
the blanks in the provided sentence.
The suffix ly changes an ________ to an ________. Adjective, adverb
Suffix ly
1) Identify the part of speech of the spelling word, possible, in this
sentence. (Show the sentence below and have students label
possible as adjective describing the noun, answers. Have
students explain why it’s an adjective.)
There are three possible answers.
Coach as students share whole group.
2) Now, add the suffix ly to the adjective possible.
Coach/Scaffold/Fade
Could you possibly help him?
as Students Practice
Identify the part of speech of possibly in this sentence. (Show the
sentence below and have students label possibly as an adverb
modifying the verb, help. Have students explain how adding the suffix ly
describes in what manner the help is given.)
Coach as students share whole group.
3) Brainstorm other content that can be used to compose sentences
when using the spelling words particular/particularly,
serious/seriously, certain/certainly, pleasant/pleasantly.
Check Application
(Assessment)
Students compose a pair of oral and/or written sentences using spelling
words: particular/particularly, serious/seriously, certain/certainly,
pleasant/pleasantly.
Extension:
Look through the S/V notebook for previously-listed adjectives that can
be changed into adverbs by adding –ly.
Evaluate
(Differentiation)
Possible Materials
Intervention:
Form a small group of students having difficulty with this concept.
Provide multiple opportunities for students to articulate the reason why
the word is an adjective or adverb. Being sentence-specific, have
students articulate the meaning of the new word once the suffix ly was
added to it. (Use any created sentences not used within the lesson, or
download the S/V list from the website to identify more section-specific
adjectives to create more sentences.)
Prepared information and sentences visually represented for all
students.