Lesson Plans

Please Read This First.
From time to time SEI receives inquiries about lesson planning. We understand the desire to have
day to day lesson plans. However, Mrs.Spaldings 50 plus years of teaching, supervision, and
tutoring showed her that teachers/parents tend to use prepared lesson plans in a lock-step manner,
never considering whether lessons are at the correct level of difficulty. She wanted student progress
to be analyzed daily, each childs instructional level diagnosed, and instruction adjusted appropriately.
In other words, Spalding is a diagnostic teaching method. This is a simple but powerful concept: it
means that lessons can be designed to meet the needs of all students.
Romalda Spalding believed that teaching, whether in a school or home classroom, is a constant
stream of decisions made before, during, and after interactions with students. (See page 168
WRTR.) These decisions fall into three categories: what content to teach; how to help students
acquire the content; and what students will do to demonstrate that learning has occurred.
Teaching The Spalding Method requires a thorough understanding of the content described in
Chapters 1-3 and the principles of learning and instruction described in Chapter 4 (5th revised
edition of WRTR.) The time invested in reading the text will confer enormous benefits to both
teacher and learner.
That having been said, SEI also understands the need for a little help getting started. We offer
sample lesson plans to get you started in kindergarten, first, third and fifth grades.They provide the
basic design that can be modified for all other grades. We again emphasize that lesson planning
is always guided by student progress. (SEIs experience is that teachers/parents often underestimate
students abilities and tend to proceed too slowly.) Lessons are organized around the Spalding
Language Arts Circle (p. 168) so time is allotted each day to spelling, reading and writing. Integrated
instruction reinforces all the language arts skills.
Lesson Planning Index
Questions To Ask Yourself
Putting it All Together
Abbreviations
Kindergarten First Grade Third Grade Fifth Grade
Lesson Planning
Questions to ask yourself when writing lesson plans
What information do students need to accomplish the objective?
Content (e.g., language facts & concepts)
Procedures (e.g., phonogram reviews, spelling dictation)
Processes (e.g., segmenting/blending, writing/reading)
What questions should I ask to check students understanding?
Recall (e.g., facts/concepts)
Explanations (e.g., purposes, meanings, rule applications)
Reflections (e.g., ones performance, authors skills)
What responses should I give to refine students understanding?
Reinforce correct performance
Dignify incorrect response, then correct
Redirect attention to objective
How much practice is needed to achieve mastery?
Massed (daily) for new learning
Distributed (once or twice a week) until mastery
Time Schedule
A minimum of sixty minutes is recommended for
kindergarten language arts lessons; a minimum of a
two-hour language arts block is recommended for
grades one through eight. Times suggested in the
following spelling, writing, and reading lessons
(WRTR p.168) are flexible, allowing freedom to
spend more time on a spelling lesson one day, and
more time on writing or reading the next.
PUTTING IT ALL TOGETHER
Writing Integrated Language Arts Lesson Plans
Lesson Planning Guidelines
To use diagnostic teaching, we recommend planning lessons one week at a
time, making adjustments as needed.
Spelling
On day 1, teach all students that words consist of individual speech sounds. Have kindergarten and
first-grade students say/count/blend sounds in Extended Ayres (EA) words in the order listed in the
text (pp. 252-397). Stop when knowledge of silent final es is required (she, p. 254). Discontinue
counting as soon as students understand the concept. Expand phonemic awareness in an orderly
sequence: isolate beginning, ending, and then middle sounds. See ten, tan, tin, ton (p. 255) and
First Grade Day 5 #3 & 4. Continue to use successive EA words and words constructed from the
phonograms previously introduced. Provide massed (daily) practice of the same beginning (ending)
sounds before distinguishing between different beginning (ending) sounds. Since saying (segment-
ing) and blending spoken words are steps in the spelling dictation procedure, discontinue this intro-
ductory phonemic awareness activity when spelling dictation begins.
Teach phonograms in numerical order for all grades except kindergarten (introduce o and c first and
u after i.) For kindergartners and children of any age who have difficulty with fine motor control,
begin by finger writing phonograms. When kindergartners and first graders can say and write 45
phonograms accurately (older students: 70), begin spelling dictation.
Writing
While students are learning the first 45 (or 70) phonograms, preteach 1) usage and meaning of
initial EA words (pp. 76-84), 2) the marking system, (pp. 44-45). Follow the text sequence and
procedures for introducing sentence structure (pp. 86-94) and informative-narrative, informative, and
narrative writing (pp. 107-120), and 3) word structure (meanings of syllable, vowel, consonant (pp.
46-48).
Reading
Introduce literary appreciation on day 1, using childrens literature recommended in the instructional
Materials section of The Writing Road to Reading (pp. 205-211).
Use McCall-Harby/Crabbs books and the procedures on pages 133-147 to teach elements of narra-
tive, informative, and informative-narrative writing and the mental actions. Use literary selections
that are good examples of the objective you are teaching.
Key to Abbreviations
Example Lesson Objectives
All page references are to the 5th revised edition of
The Writing Road to Reading
TSW = The student will...describes what your student knows
and can do at the end of that days lesson.
Mrs. Spalding always said that the teacher cannot
be said to have taught unless and until the student
learns.
! = Approximate Times
M/CK/C = Model, Check for Understanding, Coach
OPR = Oral Phonogram Review
WPR = Written Phonogram Review
EA = Extended Ayres (Word List)
McH = McCall-Harby
McCB = McCall-Crabbs Book
SD = Spelling Dictation
* = Use library selections that are good
examples for teaching reading objectives.
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Kindergarten - Days 1-5
Example Lesson Plans
Academic Day 1 Approximate Times
Spelling: The student will (TSW) !15 minutes
1. explain that me, do, and, go, at are made up of individual speech sounds.
{Model, Check for Understanding, Coach, (m/ck/c: p. 9)}
2. say/count/blend sounds in spoken words me, do, and, go, at. (m/ck/c: 9)
3. explain the purpose for learning phonograms. (m/ck/c: 10)
4. identify the positions on an analog clock. (m/ck/c: 17)
5. explain the purpose for and demonstrate correct directionality when finger writing a circle
that begins at two on the clock. (m/ck/c: 17)
Writing: TSW !15 minutes
1. explain the use of me, do, and, go, at in oral sentences. (m/ck/c: 76-81)
2. explain the meaning of at. (m/ck/c: 82).
3. use me, do, and, go, at in oral sentences.
Reading: TSW !30 minutes
1. identify the author of The Carrot Seed.* (m/ck/c: 127)
2. listen to The Carrot Seed and identify who it is about and what parts were most
enjoyable.(m/ck/c)
Kindergarten
Day Example Lesson Plans
1. explain that on, a, it, is, she are made up of individual speech sounds.
{Model, Check for Understanding, Coach (m/ck/c)}.
2. say/count/blend sounds in spoken words on, a, it, is, she.(2) (m/ck/c)
3. explain the purpose for learning phonograms. {Coach (c)}
4. identify the positions on an analog clock. (m/ck/c)
that begins at two on the clock. (m/ck/c): air, sand, desk)
6. read (say) sounds of phonogram o. (m/ck/c)
7. say and finger write phonogram o beginning at two on the clock.(m/ck/c): air, sand, desk)
1. explain the use of on, a, it, is, she in oral sentences. (m/ck/c)
2. explain the meaning of on. (m/ck/c)
3. use on, a, it, is, she in oral sentences. (m/ck/c)
1. listen to McCall-Harby Lesson 1 and identify authors purpose and characters in
Lesson 1. (m/ck/c: 133 - 137)
2. listen to The Carrot Seed* and identify authors purpose and characters.(m/ck/c)
2
Approximate Times
Kindergarten
Approximate Times
1. explain that can, see, run, the, in are made up of individual speech sounds.
{Model, Check for Understanding, Coach(m/ck/c)}.
2. say/count/blend sounds in spoken words can, see,(2) run, the, (2) in. {Coach (c)}
3. explain the purpose for learning phonograms. (c)
4. identify the positions on an analog clock. (c)
5. explain the purpose for and demonstrate correct directionality when finger writing
a circle that begins at two on the clock.(m/ck/c: air, sand, desk)
6. read phonogram c. (m/ck/c)
7. say/finger write phonogram c beginning at two on the clock.(m/ckc: air, sand, desk)
8. read phonograms o and c. {Oral Phonogram Review (OPR Step 1: 39)}
9. say/finger write phonograms o and c beginning at two on the clock.
{Written Phonogram Review (WPR Step 1: 41)}
1. explain the use of can, see, run, the, in in oral sentences. (m/ck/c)
2. explain the meaning of in. (m/ck/c)
3. use can, see, run, the, in in oral sentences. (m/ck/c)
1. listen to McCall-Harby Lesson 2 and identify authors purpose and characters.(m/ck/c)
2. listen to, identify author, authors purpose and characters in Jens Best Gift Ever*. (m/ck/c)
3
Kindergarten
1. explain that so, no, now, man are made up of individual speech sounds.{Coach (c)}
2. say/count/blend sounds in spoken words so, no, now, (2) man. (c)
that begins at two on the clock. (c)
6. identify top and base lines and midpoint.{Model,Check for Understanding,Coach (m/ck/c)}
7. explain concepts of short and tall and identify short and tall lines. {m/ck/c: air, sand, desk (p. 18)}
8. demonstrate correct directionality when finger writing short and tall lines. (m/ckc:
air, sand, desk)
9. read phonogram a. (m/ck/c)
10. say/finger write phonogram a beginning at two on the clock. (m/ck/c: air, sand, desk)
11. read phonograms o, c, a. {m/ck/c:Oral Phonogram Review (OPR Step 1:39)}
12. say/finger write phonograms o, c, a beginning at two on the clock.
{m/ck/c: Written Phongram Review (WPR Step 1: 41)}
1. explain the use of so, no, now, man in oral sentences. (m/ck/c)
2. explain the meaning of so. (m/ck/c)
3. use so, no, now, man in oral sentences (m/ck/c)
1. listen to McCall-Harby Lesson 4 and identify authors purpose and characters.
(m/ck/c)
2. listen to The Sunset Pond* and identify author, authors purpose, and characterrs . (c)
Approximate Times
4
1. explain that ten, tan, tin, ton are made up of individual speech sounds.
{Model, Check for Understanding, Coach (m/ck/c)}
2. say/count/blend sounds in spoken words ten, tan, tin, ton. (m/ck/c)
3. explain the concept of beginning sound and say beginning sound of ten/tan/tin/ton. (m/ck/c)
4. explain the concept of ending sound and say the ending sound of ten/tan/ tin/ton. (m/ck/c)
7. identify top and base lines and midpoint.(m/ck/c)
8. demonstrate correct directionality when finger writing a circle, a short and a tall
line. (m/ck/c)
9. read phonogram d. (m/ck/c)
10. say/finger write phonogram d beginning at two on the clock.(m/ck/c: air, sand, desk)
11. read phonograms o, c, a, d. {m/ck/c:Oral Phonogram Review (OPR Step 1: 39)}
12. say/finger write phonograms o, c, a, d beginning at two on the clock.
{m/ck/c: Written Phonogram Review (WPR Step 1:41)}
1. explain the use of ten, tan, tin, ton in oral sentences. (m/ck/c)
2. explain the meanings of tan, tin, ton. (m/ck/c)
3. use ten, tan, tin, ton in oral sentences.(m/ck/c)
1. listen to McCall-Harby Lesson 6. (m/ck/c)
2. identify authors purpose and characters. (m/ck/c)
3. listen to The Snowy Day* and identify author, authors purpose and characters.(c)
Approximate Times
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First Grade - Days 1- 5 for Students New to Spalding
Academic Day 1
1. explain that me, do, and, go, at are made up of individual speech sounds.
{Model, Check for Understanding, Coach (m/ck/c: 9)}
2. say/count/blend sounds in spoken words me, do, and, go, at. (m/ck/c: 9)
4. explain the purpose for easy, legible, and neat handwriting.(m/ck/c: 11)
5. explain the purpose for and demonstrate correct sitting position. (m/ck/c: 12)
6. explain the purpose for and demonstrate correct pencil grip.(m/ck/c: 13-14)
7. identify the positions on an analog clock. (m/ck/c: 17)
8. explain general handwriting rules. ((m/ck/c: 18)
9. identify top and base lines and midpoint.((m/ck/c: 18)
10. explain the purpose for and demonstrate correct directionality when forming six features used
to form 26 alphabet letters.(m/ck/c: 18)
11. say and write phonograms a, c, d, f (m/ck/c: 16-17)
12. read phonograms a, c, d, f. {Oral Phonogram Review (OPR Step 1: 39)}
13. say/write phonograms a, c, d, f. {Written Phonogram Review (WPR Step 1: 41)}
14. read dad and fad for spelling and reading. (m/ck/c)
1. explain the use of me, do, and, go, at in oral sentences.(m/ck/c: 76-79)
2. explain the meaning of at. (m/ck/c: 82)
3. use me, do, and, go, at, dad, fad in oral sentences. (m/ck/c: 76-79)
1. identify author and listen to The Tale of Peter Rabbit* (m/ck/c)
2. identify who The Tale of Peter Rabbit is about, where it happened, and a favorite part.
(m/ck/c)
Approximate Times
First Grade for Students New to Spalding
Day
1. explain that on, a, it, is, she are made up of individual speech sounds. {Coach (c)}
2. say/count/blend sounds in spoken words on, a, it, is, she. (For sh hold 2 fingers
together; {Model, Check for Understanding, Coach (m/ck/c)}
3. explain the purpose for learning phonograms .
4. explain the purpose for easy, legible, and neat handwriting. (m/ck/c)
5. explain the purpose for and demonstrate correct correct sitting position. (c)
6. explain the purpose for and demonstrate correct pencil grip. (c)
8. explain general handwriting rules. (c)
9. identify top and base lines and midpoint. (m/ck/c)
10. explain the purpose for and demonstrate correct directionality when forming six
features. (m/ck/c)
11. say and write phonograms g, o, s, qu. (m/ck/c: 20-21)
12. say and write phonograms that begin at two on the clock. (c: 21)
13. read phonograms that begin at two on the clock. {Oral Phonogram Review (OPR Step 1: 39)}
14. say and write phonograms that begin at two on the clock.
{Written Phonogram Review (WPR: Step 1: 41)}
15. read dad/dog; fad/ fog, gag/gas; sad/sag for spelling and reading (m/ck/c)
1. explain the use of on, a, it, is, she in oral sentences. (m/ck/c)
2. explain the meaning of on, fog, gag, sag.(m/ck/c)
3. use on, a, it, is, she, fog, gag, sag in oral sentences.(m/ck/c)
1. listen to McCall-Crabbs Book A 10 and identify authors purpose, characters,
setting, and an event. (m/ck/c: 133-137)
2. listen to The Tale of Peter Rabbit* and identify author, authors purpose, and basic
narrative elements. (m/ck/c)
Approximate Times
2 Example Lesson Plans
1. explain that can, see (2), run, the (2), in are made up of individual speech
sounds. {Coach (c)}
2. say/count/blend sounds in spoken words can, see (2), run, the (2), in. (c)
4. explain the purpose for easy, legible, and neat handwriting. (c)
5. explain the purpose for and demonstrate correct sitting position. (c)
6. identify the purpose for and demonstrate correct pencil grip. (c)
9. identify top and base lines and midpoint. (c)
10. explain the purpose for and demonstrate correct directionality when forming six features. (c)
11. say and write phonograms b, e, h, i. {Model, Check for Understanding, Coach (m/ck/c)}
12. read phonograms 1-12. {Oral Phonogram Review (OPR Step 1: 39)}
13. say and write phonograms 1-12. {Written Phonogram Review (WPR Step 1: 41)}
14. read previously introduced words and be, he, hid, his for spelling and reading. (m/ck/c)
1. explain the use of can, see, run, the, in in oral sentences. (m/ck/c)
2. explain the meaning of in. (m/ck/c)
3. use can, see, run, the, in, he, hid, his in oral sentences. (m/ck/c)
1. Listen to McCall-Crabbs Book A-20 and identify authors purpose, characters, setting, event.(c)
2. Listen to Livingstone Mouse* and identify author, authors purpose, characters, setting, and an
event.(c)
Approximate Times
3
Day
1. explain that so, no, now (2), man are made up of individual speech sounds. {Coach (c)}
2. say/count/blend sounds in spoken words so, no, now (2), man. (c)
5. explain the purpose for and demonstrate correct sitting position. (c)
6. explain the purpose for and demonstrate corect pencil grip. (c)
features. (c)
11. say and write phonograms j, k, l, m. {Model, Check for Understanding, Coach (m/ck/c: 24)}
12 read phonograms 1-16. {Oral Phonogram Review (OPR Step 1: 39)}
13. write phonograms 1-16. {Written Phonogram Review (WPR Step 1: 41)}
14. read previously introduced words and him, jam, jig for spelling and reading.(m/ck/c)
1. explain the use of so, no, now, man, him, jam, jig in oral sentences. (m/ck/c)
2. explain the meaning of so, jam, jig. (m/ck/c).
3. use so, no, now, man, him, jam, jig in oral sentences. (m/ck/c).
1. listen to McCall-crabbs Book A - 22 and identify authors purpose and characters,
setting and an event.
2. listen to Alejandros Gift* and identify author, authors purpose,
characters, setting, and events. (c)
Approximate Times
4
Day
1. explain that ten, tan, tin, ton are made up of individual speech sounds. {Coach (c)}
2. say/count/blend sounds in spoken words ten, tan, tin, ton. (c)
3. explain the concept of beginning sound and say beginning sound in ten, tan, tin,
ton. {Model, Check for Understanding, Coach (m/ck/c)}
4. explain the concept of ending sound and say ending sound in ten, tan, tin, ton. (m/ck/c)
7. demonstrate correct sitting position and pencil grip. (c)
11. demonstrate correct directionality when forming six features. (c)
12. say and write phonograms n, p, r, t (m/ck/c: 24-25)
13. read phonograms 1-20. {Oral Phonogram Review (OPR Step 1: 39)}
14. write phonograms 1-20.{Written Phonogram Review (WPR Step 1: 41)}
15. read previously introduced words and so, no, man, not, ten, tan, tin, ton, sat, rat,
hat, hot for spelling and reading. (m/ck/c)
1. explain the use of ten, tan, tin, ton in oral sentences. (m/ck/c)
2. explain the meanings of tan, tin, ton. (m/ck/c)
3. use ten, tan, tin, ton, sat, rat, hat, hot in oral sentences. (c)
1. listen to McCall-Crabbs Book A -23 and identify authors purpose, characters, set-
ting, and an event. (c)
2. listen to The Gingerbread Boy* and identify author, authors purpose, characters,
setting and events. (c)
Approximate Times
Day
5
Third Grade Days 1- 5 for Students New to Spalding
1. explain that words are made up of individual speech sounds and say/count/
blend sounds in she (2), see (2), thin (3), now (2).
{Model, Ckeck for Understanding, Coach (m/ck/c: 9)}
2. explain the purpose for learning phonograms. (m/ck/c: 10)}
3. explain the purpose for legible and neat handwriting. (m/ck/c: 11)
4. explain the purpose for and demonstrate correct sitting position. (m/ck/c: 12)
5. explain the purpose for and demonstrate correct pencil grip. (m/ck/c: 13-14)
6. explain general handwriting rules. (m/ck/c: 14)
7. identify top and base lines and midpoint. (m/ck/c: 18)
features. ((m/ck/c: 18)
9. say/write phonograms that begin at two on the clock (m/ck/c: 19-21)
10. say/write phonograms that begin with a line. (m/ck/c: 23-26)
11. say/write manuscript alphabet letters in sequence. {Coach (c: 28)}.
12. read phonograms 1 - 26. {Oral Phonogram Review (OPR Step 1: 39)}
13. say/write phonograms 1-26. {Written Phonogram Review (WPR Step 1: 41)}
Writing: TSW ... !30 minutes
1. explain the attributes of simple declarative sentences. (m/ck/c: 86-89)
2. explain that nouns name persons, places, things and identify nouns in simple sen-
tences.{m/ck/c: 95-97, 413 (nouns in EA list A-G)}
3. explain that action verbs show motion and identify action verbs. {m/ck/c: 95, 99, 413
(verbs in EA list A-G)}
4. explain that adjectives describe nouns and identify adjectives. {m/ck/c: 95, 413 (adjec-
tives in EA list A-G.)}
5. use nouns, action verbs, and adjectives in simple declarative sentences. {m/ck/c: 86-88
(The tall boy runs.)}
1. identify the author and listen to The Ugly Duckling.* (m/ck/c)
2. identify who The Ugly Duckling is about, where it happened, and a favorite part. (m/ck/c)
Approximate Times
1
(class instructional level: Section M) Example Lesson Plans Day
Day
3. demonstrate correct sitting position and pencil grip. (c)
5. say and write phonograms sh through ar .{Model, Check for Understanding, Coach (m/ck/c)}
6. read 30 phonograms from 1 - 34. {Oral Phonogram Review (OPR Step 1:39)}
7. say/write 30 phonograms from 1-34. {Written Phonogram Review (WPR Step 1:41)}
8. say/write manuscript capitals that begin at two on the clock.(m/ck/c: 29)
9. say/write manuscript capitals that begin with a line.(m/ck/c;30)
10. define syllable and identify syllables in little, ago and today (m/ck/c: p. 46)
11. name vowels a, e, i, o, u and explain that every syllable must have a vowel and
identify vowels in at, me, is, go, up. (m/ck/c:46)
12. explain that y is a vowel when it takes the place of i and identify the vowel in my. (c: 46)
13. explain that u is not a vowel when it follows q; it is a two-letter consonant.(m/ck/c: 223)
14. explain that all other letters are consonants and identify consonants in at, me, is,
go, up.(m/ck/c:46-47)
Writing: TSW) !30 minutes
1. explain the attributes of simple declarative sentences. (c)
2. explain that nouns name persons, places, things, concepts and identify nouns in
simple declarative sentences. (c)
3. explain that action verbs show motion and identify action verbs. (c)
4. explain that adjectives describe nouns and identify adjectives. (c)
5. explain that adverbs describe verbs and identify adverbs in simple declarative sentences.
{m/ck/c: 96, 413 (adverbs in EA Section A-G)}
6. use nouns,action verbs, adjectives, and adverbs in simple declarative sentences.
{m/ck/c: 95 (The tall man runs fast.)}
Reading: (TSW) !45 minutes
1. listen to McCall-Crabbs Book B Lesson 1 and identify authors purpose, characters,
setting, and an event.(m/ck/c:133-137).
2. listen to excerpts of The Ugly Duckling* and identify author, authors purpose,
characters, setting, and an event. (m/ck/c)
2 Example Lesson Plans (class instructional level:Section M)
Approximate Times
Third Grade for Students New to Spalding
Day Example Lesson Plans (class instructional level: Section M)
1. demonstrate correct sitting position and pencil grip. {Coach (c)}
3. say and write phonograms ay through ear.
{Model, Check for Understanding, Coach (m/ck/c)}
5. say and write 30 phonograms from 1-43. {Written Phonogram Review (WPR:Step 2:41-42)}
6. say and write manuscript capitals in sequence. (c:30)
7. define syllable and identify syllables in trust, dress, begun, collect, happen. (c)
8. identify vowels and consonants in trust, dress, begun, collect, happen. (c)
9. explain that c followed by e, i, or y says /s/ and identify the sounds of c in collect
(Section M), cent, cinder, cycle.(m/ck/c:223, Rule 2)
10. explain that g followed by e, i, or y may say /j/ and identify the sounds of g in begun
(Section M), gem, giraffe, gym. (m/ck/c: 223. Rule 3)
11. explain the purpose for underlining vowels a, e, o, u at the end of a syllable(m/ck/c:
223, Rule 4) and demonstrate correct underlining of vowels in ago, me, music. (m/c/c)
12. explain the purpose for underlining vowels i and y at the end of a syllable,(m/ck/c: 223,
Rule 5) and demonstrate correct underlining of vowels in words silent and my.
13. explain that English words use y not i at the end of a syllable (m/ck/c: 223, Rule 6).
14. explain purpose for numbering and demonstrate correct numbering of is, do, the, you.
(m/ck/c:47)
Writing: TSW... !30 minutes
1. explain the attributes of simple declarative sentences. (c)
2. identify nouns, action verbs, adjectives, and adverbs in simple declarative sentences.(c)
3. use nouns, action verbs, adjectives, and adverbs in simple declarative sentences. (m/ck/c)
1. listen to McCall-Crabbs Book B Lesson 2 and identify authors purpose and characters,
setting and an event. (c)
2. listen to The Emperors New Clothes* and identify author, authors purpose and
basic narrative elements. (c)
Approximate Times
3
Approximate Times
3. say and write phonograms ng through ed. {Model, Check for Understanding, Coach (m/ck/c)}
5. say/write 30 phonograms from 1-52. {Written Phonogram Review (WPR Step 2:41-42)}
6. say/write manuscript capitals in sequence. (c: 30)
7. explain the purpose for underlining multiletter phonograms and demonstrate
underlining multiletter phonograms in she, see, thin, now. (m/ck/c:47)
8. explain the purpose for and say and write five kinds of silent final es on 3/8 lined paper.
(m/ck/c: 223, Rule 7)
1. explain that pronouns take the place of nouns and identify subject pronouns: I, you, he,
she, it, we, you, they in sentences. (m/ck/c:134)
2. use subject pronouns with action verbs in oral sentences. {m/ck/c:95, 101-102 (I, see,
you see, he/she/it sees)}
3. explain that linking verbs connect two nouns or pronouns and use subject pronouns and
forms of be (am, is, are) with nouns in simple sentences. {m/ck/c:99 (I am a girl/boy)}
1. listen to excerpts of The Ugly Duckling, explain how precise language adds to
enjoyment, and identify examples.(m/ck/c:123-126)
2. listen to excerpts of The Emporers New Clothes* and identify examples of precise language. (c)
4
Example Lesson Plans (class instructional level: Section M) Day
1. demonstrate correct sitting position and pencil grip.(Coach (c))
3. say and write phonograms ew through ough. {Model, Check for Understanding, Coach (m/ck/c)}
5. say and write 30 phonograms from 1-58. {Written Phonogram Review (WPR Step 2:41-42)}
6. explain the purpose for underlining multiletter phonograms and demonstrate underlining multiletter
phonograms in teach, stood, born. (m/ck/c: EA Section M words)
7. demonstrate correct numbering in extra and stood. (c: EA Section M words)
8. explain the purpose for and say and write five kinds of silent final es on 3/8 linedpaper.
(m/ck/c: 223, Rule 7)
1. explain that English words often double ls, fs, or ss following a single vowel at the end of a one
syllable word and explain the spelling of dress.(m/ck/c: 224, Rule 17)
2. explain that s never follows an x in English words and explain the spelling of extra.
(m/ck/c: 224, Rule 20)
3. explain that linking verbs connect a noun or pronoun and an adjective and use subject pronouns
with forms of be (am, is, was, were).{m/ck/c:95, 100 (I am happy/sad)}
4. use subject pronouns and linking verbs to connect a noun or an adjective. (m/ck/c: He is a coach.
He is kind.)
1. listen to The Steadfast Tin Soldier and identify authors purpose and basic narrative elements. (c).
2. explain how precise language enhances enjoyment and identify examples in The Steadfast Soldier.* (c)
5 Example Lesson Plans (class instructional level: Section M)
Approximate Times
Day
Fifth Grade Days 1 - 5 for Students New to Spalding
1. explain that words are made up of individual speech sounds and say/blend sounds in weigh
(2), touch (3), drown (4). {Model, Check for Understanding, Coach (m/ck/c: 9)}
3. explain the purpose for legible and neat handwriting. (m/ck/c: 11)
4. explain the purpose and demonstrate correct sitting position. (m/ck/c: 12)
5. explain the purpose and demonstrate correct pencil grip. (m/ck/c:13-14)
6. explain general handwriting rules. (m/ck/c: 14)
7. explain the purpose for and demonstrate correct directionality when forming six features.
(m/ck/c: 18)
8. say/write phonograms that begin at two on the clock (m/ck/c: 19-21)
9. say/write phonograms that begin with a line. (m/ck/c: 23-26)
10. say/write manuscript alphabet letters in sequence. (m/ck/c: 28).
11. read phonograms 1 - 26. {Oral Phonogram Review (OPR Step 1: 39)}
12. say/write phonograms 1-26. {Written Phonogram Review (WPR Step 1: 41)}
1. explain the attributes of simple declarative sentences (m/ck/c: 86-87).
2. explain that nouns name persons, places, things, concepts and identify nouns in simple
sentences. {m/ck/c: 95-96, 413 (nouns in EA list A-G)}.
3. explain that action verbs show motion and identify action verbs in sentences. {m/ck/c: 95, 99,
413 (verbs in EA Section A-G)}
4. explain that adjectives describe nouns and identify adjectives in sentences. {m/ck/c: 95,
413 (adjectives in EA Section A-G)}
5. explain that adverbs describe verbs and identify adverbs in sentences. {m/ck/c: 96, 413 (ad
verbs in EA Section A-G)}
6. use nouns, action verbs, adjectives, and adverbs in simple sentences.{m/ck/c:86-88 (The tall
boy runs fast.)}
1. listen to one of The Fables of Aesop* and identify the author. (m/ck/c)
2. identify who the story is about, where it happened, and a favorite part. (m/ck/c)
Day
Approximate Times
(class instructional level: Section R)
1 Example Lesson Plans
2. explain the purpose for legible and neat handwriting. (c)
3. explain the purpose for and demonstrate correct sitting position and pencil grip. (c)
5. say/write phonograms sh through oi . {Model, Check for Understanding, Coach (m/ck/c)}
6. read 30 phonograms from 1 - 38. {Oral Phonogram Review (OPR Step 1: 39)}
7. say/write 30 phonograms from 1-38. {Written Phonogram Review (WPR Step 1: p. 41)}
8. say/write manuscript capitals in sequence. (c: 29-30)
9. define syllable and identify syllables in little, ago, today. (c: 46)
10. name vowels a, e, i, o, u and explain that every syllable must have a vowel. (c: 46)
11. explain that all other letters are consonants and identify consonants, vowels, and syl-
lables in tax (1) chicken (2), December (3), uncle (2). {m/ck/c: (EA Section R)}
12. explain that vowels say their first sound in tax, rest, chicken, uncle because they are
followed by consonants. (m/ck/c)
13. explain that y is a vowel when it takes the place of i and identify the vowel in
my. (m/ck/c: 223)
14. explain that u is not a vowel when it follows q; it is a two-letter consonant. {m/ck/c: 223,
Rule 1 (quest EA Section R)}
1. identify nouns, action verbs, adjectives, adverbs in simple declarative sentences.
2. explain the concept of present and past tense (time) and form the past tense of
regular verbs look, like, play, paint by adding the ending ed. (m/ck/c: 413)
3. explain the concept of irregular verbs and form the past tense of do, go, see, run
by changing the spelling. (m/ck/c)
4. use nouns and past tense verbs combine, entertain, adopt in sentences.
(m/ck/c: EA Section R)
1. listen to McCall-Crabbs Book D Lesson 3 and identify authors purpose, characters,
setting, and an event. (m/ck/c)
2. identify authors purpose and basic narrative elements in the day 1 Fable .
(m/ck/c: 199, 202-204)
2
Example Lesson Plans (class instructional level: Section R)
Fifth Grade for Students New to Spalding
Day
Approximate Times
Day
2. say/write phonograms er through wh. {Model, Check for Understanding, Coach (m/ck/c)}
3. read 30 phonogams from 1-50. {Oral Phonogram Review (OPR Step 2: 39)}
4. say/write 30 phonograms from 1-50. {Written Phonogram Review (WPR Step 2: 41-42)}
5. identify consonants, vowels, and syllables in salary (3), visitor (3), umbrella (3), success
(2). (c: EA Section R)
6. explain that c says /s/ when followed by e, i, or y and identify the sounds of c in success
(Section R), cent, cinder, cycle. (m/ck/c: 223, Rule 2)
7. explain that g may say /j/ when followed by e, i, or y and identify the sounds of g in
begun (EA Section R) gem, giraffe, gym. (m/ck/c: 223, Rule 3)
8. explain the purpose for underlining vowels a, e, o, u at the end of a syllable (m/ck/c:
223, Rule 4) and demonstrate correct underlining of vowels in words ago, me, music,
begun. (m/ck/c)
9. explain the purpose for underlining vowels i and y at the end of a syllable (m/ck/c: 223,
Rule 5) and demonstrate correct underlining in words si lent and my.
10. explain that English words use y not i at the end of a syllable (m/ck/c: 223, Rule 6)
11. explain the purpose for numbering and demonstrate correct numbering in do, the, you.
(m/ck/c)
1. explain that pronouns take the place of nouns and identify subject pronouns: I, you, he,
she, it, we, you, they in sentences. (m/ck/c: 134)
2. use subject pronouns with action verbs in oral sentences. {m/ck/c: 95,101-102 (I see,
you see, he/she/it sees, we see, you see, they see)}
3. explain that linking verbs connect two nouns or pronouns and use subject pronouns and
forms of be (am, is, are, was, were) with a noun in simple sentences. (I am a girl/boy.)
1. listen to McCall-Crabbs Book D Lesson 6 and identify authors purpose and basic
narrative elements (c).
2. listen to another Aesop Fable and identify authors purpose and elements. (c)
Approximate Times
(class instructional level: Section R) Example Lesson Plans 3
2. say/write phonograms ed through oe. {Model, Check for Understanding, Coach (m/ck/c)}
4. say/write 30 phonograms from 1-58. {Written Phonogram Review (WPR Step 2: 41-42)}
5. explain cursive handwriting rules. (c:32)
6. demonstrate correct directionality when forming connecting lines between letters.
(m/ck/c: 33)
7. say/write manuscript alphabet letters. (c: 33)
8. say/write cursive connecting lines over the manuscript letters. (m/ck/c: 33)
9. say/write cursive letters b, e, f, k, r, s, z. (m/ck/c: 34)
10. explain the purpose for bracing words and demonstrate forming braces. (m/ck/c: 47)
11. explain the purpose for and say and write five kinds of silent final es on 3/8 lined paper.
(m/ck/c: 223, Rule 7)
1. identify subject pronouns in sentences. (c: 134)
2. explain that the subject pronoun I takes the place of the speaker; you takes the place of
one person spoken to; and he/she/it takes the place of a person or thing spoken about.
(m/ck/c: 103)
3. explain that linking verbs connect a noun or pronoun and an adjective and use subject
pronouns with linking verb be (am, is, are, was, were) in oral sentences. {m/ck/c: 95,
100 (I am happy/sad.)}
4. use subject pronouns and linking verbs with nouns or adjectives. (c)
1. listen to McCall-Crabbs Book D Lesson 3 and identify authors point of view (first person).
(m/ck/c: 127)
2. listen to McCall-Crabbs Book D Lesson 6 and identify authors point of view (third person).
(m/ck/c: 127)
3. listen to excerpts from the Fables of Aesop ,identify point of view, explain how precise
language adds to enjoyment, identify examples. (m/ck/c:123-125)
Day
Approximate Times
4 Example Lesson Plans (class instructional level: Section R)
2. say and write phonograms ey through ci. {Model, Check for Understanding, Coach (m/ck/c)}
4. explain cursive handwriting rules. (c)
5. say/write cursive letters with a tall upswing: b, f, h, k, l. (m/ck/c: 34)
6. say/write cursive letters with a short upswing: i, p, u, v, w, y. (m/ck/c: 35)
7. say/write cursive letters with narrow loops below the base line that curve sharply
backward: g, j, y, z. (m/ck/c: 35)
8. say/write cursive letters with narrow loops below the base line that curve sharply
forward: f, q. (m/ck/c: 35)
9. say/write cursive letters with difficult endings: b, v, w, o. (m/ck/c: 35)
10. say/write 30 phonograms from 1-70 in cursive. {Written Phonogram Review (WPR
Step 2: 41-42)}
11. explain the purpose for and say and write five kinds of silent final es on 3/8 lined
paper (m/ck/c: 223, Rule 7).
1. explain the concept of main and helping verbs and identify forms of be, have (have/
has/had). (m/ck/c: 100-102)
2. use subject pronouns, main and helping verbs to show action happening now.
(m/ck/c: I am working.)
3. use subject pronouns, main and helping verbs to show past tense. (c: I was working.)
4. use subject pronouns, main and helping verbs to show future tense. (c: I will work
tomorrow.)
1. listen to The Selfish Giant* and identify authors purpose, point of view, and basic
narrative elements.
Approximate Times
Day Example Lesson Plans (class instructional level: Section R)
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