LITERACY LESSON: SPELLING/ WORD WORK (YEAR 2)

CONTEXTUAL DETAILS

Name Melissa Hylan School

Year Level / Age Range Year 2 Date 07.11.2016 (TERM 4)
No. of Students Approx 8 Estimated Duration of Activity
Location Classroom 45 minutes

CURRICULUM OR
English
LEARNING AREA

TOPIC
Spelling/ Word Work
PRIOR KNOWLEDGE
Students have prior knowledge on expectation and routine of the
activity. Also they have prior knowledge of homophones.

LEARNING INTENTION Students use alternative spelling pattern ‘ture’.

SUCCESS CRITERIA Students will apply this sound in their reading and writing.

LEARNING POWER HABIT Striving for accuracy.

The children/students will:

SPECIFIC LEARNING
1. Use spelling strategy ‘ture’.
OUTCOME / S
2. Identify how many sounds in a word.
3. Identify how many syllables in a word.
CURRICULUM
Understand how texts are made cohesive through language features,
including word associations, synonyms, and antonyms (ACELA1464)

PREPARATION / ORGANISATION
 Ensure markers work and white boards are clean.
 Prepare worksheets and word lists.
RESOURCES
 White boards and white board markers
 Worksheets and word lists
 Spelling books
PROCESS RESOURCES
Introduction: & TIME
 Introduce spelling strategy ‘ture’
 Write of white board
 Brainstorm words with this sound, write on board. 10 minutes
Give feedback during brainstorming process. Positive praise for input/
engagement/ behaviour. White board/
markers

Development (main teaching/learning part of lesson/activity) 20 minutes

 Teacher to say word on word list, White boards/
markers
 Students to repeat word back to you
Word list
 ask students how many sounds, how many syllables: using
clapping or chin drops,
 Put word into sentence
 Students write word on their white board
 Teacher writes word on board
 Students check their spelling 15 minutes
 Continue for all words. Worksheet\Pencil
Spelling book
Feedback to be given throughout process to ensure students are
understanding content. Use verbal feedback.

Conclusion
1. Students glue word list into their home book and worksheet into
spelling book.
2. Students continue with work sheet.
3. Teacher to check-in with each student and give verbal feedback
on progress. Use questioning to elicit understandings.

Assessment
 Students self-check their spelling of words, against teacher.
Teacher checks students spelling and completion of work sheet
activities.

Follow Up Activity/Lesson
 Students will use their spelling words in their spelling contracts.