Lesson

Spelling using word sounds Date November 24, 2021

Title/Focus
Subject/Grade Time
ELA, Grade 2 45 minutes
Level Duration
Unit Word-Solving Actions Teacher Ms. Soho

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
2.1: Students will listen, speak, read, write, view and represent to comprehend and respond
Learning
personally and critically to oral, print and other media texts.
Outcomes:
Specific
- apply phonic rules and generalizations to read unfamiliar words in context
Learning
- apply knowledge of long and short vowel sounds to read unfamiliar words in context
Outcomes:
SMART LEARNING OBJECTIVES (specific, measurable, action word, relevant, timely)
Students will: Recognize the sequence of sounds to read a word or word part. They will

ASSESSMENTS
Key Questions:
What about this matters?
 How can you listen to words to spell words?
Why does it matter?

Observations,  Products: Finished letter box sheets

Products, and/or  Performances: Students will participate in helping me spell words on the board, and
Performances: work respectfully with their partners to complete their letter box tasks.
Materials
Three different worksheets, Night Animals picture book

PROCEDURE
Introduction Time

“We’re going to be practicing how to spell words today! But first, I’ll invite
you to read with me”
Set the objective, 10
purpose, interest
minutes
I will be reading “Night Animals” by Gianna Marino. The story includes
words that I can use as examples for my spelling activity.

Body Time
Scaffold the steps to the Activity #1: Whiteboard
end goal.
What are some strategies you use when trying to spell a word? 10
- Sound out the words! minutes

On the board, I will be practicing to spell words from the book I had just
read. Students will give me a four-letter word to spell. I’m going to sound it
out and spell it with them. I will have a picture of four boxes that divides the
sound of words. I will use example words no more than 4 letters. (Help, sky,
hide, bear, run)
Activity #2: Partner Word Work
1. I will put the students into groups of two using their peanut butter and 20
jelly partners. minutes
2. One partner will be given a word sheet and the other partner will be
given a letter box sheet.
3. The partner with the word sheet will read out the words on the sheet to
their other partner. The partner with the letter box worksheet will write
letters in the boxes that correlate with the sounds of the words.

When they are finished reading and writing the words down, they will then
come up to me, tell me that they are finished, and I will give them two more
sheets and now must switch their roles.

Word worksheet:

The two different word lists:

If students are finished early, they can do a spelling b game with their
partners. Using their whiteboard, they will practice the spelling of some
words that come from their books. The words should not be more than 6
letters, unless you really want to challenge yourselves.

Once most students are finished with the word boxes, I will then ask them
to sit back at their desks.
Students that finish early may then work with their partner to spell the rest
of the words on their sheets.