Lesson Plan Template

Instructions: Please click and type directly in the body of the document. Feel free to use as many pages as you need in order to complete the lesson plan fully.  

Lesson Plan Title: Spelling City/ Language Arts

Subject/Course Name: Spelling

Grade/Age Level: 2^nd grade

Level (highlight all that apply):  Remedial/Special Education   On-Level   Gifted/Advanced   ELLs  

Lesson Duration: 30 minutes - 3 ten minute intervals at each station

1. The teacher (the students with need of more spelling support start here)

2. Computers (The middle group starts here, using the Spelling City app)

3. Hand On learning (The more advanced group starts here)

Lesson Objectives: (What should students be able to demonstrate? What should students have learned after this lesson?)

 At the end of the lesson, the students will be more familiar with the spelling words and patterns from each weekly spelling list. Each week, the students will work with their spelling group to complete activities on the website Spelling City.

Standard(s) Lesson Addresses: (Indicate standard name, number, and copy/paste strand verbiage) (Include both content standards and ISTE standards)

Content Standards:

(LA. 2. 20) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.2.3]

a. Distinguish long and short vowels when reading regularly spelled one-syllable words. [RF.2.3a]

b. Know spelling-sound correspondences for additional common vowel teams. [RF.2.3b]

c. Decode regularly spelled two-syllable words with long vowels. [RF.2.3c]

d. Decode words with common prefixes and suffixes. [RF.2.3d]

e. Identify words with inconsistent but common spelling-sound correspondences. [RF.2.3e]

f. Recognize and read grade-appropriate irregularly spelled words. [RF.2.3f]

(LA 2. 29) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

ISTE standards

3. Research and information fluency- Students apply digital tolls to gather, evaluate, and use information.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

ALA Standards for the 21^st Century Learner

1. Inquire, think critically, and gain knowledge

1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

1.1.8 Demonstrate mastery of technology tools to access information and pursue inquiry

1.1.9 Collaborate with others to broaden and deepen understanding.

3. Share knowledge and participate ethically and productively as members of our democratic society.

3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning

4. Pursue personal and aesthetic growth.

4.4.1 Identify own areas of interest.

Openers/Lesson Starters: (Teacher Station)

The teacher will introduce that week’s spelling words in each Reading/ LA group. Each group has a different list, depending on needs and abilities. The teacher will read the words to the students and have the students repeat the words. Opening starters can include writing in sand, with chalk on a chalk board, via sign language, or using magnetic letters.   

Central Part of Lesson/Main Activities: (Computer Station)

The group will go over spelling patterns, letter formations if needed, and each word. The group will look at parts of speech, meaning of words, words with similar meanings, prefixes and suffixes, and other parts of the word to better understand each word and the spelling patterns associated with the lesson that week. Then the students will go to their next group.    

Closers/”Tickets out the Door”: (Hands-On Station)

The students will participate in a Hands-On activity. These activities can include using letter stamps, writing the words with multi-colored ink or crayons, using the words in sentences, drawing a picture of one or more of the words, organizing the words, or other Hands-On activities that create an artifact to turn in to the teacher.

Assessment Plans: (How will students demonstrate what they have learned? Note: it is not necessary to provide an actual test or rubric here; just describe the process.)

Teacher observation during the teacher’s station is part of the assessment. For the Computer Station, Spelling City has a Teacher’s edition where students can do activities, take tests, and work with the words on their list. Each student’s list does not have to be the same, but it can be. The website records when students log in, how long they work, and how they did on each assignment. This provides instant feedback for the teacher, as well as a way to track each student’s progress through the year. Students can move into different spelling groups if needed as their skills progress. The artifact that the students turn in is also part of their spelling grade.

Materials/Equipment Needed:

The students working on this assignment need an iPad or computer, Spelling City membership, and a log-in and password. The teacher can set up the classroom and give each student his or her own log-in and password to use throughout the year. The students will be instructed not to share passwords or log-ins.

Materials for the Hands-On station will change daily or weekly.

Three areas set up in the classroom – one to accommodate each group.

How lesson plan aligns with TPACK framework:

TPACK covers the knowledge of content, familiarity with technology, and awareness of the needs of children at different phases of life. This lesson incorporates technology that is appropriate for young students and is a step to help students become aware of the need to keep their personal information secure. Spelling City builds content skills in a self-paced, flexible format. The students can be given the responsibility to choose their own activities or the teacher can assign specific activities, depending on the needs and abilities of each child. Students can work alone, with a peer, in groups, and with or without an adult’s supervision.  

Strategies for differentiation for diverse student groups:

Students groups can be assigned different lists of words, different numbers of words, different activities, and different time limits. These all depend on the unique abilities and needs of each student. Activities can be completed alone, in pairs, in groups, and with or without adult supervision. Students can work with Spelling City one to five times per week, depending on the students’ needs and abilities.  ELL students will receive support from the ELL teacher. Students who are deaf or hard of hearing will have assistance from the Hearing Impaired teacher, access to headphones or earbuds, or an interpreter. SPED students will have any accommodations or modifications as stated in the IEP. OT and PT will be included to make sure students with Occupational or Physical goals are having their needs met. Students who are more advanced in Spelling can use the Computer or Hands-On time for Sustained Silent Reading or vocabulary development.

Describe how the scholarly article you found contributed to the development of this lesson plan?

I choose the article Guided Inquiry by Design: The Story of Student Learning by Janice Cooper. This article describes five kinds of learning in guided inquiry. These are Curriculum Content, Information Literacy, Literacy Competence, Social Skills, and Learning How to Learn. It also discusses the Guided Inquiry framework and the eight phases of GDI. I feel like the TPACK framework and Guided Inquiry complement each other well. Spelling City intertwines these aspects because it helps students discover how they can best learn to spell and to understand the meaning of words. When completed in groups, these activities take on a Social aspect that is meant to be both fun and educational. Spelling lists and tests are typically something students do not like, so finding an engaging way to learn these skills is important. The flexibility of GDI as well as the Spelling City website gives the teacher and the students more range to explore their own strengths and improve individual weaknesses.