Lesson 25 AWS
Lesson 25
Assessment Tricky Spelling
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently (RL.2.1) Describe how characters in a fiction text that has been read independently respond to major events and challenges (RL.2.3) Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot (RL.2.7)
Read decodable text that incorporates the letter-sound correspondences taught, with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a)
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c)
Read and write words with the following letter-sound correspondences: ‘a’ > /ə/ (about), ‘e’ > /ə/ (debate) (RF.2.3e) At a Glance Spelling The Tricky Spelling ‘ou’ Reading Time
Exercise
Materials
Minutes
Spelling Assessment
Worksheet 25.1
20
Tricky ‘ou’
Worksheet 25.2
20
Sir Gus; Worksheet 25.3
20
Whole Group: “Battle Plans”
Note to Teacher Today students will work on decoding the tricky spelling ‘ou’. This spelling poses a challenge for readers because it can be pronounced several different ways. At this point, students have been introduced to the two most common pronunciations, /ou/ and /u/. The chart shows /ou/ is the most common pronunciation, followed by /u/. It also shows two additional pronunciation options, /oo/ and /oe/. These, however, are quite rare so they are not explicitly taught.
Unit 5 | Lesson 25 161 © 2013 Core Knowledge Foundation
If students come across an unfamiliar printed word containing the spelling ‘ou’, they should try pronouncing the ‘ou’ as /ou/. If that does not sound like a word, or if the resulting word does not make sense in context, students should try /u/.
The Tricky Spelling ‘ou’ (47%) Pronounced /ou/ as in shout
(26%) Pronounced any other way (20%) Pronounced /u/ as in touch (5%) Pronounced /oo/ as in soup (2%) Pronounced /oe/ as in shoulder
Here is some additional information: • At the beginning of a word, ‘ou’ is almost always pronounced /ou/.
Spelling
20 minutes Spelling Assessment • Read the first spelling word, use it in a sentence, and then read the word once more, allowing students time to write the word. • Repeat this procedure with each of the remaining words.
Worksheet 25.1
1.
question
6.
angel
11. shuffle
2.
turtle
7.
motion
12. jewel
3.
label
8.
pickle
13. cattle
4.
inspection
9.
gravel
14. fiction
5.
bundle
10. education
Tricky Word: schwa
• Direct students’ attention to the lines on the bottom of the worksheet. Tell students to write the sentence, “Schwa can be tricky to spell.” Slowly repeat this sentence twice. • Read each spelling word once more. • Tell students you will now show them the correct spelling for each word so they can correct their own work. • Say and write each word on the board, instructing students to correct their work by crossing out any incorrect spelling, then copying and writing the correct spelling next to it. Do the same for the sentence. • Circle the following words on the board. Ask students to turn over Worksheet 25.1 to the back and write these words in alphabetical order. 162 Unit 5 | Lesson 25 © 2013 Core Knowledge Foundation
1.
turtle
3.
cattle
2.
question
4.
gravel
5.
jewel
• Give students about four minutes to do this. • Write the five words in alphabetical order for students to correct their work. 1.
cattle
3.
jewel
2.
gravel
4.
question
5.
turtle
Note to Teacher At a time later today, you may find it helpful to use the template provided at the end of this lesson to analyze students’ mistakes. You will find the Spelling Analysis sheet and directions at the end of this lesson. This will help you to understand any patterns beginning to develop or persisting among individual students.
The Tricky Spelling ‘ou’
20 minutes
Tricky ‘ou’
‘ou’
/ou/
shout
out
mountain
/u/
touch
country
jealous
• Have students turn to Worksheet 25.2. • Students have completed many sheets similar to this in the past. If it seems appropriate to you, ask students to complete this worksheet independently. • This would be an ideal time for you to work with a small group who might otherwise struggle completing this worksheet. Worksheet 25.2
Unit 5 | Lesson 25 163 © 2013 Core Knowledge Foundation
Reading Time
20 minutes
Whole Group: “Battle Plans” Introducing the Story • Tell students that today they will read about King Alfred’s knights preparing to battle against King Henry’s knights. Previewing the Spellings • Preview the following spellings before reading today’s story. ‘le’ > /ə/ + /l/ lit | tle mum | bled
Chapter 16: “Battle Plans”
‘a’ > /ə/ a | bout a | way a | ssist
‘o’ > /u/ bott | om o | ther to | geth | er
Previewing the Vocabulary • Preview the following vocabulary before reading today’s story. Worksheet 25.3
1.
volunteer—to offer to do something
2.
stunned—surprised
3.
enemy’s position—location of enemy
4.
moment of glory—a time when someone receives attention and praise
5.
delighted—pleased
6.
are camped—placed in a forest or under some kind of cover for sleeping and resting
Purpose for Reading • Ask students to be thinking of a Think Pair What? question to ask the class at the end of the story. Reading Supports • The knights point to Sir Gus and say, “Yes, you!” Ask students why they think they do this. (Answers may vary; students may suggest that all the knights think Sir Gus is the best knight around.) Wrap-Up • Ask students to share their Think Pair What? questions. • Ask students to summarize the story. • Have students complete Worksheet 25.3. Review the worksheet as a class.
164 Unit 5 | Lesson 25 © 2013 Core Knowledge Foundation
Spelling Analysis Unit 5 Lesson 25 • Students are most likely to reverse the order of the ‘le’ and ‘el’ spellings in this list of words, as well as spell ‘tion’ as ‘shun.’ Additional worksheets may be found in the Pausing Point addressing this. • While the above scenario may be true for student errors, be aware that student misspellings may be due to many other errors. You may find it helpful to record the actual misspelling errors the student makes in the analysis chart. For example: • Is the student consistently making errors on specific vowels? Which ones? • Is the student consistently making errors on double consonants? • Is the student consistently making errors at the end of the words? • Is the student consistently making errors on particular beginning consonants?
Unit 5 | Lesson 25 165 © 2013 Core Knowledge Foundation
166 Unit 5 | Lesson 25
© 2013 Core Knowledge Foundation
Student name
2
3
4
5
6
7
8
9
10
11
12
13
14
15
question turtle label inspection bundle angel motion pickle gravel education shuffle jewel cattle fiction scwha
1
Spelling Analysis Lesson 25
Assessment Tricky Spelling
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently (RL.2.1) Describe how characters in a fiction text that has been read independently respond to major events and challenges (RL.2.3) Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot (RL.2.7)
Read decodable text that incorporates the letter-sound correspondences taught, with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a)
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c)
Read and write words with the following letter-sound correspondences: ‘a’ > /ə/ (about), ‘e’ > /ə/ (debate) (RF.2.3e) At a Glance Spelling The Tricky Spelling ‘ou’ Reading Time
Exercise
Materials
Minutes
Spelling Assessment
Worksheet 25.1
20
Tricky ‘ou’
Worksheet 25.2
20
Sir Gus; Worksheet 25.3
20
Whole Group: “Battle Plans”
Note to Teacher Today students will work on decoding the tricky spelling ‘ou’. This spelling poses a challenge for readers because it can be pronounced several different ways. At this point, students have been introduced to the two most common pronunciations, /ou/ and /u/. The chart shows /ou/ is the most common pronunciation, followed by /u/. It also shows two additional pronunciation options, /oo/ and /oe/. These, however, are quite rare so they are not explicitly taught.
Unit 5 | Lesson 25 161 © 2013 Core Knowledge Foundation
If students come across an unfamiliar printed word containing the spelling ‘ou’, they should try pronouncing the ‘ou’ as /ou/. If that does not sound like a word, or if the resulting word does not make sense in context, students should try /u/.
The Tricky Spelling ‘ou’ (47%) Pronounced /ou/ as in shout
(26%) Pronounced any other way (20%) Pronounced /u/ as in touch (5%) Pronounced /oo/ as in soup (2%) Pronounced /oe/ as in shoulder
Here is some additional information: • At the beginning of a word, ‘ou’ is almost always pronounced /ou/.
Spelling
20 minutes Spelling Assessment • Read the first spelling word, use it in a sentence, and then read the word once more, allowing students time to write the word. • Repeat this procedure with each of the remaining words.
Worksheet 25.1
1.
question
6.
angel
11. shuffle
2.
turtle
7.
motion
12. jewel
3.
label
8.
pickle
13. cattle
4.
inspection
9.
gravel
14. fiction
5.
bundle
10. education
Tricky Word: schwa
• Direct students’ attention to the lines on the bottom of the worksheet. Tell students to write the sentence, “Schwa can be tricky to spell.” Slowly repeat this sentence twice. • Read each spelling word once more. • Tell students you will now show them the correct spelling for each word so they can correct their own work. • Say and write each word on the board, instructing students to correct their work by crossing out any incorrect spelling, then copying and writing the correct spelling next to it. Do the same for the sentence. • Circle the following words on the board. Ask students to turn over Worksheet 25.1 to the back and write these words in alphabetical order. 162 Unit 5 | Lesson 25 © 2013 Core Knowledge Foundation
1.
turtle
3.
cattle
2.
question
4.
gravel
5.
jewel
• Give students about four minutes to do this. • Write the five words in alphabetical order for students to correct their work. 1.
cattle
3.
jewel
2.
gravel
4.
question
5.
turtle
Note to Teacher At a time later today, you may find it helpful to use the template provided at the end of this lesson to analyze students’ mistakes. You will find the Spelling Analysis sheet and directions at the end of this lesson. This will help you to understand any patterns beginning to develop or persisting among individual students.
The Tricky Spelling ‘ou’
20 minutes
Tricky ‘ou’
‘ou’
/ou/
shout
out
mountain
/u/
touch
country
jealous
• Have students turn to Worksheet 25.2. • Students have completed many sheets similar to this in the past. If it seems appropriate to you, ask students to complete this worksheet independently. • This would be an ideal time for you to work with a small group who might otherwise struggle completing this worksheet. Worksheet 25.2
Unit 5 | Lesson 25 163 © 2013 Core Knowledge Foundation
Reading Time
20 minutes
Whole Group: “Battle Plans” Introducing the Story • Tell students that today they will read about King Alfred’s knights preparing to battle against King Henry’s knights. Previewing the Spellings • Preview the following spellings before reading today’s story. ‘le’ > /ə/ + /l/ lit | tle mum | bled
Chapter 16: “Battle Plans”
‘a’ > /ə/ a | bout a | way a | ssist
‘o’ > /u/ bott | om o | ther to | geth | er
Previewing the Vocabulary • Preview the following vocabulary before reading today’s story. Worksheet 25.3
1.
volunteer—to offer to do something
2.
stunned—surprised
3.
enemy’s position—location of enemy
4.
moment of glory—a time when someone receives attention and praise
5.
delighted—pleased
6.
are camped—placed in a forest or under some kind of cover for sleeping and resting
Purpose for Reading • Ask students to be thinking of a Think Pair What? question to ask the class at the end of the story. Reading Supports • The knights point to Sir Gus and say, “Yes, you!” Ask students why they think they do this. (Answers may vary; students may suggest that all the knights think Sir Gus is the best knight around.) Wrap-Up • Ask students to share their Think Pair What? questions. • Ask students to summarize the story. • Have students complete Worksheet 25.3. Review the worksheet as a class.
164 Unit 5 | Lesson 25 © 2013 Core Knowledge Foundation
Spelling Analysis Unit 5 Lesson 25 • Students are most likely to reverse the order of the ‘le’ and ‘el’ spellings in this list of words, as well as spell ‘tion’ as ‘shun.’ Additional worksheets may be found in the Pausing Point addressing this. • While the above scenario may be true for student errors, be aware that student misspellings may be due to many other errors. You may find it helpful to record the actual misspelling errors the student makes in the analysis chart. For example: • Is the student consistently making errors on specific vowels? Which ones? • Is the student consistently making errors on double consonants? • Is the student consistently making errors at the end of the words? • Is the student consistently making errors on particular beginning consonants?
Unit 5 | Lesson 25 165 © 2013 Core Knowledge Foundation
166 Unit 5 | Lesson 25
© 2013 Core Knowledge Foundation
Student name
2
3
4
5
6
7
8
9
10
11
12
13
14
15
question turtle label inspection bundle angel motion pickle gravel education shuffle jewel cattle fiction scwha
1
Spelling Analysis Lesson 25
