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Kinesthetic Learner
Kinesthetic Learner
Visual Learner
Visual Learner
Auditory Learner
Auditory Learner
Technology Integration
Technology Integration

Spelling Words

Students will practice writing, spelling, and using new words.
Grade level:  3-5
Concept:  Spelling words
Estimated Duration:  40 minutes

 

 

Objective

  • Students will practice writing spelling words.
  • Students will correctly spell words from a spelling list.
  • Students will use the words correctly in a short story or poem.

Materials

 

 

 

Chart Stand
Highlighters and markers
Large lined tablet paper
Paper and pencil for rough draft
Tape or magnets to display papers
Word list

 

Differentiated Strategies

These strategies are used to meet the varied needs of all learners:

 

  • for various grade levels Varying academic levels: uses mixed-ability groups to allow students to learn from one another
  • for visual learners Visual learners: the words lists and short stories/poems are displayed as visual aids
  • for auditory learners Auditory learners: The words are discussed as the group writes. The writings are shared and discussed with the class.  
  • for kinesthetic learners Kinesthetic learners: Engages students by providing an opportunity to work in groups and use highlighter and markers to spell words.

Procedures 

Warm-Up

  • for visual learners Display the spelling word list for students to copy onto their own paper.

Direct Instruction 

 

 

Practice

 

  • for various grade levels Assign the students to their groups having 2-3 students per group. Have each group member be responsible for one of the following:

1. Checking that all of the words were used.
2. Checking that all of the words were spelled correctly.
3. Checking that the words were used in the correct context.

 

  • for kinesthetic learners Students can begin a rough draft on paper. Once finished they can copy it onto a piece of large lined tablet paper with markers.
  • for kinesthetic learners After the students write the copy on the large lined table paper, then they can take a highlighter and highlight the spelling words.
  • for visual learners The paper can then be displayed on a wall or chalkboard for sharing.

Assessment 

  • for various grade levels The groups will share their stories/poems with the words being spelled correctly and used in the correct context.

Closure 

  • for auditory learners Review the words and discuss that the students used writing to practice their spelling words.
  • for auditory learners Discuss other ways the students can practice using their spelling words and list any suggestions on the chalkboard. 

 

  • Introduce or review words identifying the spelling “rule’ or word family.
  • Tell the students they are going to practice writing their words by including each word in a short story or poem.
  • Using a different (previous) word list, have the students help you write a short story or poem so there is a sample. The stories/poems can be funny or silly, but must use the words correctly. This can be done on a chalkboard or large tablet paper.
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