Give Me a Clue
Title: Give Me a Clue
Author:
Katie
Hamilton
Subject:
Spelling
Grade
Level: 4th
IEP
classification(s):
State
Standard(s): CCSS.ELA.LITERACY.L.4.2.D
Spell grade appropriate words correctly, consulting references as needed.
Lesson
Goals: The
students will work together in pairs to play a game that will help them
practice spelling their spelling words for the week. The students will
correctly spell 15 spelling words by the end of the week.
Instructional
Methods (15 minutes)
Anticipatory
Set
•
For
the beginning of the lesson, the students will be at their desks. I will tell the students that we are going to start our this spelling lesson by watching a video of a girl who has won many spelling bees.
• I will start the lesson by asking the students if they remember the spelling words we started that week.
They will discuss the words they remember. I will remind students of any words they forgot to mention. I will remind the students that the words for this week are a mix of sight words, words with the "ure" pattern, and academic vocabulary.
They will discuss the words they remember. I will remind students of any words they forgot to mention. I will remind the students that the words for this week are a mix of sight words, words with the "ure" pattern, and academic vocabulary.
• I will have the students pull out their list of spelling words for the
week. I will also have the list pulled up on the Elmo so that I can point to the letters in each word.
•
Next, I will tell the students that we are going to see the word on our
paper, say the word out loud, and spell the word out loud.
•
As
a whole groups, we will read, say, and spell each spelling word.
•
After
we have done this, I will have the students pair up with their assigned
buddy.
- The spelling words are: building, fifty, nothing, revise, scientists, wheels, leisure, seizure, pleasure, rupture, moraine, cirque, monolith, evaluate, and solution.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
1.2 Options that provide alternatives for auditory information
The see, say, spell of each word.
2.1 Options that define vocabulary and symbols
The teacher will have discussed with the students the words they have started that week. |
5.1 Options in the media for communication
The elmo used to display the spelling words on the board. |
7.3 Options that reduce threats and distractions
Doing the see, say, spell as a whole group will reduce distractions. |
Introduce
and Model New Knowledge (15 minutes)
- I will tell the students that we are going to play a fun game that will help us become more familiar with our spelling words.
- I will explain that this game is called Give Me a Clue (found on this awesome site: http://www.themeasuredmom.com/free-spelling-game-grades-1-4-use-word-list/) then show them the game board.
- The game board has the directions on it, but I will explain the directions to the students.
- The first thing the students will do is put their game piece on "start".
- The student with the closest birthday will go first, so the students will need to figure out who has the closest birthday.
- The first player will roll the die and move their game piece to that space on the board. If they land on a questions, they will ask that question to the second player. The second player will draw a spelling word out of their cup, read it silently, and answer the question. Player one will then look on their list of spelling words, and guess which word the second player drew.
- Example: You land on "does it have an letters used more than once?" If the other player says "yes" then you look for a word with a repeated letter on your word list page.
- If you guess correct, move your game piece to the next picture and your turn is over.
- The questions that are on the board are:
- How many syllables are in the word?
- What is the word's last letter?
- How many vowels are in the word?
- Is it something you can hold?
- Is it something you can eat?
- What is the first letter?
- What is a word that rhymes?
- Is it something you can do?
- What is the first sound?
- How many consonants are in the word?
- What is the last sound?
- What is the word's last letter?
- What is the second letter?
- Does it have any silent letters?
- Does it have any letters used more than once?
- If you roll the die and land on a picture or a color, then the second player draws a spelling word and reads it out loud to the first player. The first player then spells the word either out loud or on paper without using the spelling list. If you spell the word correctly, you get to stay on that space. If you spell it wrong, you must go back to the nearest picture.
- The students continue to take turns. The first one to reach "finish" wins!
- I will then model how to play the game with the students. I will have a volunteer come up with me and we will play a couple rounds of the game so the students understand how to play.
- I will have the students raise their hand if the instructions do not make sense.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
1.1 Options that customize the display of information
The students will work with a board game that can be customized to each spelling list. 1.3 Options that provide alternatives for visual information
Modeling the game to the students.
3.4 Options that support memory and transfer Modeling the game to the students |
4.1 Options in the mode of physical response
The students can raise their hand if the game does not make sense to them. |
8.1 Options that heighten salience of goals and objectives
The instructions for the game are very clearly explained, printed on the game board, and the game was modeled. |
Guided
Practice (20 minutes)
- After I have explained the game to the students, I will have them spread out around the room and begin playing the game with their partner.
- I will be sure to walk around the room to make sure they are playing the game correctly.
- As I walk around, I will ask if they have any questions on how to play.
- I will also remind the students that the directions are listen on the board game so if they get confused, they can try to figure it out through that.
- I will set a timer for 20 minutes. When the timer goes off, I will have the students start cleaning their games up.
- If they have not finished their game by that time, the player who is ahead when the timer goes off is the winner.
- If they finish early, I will have them quiz each other on their words until they can move on together as a group. To quiz each other, they will take turns reading a spelling word to the other student and that student will spell the word.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
3.1 Options that provide or activate background knowledge
The students use their background knowledge to answer the questions about the words and spell them. |
4.1 Options in the mode of physical response
The students get to roll the die and move their game piece which will help them learn better because they are physically doing something. 6.3 Options that facilitate managing information and resources The students have to manage the information of playing the game. |
8.3 Options that foster collaboration ad communication.
The students get to work together with a partner which requires them to communicate and collaborate with others. |
Independent
Practice (10 minutes)
- After they have finished cleaning up their game, I will tell the students to go back to their desks.
- Then I will explain that now each student is going to write Each of their 15 spelling words three times in their journals.
- I will tell the students that repetition is one of the best ways to learn spelling words. It helps make the words stick in their brains.
- I will explain to the students that they are to write their words neatly and correctly, using their word list as a guide.
- I will be walking around the room as they are doing their independent practice and monitor how well they are working.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
3.2 Options that highlight critical features, big ideas, and relationships
The students will write their spelling words three times each which greatly aids in them memorizing the words, which is the big idea of the lesson. |
4.1 Options in the mode of physical response
The students will write their spelling words three times. |
7.2 Options that enhance relevance, value, and authenticity
Explaining to the students that repetition will help them learn their words. |
Wrap-up (10 minutes)
- To wrap up the lesson I will ask the students some questions.
- I will ask the students how they liked the board game.
- I will ask if they learned anything new because of the game and if they thought it was good practice for them to learn their spelling words.
- I will also ask the students if they have any questions about the words that we have learned this week.
- If they have any words they are still not sure of, I will let them come up and practice writing the words on the smart board.
- We will see, say, and spell the words one last time for the day.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
3.3 Options that guide information processing
The students have the opportunity to give input on what they thought of the activity and how they did on it. |
4.3 Options for accessing tools and assistive technologies
The students are given the opportunity to write their spelling words on the SmartBoard. |
7.3 Options that reduce threats and distractions
The students will do the see, say, spell together as a class which will reduce distractions. |
Assessment (15 minutes)
Formative
(Informal - written)
- The students will complete a pre-test. This is a test that will not count as their final grade but it will tell them what they need to study more before the actual spelling test on friday.
- The students will clear their desks, put up their blockers so they can not see their neighbors paper, and each get a piece of paper out.
- I will call out each word on the spelling list and the students will write the word on their paper.
- After we have completed the pre-test, I will have the students trade papers with their partner.
- They will grade their partner's paper with how they think the words are spelled.
- Then, I will go through and tell the correct spelling of each of the words.
- The students will check their partner's word and grade it accordingly.
- Then, they will switch back with their partner so they can see how well they did on their pre-test.
- I will then collect their papers so that I can see what they need to work on.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
1.2 Options that provide alternatives for auditory information
The teacher will read aloud the spelling words for the students. |
6.3 Options that facilitate managing information and resources.
The students will do a peer review on their neighbor's pre-test. |
7.3 Options that reduce threats and distractions
The students put up their desk blockers to prevent temptation to look at their neighbors paper. |
Materials
I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
|
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III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
|
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