Did you spell it the right/write way/weigh? Word Study Lesson Plan 3 rd Grade
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1 Courtney Koutsourelis Kelly Lawson Did you spell it the right/write way/weigh? Word Study Lesson Plan 3 rd Grade 1. Goals: Have students correctly identify spell the right homophones using context clues within a sentence. 2. Rational: Within Word Pattern Stage is developmentally appropriate for third grade students. During this stage, students know most vowel patterns and are ready to focus on word meanings (Bear, Invernizzi, Templeton, & Johnson, 2004). Being able to properly identify and spell common homophones will help increase vocabulary skills. ODE Standard: Acquisition of Vocabulary: Contextual Understanding: Use context clues to determine the meaning of homophones, homonyms, homographs. 3. Materials: Follow the path game board game template from page 368 in Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Bear, d. Invernizzi, M., Templeton, S., & Johnson, F. (2004). Columbus, OH: Merrill Prentice Hall Spinner Game movers Did you spell it the right/write way/weigh? Game cards Additional blank game cards Chart paper Highlight tape Verbal Confusion Poem by George E. Coon Copies of Verbal Confusion triple spaced for entire class English Language Homophone List ( found at 4. Procedures: Introduce: Read poem, on large chart paper, aloud to students while emphasizing with voice and explicitly pointing out homophones. Demonstrate: Re read poem with class, with highlighting tape, highlight the homophone in each sentence. Write correct homophone above highlighted homophone For example, Wood you believe that I didn t no. becomes Would you believe that I didn t know.
2 After the first line, have students help highlight homophones on chart paper and write in correct word Do this for the for first verse Show game, Did you spell it the right/write way/weigh? Read directions on file folder and play one round with a student in front of the class. Take and answer any questions regarding game and/or homophones Apply: Have pairs of students play the game during guided reading/word study time. Share: As a class, regroup and discuss new student discoveries of homophones from their game experience. Clarify any student misunderstandings Confirm good student strategies (like using context clues) Refer back to homophone poem, Verbal Confusion. Through interactive writing, have students find and correct misused homophones in the poem. Link: Have students make new game cards with the sentences that contain homophones from the Verbal Confusion poem. Give students the blank game cards to add these new words to the game. Show location of entire homophone list as a resource for the classroom. During independent writing time, students will take their own copy of the Verbal Confusion poem, cut and paste it into their journals. Students will go on Homophone Hunt in the poem and look for all the homophones they can find. They will write the correct homophone above the one used in the poem, or they can choose to recopy poem using the correct homophone. 5. Ripples and Extensions: 1. Create flash cards with definition and possible spelling of homophones for individual or partner use to help emphasize specific meaning and spelling. Example of flashcards from -
3 2. Have children use the interactive website to complete the sentence with the correct homophone to help with automaticity Have students use homophones to write a poem, letter, or journal entry. 6. Assessment: 1. Observe during demonstration, application and sharing portions of lesson for student participation, engagement and general understanding of concept. 2. Monitor accuracy of homophone spelling during game. 3. Read journal entries and check for homophone findings and correct homophone insertion. 7. Reflection: Lesson not yet implemented
4 Verbal Confusion By: George E. Coon The Reading Teacher, April, 1976 Wood you believe that I didn t no About homophones until too daze ago? That day in hour class in groups of for, We had to come up with won or more. Mary new six; enough to pass, But my ate homophones lead the class. Then a thought ran threw my head, Urn a living from homophones, it said. I guess I just sat and staired into space. My hole life seamed to fall into place. Our school s principle happened to come buy,
5 And asked about the look in my I. Sir, said I as bowled as could bee, My future roll I clearly see. Sun, said he, move write ahead, Set sail on your coarse, Don t be mislead. I herd that gnus with grate delight. I will study homophones both day and knight. For weaks and months, through thick oar thin, I ll pursue my goal. Eye no aisle win.
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