Name & Date Hannah Woodhouse 12/7/2018

Grade Level 3rd Grade

Word Study Stage of Letter Name- Alphabetic Digraphs

Common Core ELA CCSS.ELA-LITERACY.RF.3.3

Activity 1
Literacy Activity & Labeling- The students will write down the spelling of the words on the
Description back of their word sort.

Objective The students will be able to write down the spellings for the words in
Sort 13 during a teacher’s word study group with the teacher’s help
with all of the (sh) sounds spelled correctly.

Instructional Materials (pre-cut) Words their Way- Alphabetic Spellers Sort 13

Opening Tell students that today we are going to be working on spelling our
“sh”” sounds which we spell by using S and H. Give each student a
post it note and a pencil and have them walk around the classroom
and try to find one thing that they would use the “sh” sound to spell.

Modeling (I DO) The teacher will tell students that we will be using our phonics skills to
sound out the words on our word sort and write our answer on the
back. They start with the word “ship.” “Okay the first sound i hear is
/sh/ and I know that /sh/ is represented by s and h” The next soundis
/i/ and i know that I write and i for that and then I know that /p/ is a
letter p. Okay now I am going to double check my work, /s/ /h/ /ip. S
Hip oh that’s not a word. Oh i forgot I have to blend them together
ship.

Guided Practice (WE Okay let’s work together. Let’s use the word “horse.” What is the first
DO) sound we hear?
-Students- /h/
-What is that letter that represents /h/?
-H!
-Let’s do the next sound. What sound is it?
-O
-Let’s say it together and pay attention to the sound you are making.
What letter is it?
 -O
- Repeat this for the rest of the sounds

Collaborative Practice Students will work with a partner to sound out another two words.
(YOU DO IT They will give their work to the teacher to check and if the students
TOGETHER) have gotten the correct initial sound and digraph then the teacher will
encourage them to continue with the labeling activity individually.

Independent Practice Students will continue to work on the labeling activity and write the
(YOU DO IT ALONE) correct spelling of the words on the back of their words. The teacher
will monitor the students and make sure they on the right track. They
will redirect if they notice students are not getting the initial spelling
sounds correct.

Assessment The teacher will check all of the students spellings to see if they are
getting the initial sounds correct. If they are not, they will pull the
student individually and make sure they understand the initial sounds
that they are working with.

Activity 2
Literacy Activity & Color Sort- Students will receive Sort 13 and crayons. They will
Description decide on a color for each starting sound (S,H, and SH) and color all
the words in the correct color.

Objective The student will be able to sort words (in picture and word form) into
categories independently during a teacher-led word study group with
only having to be redirected less than 2 times.

Instructional Materials Words their Way- Alphabetic Spellers Sort 13

Opening The teacher reads “Sally sells seashells by the seashore.” This will be
written on a paper that students can’t see this point. Does anyone
hear the sounds that we are working with. Say it yourself and count on
your finger how many times you hear a “sh” sound.”
This will start the students tripping over the sentence but eventually
they should get two times they hear the “sh” sound in the sentence.
Once they try it by themselves, the teacher will do it with them and
point out “shell” and “shore” and show them the “sh” in the sentence.

Modeling (I DO) Inform students that today we are going to be doing a color sort. We
will be using the words that we worked with yesterday to sort them in
to three categories. The teacher will start by coloring the three
categories with three different colors. Now that they have the colors
that will read the first word and decide what color they are using. So
the first word I have is horse. Hm I wonder what category that is in.
 the first sound i hear is ha. hm I know that’s not a sh sound and it isn’t
a S sound so it must be an H sound. The teacher colors that word.

The teacher repeats this process but with ship.

Guided Practice (WE The teacher does the third word with the class. They ask the students
DO) what category they think the word is in and color it together as a class.

Collaborative Practice Students find one word that uses the /sh/ sound. They will talk with a
(YOU DO IT neighbor about the word they chose and tell their neighbor why it fits
TOGETHER) the /sh/ pattern. The teacher will ask her students what their example
was. They will repeat this process with an /s/ word.

Independent Practice Students will do the rest of the color sort on their own.
(YOU DO IT ALONE)

Assessment The teacher will observe the students as they do the word sort to
make sure that they are able to sort the words into distinct categories.
They will also check their color sort so that they know students are
putting the words in the right categories.

Activity 3
Literacy Activity & Word Hunt - Students will work indepently in a poem to find words that
Description start with all of the different starting sounds found in their word sort for
that week.

Objective The student will be able to independently find words with the
beginning sounds (s, h, and sh) with less than three mistakes during a
word hunt.

Instructional Materials Words their Way- Alphabetic Spellers Sort 13

Opening Let students know that we are going to be reading the book ​The
Circus Ship​. Ask students to make predictions about the book that we
are going to be reading.
- What do you think this book is going to be about?
- So while we read this book you need to put your very best
listening ears on because you need to clap every time you
hear the sound sh
- Let’s begin! The Circus SHip (the teacher should emphasize
the first sh and make sure students clap)
- The teacher will also ask students to interact with the read
aloud at different points to encourage reading comprehension.
 The teacher should continue reading the book making sure students
clap at the /sh/ sounds.

Modeling (I DO) After the read aloud is completed, the teacher will let the students
know that we are going on a word hunt.
- Today we are going to use our word categories and the story
to hunt for words that would fall into our expert categories of
this week.
- Okay so I am going to read the first page out loud to myself
and find words that might fit in the categories that i have.
- I have the word hear in this paragraph /h/ i know that goes in
my H category. I will write my word in that column of my
worksheet.

Guided Practice (WE T- Does anyone see any other words that fall into the categories on
DO) our worksheet?
S- SHIP!
T- Oh yes! Let’s see that starts with the letter s so if must go in our /s/
Category right?
S- No it’s a /sh/ sound.
T- Oh yes your right! I will write ship in my sh category because it
makes a sh sound. Does anyone see any other words on this page
that fit into our categories?
S- (no one raises their hand)
T- Okay! Let’s move on to the next page.

Collaborative Practice T- On this page I want each of you to find one word that we can write
(YOU DO IT on our paper. Once you found it share it with the person next to you.
TOGETHER) S- (students search for the word and talk to their partner)
T- Who would like to share their investigation skills and the words they
found.
S- We found see!
T- Excellent! What category does that go in?
S- the S word family
T- Wonderful! Would another group like to share?
S- We found hit.
T- What word family does hit belong to?
S- It goes in the H category.
T- Wonderful!

Independent Practice Have students read the rest of the book by themselves and find the
(YOU DO IT ALONE) words to sort in their categories.

Assessment The teacher can assess the students as they work together and
independently through observation. At the end of the lesson, the
teacher can collect the students word sort to see if they fully grasp the
sounds that they were learning this week.