Students who use rote memorization to spell and read may initially succeed but will struggle as words become more complicated. Knowing spelling rules and patterns will allow them to decode and build words of greater complexity, making them more successful. The lesson includes several common words like mouse, mice, woman and women so students see several examples of irregular plurals and can practice writing and spelling them. Starting with basic spelling rules and patterns will create a foundation for strong writing, spelling, and reading skills.
Sample Classroom Procedure / Teacher Instruction:
- Explain to students that they are going to get a list of words to cut out and sort. They are going to look for patterns and sort the words into groups that fit the patterns.
- Distribute TWO copies of the spelling sort for each student. Instruct them to cut out only one copy.
- Students work independently to try to read the words and sort them into patterns. It is all right if students do not successfully sort them, this is an independent attempt to see if they recognize patterns.
- Walk through the classroom and see how students have sorted. Ask questions to students to build understanding, such as “When you look at these words, what do they have in common?” “What do you notice about these words?” “How are these words alike/different?”
- Call students together after sorting independently. Ask what patterns they noticed. The students should have identified patterns of irregular plurals, where the -fe ending changes to -ves when the word becomes plural, or a vowel change when the word becomes plural. Discuss how regular plurals are made by adding -s or -es such as “rocks” or “churches”. These words do not change to plural when adding -s or -es. For example, mouse does not become “mouses” and wife does not becomes “wifes”. Therefore we must use irregular plural rules.
- As a group, create an anchor chart of the sort in the four columns. Write the spelling sort rules underneath, “In this sort, plurals are created by changing vowels, as in the case of goose to geese, or by changing the ending -fe to the ending -ves as in wife to ”
- Have students write the correct sort that you completed as a class in their spelling notebooks.
- Introduce the activity sheet where the students will create sentences with plurals and singular forms of their spelling words.
- Assign homework page- students take home the second sheet of words, cut them out at home, and sort them into the columns. They practice writing the rule at the bottom. Students should practice sorting words EACH NIGHT for several days. They may use writing sorts, sorting in the grid, speed sorts, play taboo and write sentences/definition at home with family members. Only one formal homework assignment is given here, but daily sorting and practice is encouraged, either at home or as part of your language arts center time.
- Students complete the practice sheet with a small group of students. They will play “Sparkle” as they complete the sheet. Rules are on the sheet.
Common Core State Standards:
Class Sessions (45 minutes): 3 days of activities/instruction- recommend spending at least five days familiarizing students with words in the sort.
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