Differentiated Group Spelling Plans

1.
Sample
Group
Plans:
The
spelling
plan
should
be
integrated
with
the
overall
literacy
plan,
and
linked
to
the
Curriculum
Framework.
Introduction
of
Have-­‐a-­‐go
pads
and
spelling
journals
which
can
be
used
and
added
to
during
these
sessions
across
all
groups
is
also
appropriate.
Letter
Name-­Alphabetic
Group:
Learning
Objectives:
Short
Vowels
and
Blends.
Sequence
for
word
study:
1.
Short
Vowels
in
same
word
families
(e.g.
at,
an,
ip,
ig,
op,
ot,
og)
2.
Introduce
blends
and
digraphs
to
short
vowel
same
word
family
sorts
3.
Short
Vowels
in
mixed
word
families
(an,
en,
in,
un)
4.
Blends
and
digraphs
in
short
vowel
mixed
word
families
Daily
Sequence:
Day
1:
Introduce
focus
(ie
short
vowel
families).
Teacher
modeled
picture
and
word
sort
with
explicit
grapho-­‐phonic
emphasis
(point
and
pronounce,
students
to
repeat
pronunciations).
Investigation
of
word
meanings.
Day
2:
Recap.
pronounciations.
Individual
sorts,
cut
and
glue
into
word
study
notebook.
Word
search
in
guided
or
shared
reading
books
(efferent
but
receptive
activity).
Day
3:
Recap.
pronunciations
and
speed
sort.
Write
word
sorts
in
word
study
book
(expressive
activity
–
use
Look-­‐
Cover-­‐Write-­‐Check,
phonemic
segmentation).
Games:
Go
Fish,
Tic
Tac
Toe,
Snap
or
Word
Build.
Day
4:
Recap.
pronunciations
and
speed
sort.
Modeling
use
of
words
within
a
sentence.
Write
words
in
sentences
in
word
study
book.
Games
(if
time):
Go
Fish,
Tic
Tac
Toe,
Snap
or
Word
Build.
Day
5:
Dictate
sentence
to
be
written
in
word
study
book.
(Assessment)
Write
one
strategy
used
to
spell
during
sentence
writing.
(Reflect,
building
metacognition).

2.
Within
Word
Pattern-­Middle
Group:
Learning
Objectives:
Long
Vowel
Patterns
(CVCe),
Endings
–k-­ck,
-­ke,
Other
Long
Vowel
Patterns
(CVVC).
Sequence
for
word
study:
1.
Short
Vowels
and
long
vowel
sorts(e.g.
short
a,
long
a,
CVCe
pattern).
2.
Final
k,
ck,
ke
sorts.
3.
Ambiguous
vowels,
CVVC
Patterns
(ai,
ay,
oa,
ui,
ea)
4.
Other
long
vowel
patterns
(igh,
eigh)
Daily
Sequence:
Day
1:
Introduce
sort.
Shared
(teacher/student)
word
sort
emphasizing
pattern.
Investigation
of
word
meanings.
Modeling
of
word
use
within
a
sentence.
Day
2:
Individual
sort
and
pronunciations.
Word
search
in
guided
or
shared
reading
books.
Games:
Go
Fish,
Tic
Tac
Toe,
Memory
or
Word
Build.
Day
3:
Individual
speed
sort
and
pronunciations.
Write
words
in
word
study
book
(Look,
Cover,
Write,
Check,
segmentation,
analogy).
Games
(if
time):
Go
Fish,
Tic
Tac
Toe,
Memory
or
Word
Build.
Day
4:
Individual
speed
sort
and
pronunciations.
Cut
and
glue
into
workbook.
Write
words
in
sentences.
Games
(if
time):
Go
Fish,
Tic
Tac
Toe,
Memory
or
Word
Build.
Day
5:
Dictate
sentence
to
be
written
in
workbook
(Assessment).
Students
to
write
one
spelling
strategy
used/learned
during
the
week.
Within
Word
Pattern-­Late
Group:

3. Learning
Objectives:
R-­influenced
vowels,
Ambiguous
vowels
and
Dipthongs,
e-­drop,
.
Sequence
for
word
study:
1.
R
influenced
vowels
(ar,
are,
air,
er,
ere,
eer,
ear
etc)
2.
Dipthongs
&
Ambiguous
Vowels
(oi,
oy,
ou,
ow)
3.
Consonant
Doubling.
4.
E-­‐drop.
Stronger
focus
on
meaning,
leading
in
to
Syllables
and
Affixes
stage.
Daily
Sequence:
Day
1:
Introduce
sort.
Shared
(teacher/student)
word
sort
emphasizing
pattern.
Investigation
of
word
pronunciations
and
meanings.
Modeling
of
word
use
within
a
sentence.
Day
2:
Individual
sort
and
pronunciations.
Word
search
in
guided
or
shared
reading
books.
Games:
Go
Fish,
Tic
Tac
Toe,
Memory
or
Word
Build.
Day
3:
Individual
speed
sort
and
pronunciations.
Write
words
in
word
study
book
(Look,
Cover,
Write,
Check,
syllabification,
phoneme
segmentation,
analogy,
mnemonics).
Games
(if
time):
Go
Fish,
Tic
Tac
Toe,
Memory
or
Word
Build.
Day
4:
Individual
speed
sort
and
pronunciations.
Cut
and
glue
into
workbook.
Write
words
in
sentences.
Games
(if
time):
Go
Fish,
Tic
Tac
Toe,
Memory
or
Word
Build.
Day
5:
Dictate
sentence
to
be
written
in
workbook
(Assessment).
Students
to
write
one
spelling
strategy
used/learned
during
the
week.