Word Study Lesson

Name: Ashley Dukeman
Grade Level: Second Grade
The student I assessed in the knowledge assessment is in second grade, and her
name is Sarah. In the knowledge assessment, I found that Sarah is in late within
word pattern at the elementary level. She really understands blends and how those
sounds are put together. She also has mastered the long vowels, even the harder
long vowels with -igh. She needs some more practice with other vowels, especially
-er and -ew. She understands how the vowels sound and would fix the word
accordingly. For example, chewed she spelt chude. The -ew makes the U sounds and
she knew to make a U sound she needed to add an e at the end. Close, but not quite
there. She also struggled with inflected endings. Overall she did a great job and can
understand why she spelt certain words the way she did passed on prior knowledge
of spelling. Her instructional needs are to work on word sorts and how to sort rObjectives for week: Students will sort the r-influenced u word sorts. They will
spell words like cure, church, and search. Students will use the their knew
word knowledge and practice using their word study words to create a story
and play games.
SOLs for week:
2.5 The student will use phonetic strategies when reading and spelling. a)Use
knowledge of consonants, consonant blends, and consonant digraphs to

decode and spell words. b)Use knowledge of short, long, and r-controlled
vowel patterns to decode and spell words. c)Decode regular multisyllabic
words.
2.12 The student will write stories, letters, and simple explanations. a) Generate ideas before
writing. b) Organize writing to include a beginning, middle, and end for narrative and expository
writing. c) Expand writing to include descriptive detail. d) Revise writing for clarity.
2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
a) Recognize and use complete sentences. b) Use and punctuate declarative, interrogative, and
exclamatory sentences. c) Capitalize all proper nouns and the word I. d) Use singular and plural
nouns and pronouns. e) Use apostrophes in contractions and possessives. f) Use contractions
and singular possessives. h) Use correct spelling for commonly used sight words, including
compound words and regular plurals. i) Use commas in the salutation and closing of a letter. j)
Use verbs and adjectives correctly in sentences.
2.14 The student will use available technology for reading and writing.
Monday
The teacher will read over the words

with the students. Students are then to
cut out their words. After cutting, they
are to sort them into their correct sorts.
Check with the teacher before moving
on to write them. Teacher will have
students read the words out loud to
catch any mistakes and become familiar
with the words. They will then write
their words in their word study
notebooks in their correct sorts.
Tuesday
Students will write a story or a letter

with their word study words.
Wednesday
Students will correct their stories or

letters with capitals, punctuation,
spelling, grammar, and complete
sentences. Once they are done, they
can go on the computer or a device and
type up their stories.
Thursday
Students will play the game Im Out to

help them with their word sorts and
words.
Friday
Students will start with a crossword

puzzle with their words. Once they finish
they will complete a spelling test on
their word sorts for the week.
If planning that child would use word study notebook, show would each page from
your assignment would look like for each day.
All materials, including word sort for week, any games, etc. should be included with
materials turned in.
Im Out Game
This card game is a favorite for two to five players; three is optimal.
Materials: Prepare a set of at least 30 cards from a unity of study such as -ure, -ur,
-ear. Write the words at the top for easy visibility as students fan them out in their
hands
Procedures:
1. Deal all the cards so that each player gets the same number. The person to
the right of the dealer begins.
2. The first player places a card down, reads the word, and designates the vowel
pattern to be followed - for example, cure - ure.
3. The next player must place a card down with the ure pattern and read it
aloud. A player who does not have a word with the ure pattern or reads a
word incorrectly must pass.
4. Play continues around the circle until all of the players are out of the
designated pattern.
5. The player who played the last pattern card beings the new round. This
player chooses a different card, places it in the middle, and declares what
vowel pattern is to be followed.
6. The object of the game is to be the first player to play every card in his or her
hand.
List of words for cards:

Hurt, turn, church, burst, curl, purr, purse, cure, pure, sure, lure, heard, learn, earn,
pearl, yearn, earth, search, fur, blur, burn, curve, nurse, early, burst, surf, turf,
early, return, slur.
-ear -ure -ur

hear
cure hurt
d
turn learn pure
churc
sure earn
h
burst lure pearl
yearn curl pearl
purse earth searc
h
r-Influenced u

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Name: Ashley Dukeman

Grade Level: Second Grade

knowledge of consonants, consonant blends, and consonant digraphs to

The teacher will read over the words

Students will write a story or a letter

Students will correct their stories or

Students will play the game Im Out to

Students will start with a crossword

List of words for cards:

-ear -ure -ur

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