At 3/27/09 11:09 PM, Elfer wrote:
Remove the last comma from this part. Also, the words "be able to" seem unnecessary, but that might be a technical writing thing that doesn't apply here.
It has to be stated, "The students will be able to". This is something that has to be done to our lessons in all of the courses here at Lock Haven.
Things I found unclear:
- Do the students on each team work collectively or individually to find words?
Individually, something that I've now added.
- Do the students spell the word together out loud before the time begins, or on the paper? I'd assume out loud before time begins, but it's best to specify these things.
I'm pretty sure I said out loud the first time, but I've changed it to make it a bit more clear also.
- Do the teams receive different words, or the same word?
The same word.
- When you are having the students spell the words they found, do you alternate between teams, or do one team at a time?
Both teams would go at once. I would say a word, both groups would write it down, I would checked the words to see who had them right, check them off, etc.. Pick someone who got the answer right to spell the word out loud, etc...
What do you do for students who have found multiple words, or duplicates of words other students have written (if the students are working individually)?
I thought I made it clear in the ending note where I put, "For every different word "found" within the group the team will receive 1 point."
Is there a better way of wording it?
On a personal note, since a point is awarded for the entire team spelling the word correctly, I just hope to god you don't get a situation where one student on one team spells a word incorrectly, and their team loses by a single point.
So would you rather see the team get 1 point for each person that spelled the word right? I didn't think either would matter too much. Anyway, thanks a lot for the pointers. I cleaned it up a little bit. Anything else that you still can't clearly understand from it?
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Grade Level: 3
Instructional Objective: Using the weekly spelling list, the students will be able to play a game in which they first write down the spelling of the words and then try and make other words using the letters in their spelling word.
Evaluation: Success will be measured by teacher review of the student's answers during the game. (Attached checklist will be used to mark points down for the teams)
Adaptation: Kelley has a 504 plan which indicates her accommodations must be made to address her inability to focus and her impulsive behaviors. When Kelley loses focus: physical proximity seems to keep her on track. Whenever she has trouble focusing or has an impulsive behavior I will use physical proximity.
Materials
1) Clipboard
2) Timer
Set-up
1) Write team numbers down on chalk board
2) Create checklist for scoring the students during the game
Procedure
1) Set a time limit for the game.
2) Assign two teams with an even amount of students in each group. (At all times students will be working individually.
3) * Have the students in both groups spell the same spelling word by writing it on their paper, check the words with the use of a checklist, and pick a student from either group who got the right answer to spell the word out loud.
4) Have all of students in both groups spell the word out loud together.
5) * Have the students write down any word that they can make with the letters in the spelling word, go around and check the words that they have written. Use the checklist to mark down correct words.
6) Ask someone who got a correct word to share the word that they found until all words that were found by both groups were shared.
7) Continue to give them spelling words and follow the same pattern.
8) The team with the most points at the end wins. If there is a tie both teams win.
* If the entire team spells the word correct they receive one point. For every different word "found" within the group the team will receive 1 point.
