Standard Lesson
Spelling Cheerleading: Integrating Movement and Spelling Generalizations
Grades
K - 5
Lesson Plan Type
Standard Lesson
Estimated Time
Two 30-minute sessions
Author
Publisher
ILA
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Overview
What are the rules for adding suffixes to words ending in y? Students learn the answer to this question in this interactive spelling lesson. This lesson is built on the philosophy that spelling should not be taught in isolation; weekly spelling lists should include either related words or high-frequency words that appear in student writing. Teachers begin with a brainstorming session to generate a list of suffixes and an introduction to "The Y Rule." Using the technique of spelling cheerleading, students integrate visual, auditory, and kinesthetic modalities. Students cheer new words based upon the formation of each letter. Students then apply their knowledge of the spelling generalization by completing a word sort and writing a stapleless book that describes the y generalization.
Featured Resources
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The Y Rule poster: Students can refer to this poster to help them remember the rule for adding suffixes to words ending in y. |
From Theory to Practice
- Effective spelling instruction is vital for emergent readers and part of the larger instruction in reading and writing.
- Spelling cheerleading is a whole-group activity that fits comfortably in the creation of a Word Wall or the practice of spelling the words in the weekly spelling list. As an occasional alternative to sitting at their desks, students chant and clap the new words.
- Students position their hands and arms straight above their heads for letters touching the headline, place their hands on their hips for letters touching the midline, and touch their hands to the floor for letters that stretch below the baseline.
- Spelling cheerleading integrates visual, auditory, and kinesthetic modalities that aid in retention and understanding, especially for struggling readers and writers.
Common Core Standards
This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.
State Standards
This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.
NCTE/IRA National Standards for the English Language Arts
- 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
- 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
- 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Materials and Technology
- Paper, glue, and scissors
- Several computers with Internet access
- Spelling Cheerleading! poster
Printouts
- Word Sort handout
- The Y Rule poster
Websites
Preparation
| 1. | Print out a copy of The Y Rule poster for classroom display. You may also give each student an individual copy, or make a transparency to display during the lesson. |
| 2. | Print out a copy of the Spelling Cheerleading! poster for classroom display. |
| 3. | Print out enough copies of the student Word Sort for half the class. Students will work in pairs for this activity. |
| 4. | Print out a copy of the School Specialty Intervention Lesson Pack: The Y Rule. |
Student Objectives
Students will
- Learn and apply the y spelling generalization
- Engage in kinesthetic movement to represent spelling words
- Distinguish between words that change the y to i when a suffix is added and those that do not
Session 1
| 1. | To begin the lesson, ask students to brainstorm a list of words that end in the letter y, and write them on one side of the board. The School Specialty Intervention Lesson Pack: The Y Rule contains a listing of words that end with the letter y for your reference. For authentic purposes, you may want to choose specific y words that are relevant to your students or your existing curriculum. |
| 2. | Next, have students brainstorm some suffixes and write them on the other side of the board. |
| 3. | Show students The Y Rule poster and go over the rule together. Demonstrate several examples on the board by combining a y word with one of the suffixes (making sure to show examples of when y changes to an i and examples of when it does not). Have students try a few examples on the board or work with a partner to practice the rule. |
| 4. | Once students are familiar with the spelling generalization for adding suffixes to words ending in y, you can introduce the spelling cheerleading technique. Display the Spelling Cheerleading! poster and go over the moves for each letter. Students do not need to memorize the moves, but should instead recognize that the movement for each letter is determined by how the letter is formed. |
| 5. | Begin by giving a base word ending in y and write it on the board. Ask a student volunteer to suggest a suffix to add to the word. |
| 6. | Say the new word aloud and ask students to think quietly about how they would spell the new word (e.g., cry becomes crying). |
| 7. | Have students "cheer" the new word using spelling cheerleading. The movement allows you to easily and quickly see who understands the generalization and who does not. |
| 8. | Repeat several times with different words to practice the spelling generalization. |
Session 2
| 1. | Review the spelling generalization orally with students. Ask a student volunteer to explain the generalization in his or her own words. |
| 2. | Divide the class into groups of two and pass out a copy of the Word Sort to each pair of students. Ask students to sort the words into two categories: those words that change the y to an i and those that do not. |
| 3. | Once the class has finished, discuss the word sort orally and ask students to explain why they put certain words in each category. Talk about other ways that they could sort the words. For example, are there some words that change the y to an i unless the suffix starts with an i? Where would these words go? |
| 4. | Have students glue their completed word sorts onto paper and work with their partners to write (in their own words) the y spelling generalization. |
| 5. | Break students up into small cooperative groups. Have each group use the interactive Stapleless Book to create a short story describing the y generalization. Groups can share their stories with the class and then add their books to the classroom library. |
Extensions
In order to extend these activities, students may want to complete several of the following activities:
- Use spelling cheerleading for other spelling or vocabulary words
- Have students teach the y rule to another class
- Learn the song for the y rule at Musical Spelling Rules
- Read The "Y" rule comic and activity sheets and illustrate or create their own comic for the spelling generalization
Student Assessment / Reflections
- Assess students' understanding of the y spelling rule by collecting the completed word sorts and group short stories. Read their explanations of the spelling generalization and evaluate for accuracy and understanding.
- Informal observation can also take place during the spelling cheerleading activity since the whole-body movement is a quick and easy way to see which students understand the generalization and which do not.
Smaller "word families" might be more effective. Sequence of activities seems like a great plan.
Smaller "word families" might be more effective. Sequence of activities seems like a great plan.
Smaller "word families" might be more effective. Sequence of activities seems like a great plan.
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