Spelling Tree Routine

Spelling Tree Routine: 

Heidi, Grade 2, Unit 5 Lesson 11

Kathryn, Grade 2, Unit 5 Lesson 3

As you watch this video, notice…

• How Heidi offers opportunities for student practice by asking her students to “read in their bubbles” (whisper read) each word

• How Heidi offers students lots of practice “at bats” by having students read each word together and then reinforces the target spelling by circling ul, al, and il

• How Heidi reinforces explicit instruction by reminding that these three spelling can all make the same sound

• How Heidi provides student practice by asking the class to read each word aloud while students place leaves on the spelling tree–this is also an opportunity for a check for understanding as individual students place their leaves

• How Heidi provides brief corrective feedback when a student puts his leaf with the wrong spelling branch

• How Kathryn provides clear explicit instruction linking previously introduced sounds (u and o) for the /u/ sound, then introduces the new spellings for the /u/ sound

• How Kathryn provides clear explicit instruction by using the power bar visual to teach which spellings are more or less common

• How Kathryn collects informal student data by asking students to read a word then put it in the correct branch and reinforces the specific spelling that makes the /u/ sound

• How Kathryn makes use of all Appleseeds materials by connecting the new /u/ spellings to the color-coding of the Individual Code Charts