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Sample Lesson PlansBy Arlene Sonday

© 2018 Winsor Learning, Inc. 800-321-7585 winsorlearning.com 1

SAMPLE LESSON PLANS 3/29/07 1:17 AM Page 143 3/29/07 1:17 AM Page 143

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© 2018 Winsor Learning, Inc. 800-321-7585 winsorlearning.com 2

SAMPLE LESSON PLANS

4 • Dictate the following words to the Learner. Material is provided for several Sessions.• Learner repeats the word and writes it. as needed.• Dictate each word aloud, reading the columns, correcting errors as they occur.

Touch Spelldown

®®

The column at the left indicates the sound being practiced in each row of words.Ask questions when errors are made to help the Learner self-correct.

-et1-1-1

-tion-est-less/-nessCleou-ous-iceaur-aleaoo/ewsightear1-1-1

-ableowai/oo-iveeairsight

ea1-1-1

-ish2 syllablesight-tion1-1-1

-en

jacket pocket market gadgetdrop** slim**

slimmersection option donation convention

_______ _______ _______helpless goodness formless sharpnessgig/gle* bat/tle* rip/ple* bot/tle*house couch county flounder

_______ _______ _______plas/tic* med/ic* dras/tic* pan/ic*leaf creaky eager beneathburning re/turn* sturdy mur/der*

_______ _______ _______death weather spread stead/y*goose blew moose grewmany _______ _______ _______clear heard nearly learningslip**slipper

_______ _______ _______plow growing owl throwstain toothless brainy hoop

_______ _______ _______heav/y* mead/ow* in/stead* heavenfirst thirsty birth squirtsure ______ ______ ______

reaching heap mean bleachdip**

_______ _______ _______endless extract perhaps informagain ______ ______ _______portion caption suction formationtopping fitted shipped plotted

hot** grab**dropping hotter grabbed

slop** thin** shop**sloppy thinner shopping

golden open fallen harden

cut** snap** shrug**dipper cutting snappy shrugged

* Learner breaks the word into syllables and identifies the syllable types.

Level 9

SPELL WORDS 2MIN2

MINMIN2

MINMIN7

MIN

Level 9Level 18

** Dictate this word and the next word together to highlight the 1-1-1 rule.

• In each Session, dictate two of the following sentences.• Learner repeats the sentence and writes it on paper.

• Check for capitalization, punctuation and spelling.• Use questions to enable the Learner to self-correct misspelled words.• Learner reads aloud the words and sentences just written.

The apartment was robbed shortly before dawn.He wore baggy pants and a reddish shirt.The river was fast and muddy after the rain.We dragged the small boat up on shore.The girls stood beneath the starry sky.I like hot fudge topping on my ice cream.

The showers had not stopped and it was a gloomy day.The class party flopped since it was poorly planned.The foolish boys were clowning around in the hallway.

The leafy, green plants are for sale.

They hugged their aunt when she stepped down from the train.

He was strapping the saddle on the horse.

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4 • Dictate the following words to the Learner. Material is provided for several Sessions.• Learner repeats the word and writes it. as needed.• Dictate each word aloud, reading the columns, correcting errors as they occur.

Touch Spelldown

®®

The column at the left indicates the sound being practiced in each row of words.Ask questions when errors are made to help the Learner self-correct.

-et1-1-1

-tion-est-less/-nessCleou-ous-iceaur-aleaoo/ewsightear1-1-1

-ableowai/oo-iveeairsight

ea1-1-1

-ish2 syllablesight-tion1-1-1

-en

jacket pocket market gadgetdrop** slim**

slimmersection option donation convention

_______ _______ _______helpless goodness formless sharpnessgig/gle* bat/tle* rip/ple* bot/tle*house couch county flounder

_______ _______ _______plas/tic* med/ic* dras/tic* pan/ic*leaf creaky eager beneathburning re/turn* sturdy mur/der*

_______ _______ _______death weather spread stead/y*goose blew moose grewmany _______ _______ _______clear heard nearly learningslip**slipper

_______ _______ _______plow growing owl throwstain toothless brainy hoop

_______ _______ _______heav/y* mead/ow* in/stead* heavenfirst thirsty birth squirtsure ______ ______ ______

reaching heap mean bleachdip**

_______ _______ _______endless extract perhaps informagain ______ ______ _______portion caption suction formationtopping fitted shipped plotted

hot** grab**dropping hotter grabbed

slop** thin** shop**sloppy thinner shopping

golden open fallen harden

cut** snap** shrug**dipper cutting snappy shrugged

* Learner breaks the word into syllables and identifies the syllable types.

Level 9

SPELL WORDS 2MIN2

MINMIN2

MINMIN7

MIN

Level 9Level 18

** Dictate this word and the next word together to highlight the 1-1-1 rule.

• In each Session, dictate two of the following sentences.• Learner repeats the sentence and writes it on paper.

• Check for capitalization, punctuation and spelling.• Use questions to enable the Learner to self-correct misspelled words.• Learner reads aloud the words and sentences just written.

The apartment was robbed shortly before dawn.He wore baggy pants and a reddish shirt.The river was fast and muddy after the rain.We dragged the small boat up on shore.The girls stood beneath the starry sky.I like hot fudge topping on my ice cream.

The showers had not stopped and it was a gloomy day.The class party flopped since it was poorly planned.The foolish boys were clowning around in the hallway.

The leafy, green plants are for sale.

They hugged their aunt when she stepped down from the train.

He was strapping the saddle on the horse.

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© 2018 Winsor Learning, Inc. 800-321-7585 winsorlearning.com 3

SAMPLE LESSON PLANS

2. Introduce New Suffix• Show the Card and say the sound.• Learner repeats the suffix and traces it on the table.

Rule:

• Learner reads words from the ,

• Dictate the following words.• Learner repeats each word, each word and writes it on paper.

• Learner reads the list of words just written.

Card:

Word Book

Touch Spells

Suffix Card 15 -est as in hardest

hardest fastest oldestbiggest deepest longest

A suffix is added after a root or base word.

-est p. 116.

® After teaching the suffix, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate

during the next Session. Add the new Suffix Card to the review deck.

Level 9

��

Level 9Level 18

51. Teach New Sight Words. Sight Words are words that cannot be sounded out and need to be memorized.

• Show all of the new Sight Word cards, one at a time and ask the Learner to read each.• Dictate the KNOWN words, the ones that the Learner read, and ask the Learner to write each word. Add

the words that be spelled to the Sight Word card pack for review at the next Sessions. Words that can beread but not spelled and words that cannot be read are considered UNKNOWN words.

• Teach three UNKNOWN words at each Session.

• Show the Learner one Sight Word card, say it aloud and ask the Learner to repeat it.• Learner traces the letters on the table while saying letter names.• Learner repeats the word before and after tracing.• Learner writes the new Sight Word on paper 3 times, saying letter names aloud.

cancan

Card: Sight Word Cards 80-88

#80 #83 #85 #87

#81 #84 #86 #88

#82

move often among steak

prove listen great break

false

® After teaching, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate during the

next Session. Add the new Sight Word cards to the review deck.

INTRODUCE NEW MATERIAL MIN2

MINMIN5

MIN

NOTEHomonyms are words that sound the same but have different spellings and meanings. Examples:to, too, two; made, maid; there, their, they're; hole, whole. A list of homonyms in sentences thatconvey the meaning of the words is in the Word Book, p. 195.

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2. Introduce New Suffix• Show the Card and say the sound.• Learner repeats the suffix and traces it on the table.

Rule:

• Learner reads words from the ,

• Dictate the following words.• Learner repeats each word, each word and writes it on paper.

• Learner reads the list of words just written.

Card:

Word Book

Touch Spells

Suffix Card 15 -est as in hardest

hardest fastest oldestbiggest deepest longest

A suffix is added after a root or base word.

-est p. 116.

® After teaching the suffix, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate

during the next Session. Add the new Suffix Card to the review deck.

Level 9

��

Level 9Level 18

51. Teach New Sight Words. Sight Words are words that cannot be sounded out and need to be memorized.

• Show all of the new Sight Word cards, one at a time and ask the Learner to read each.• Dictate the KNOWN words, the ones that the Learner read, and ask the Learner to write each word. Add

the words that be spelled to the Sight Word card pack for review at the next Sessions. Words that can beread but not spelled and words that cannot be read are considered UNKNOWN words.

• Teach three UNKNOWN words at each Session.

• Show the Learner one Sight Word card, say it aloud and ask the Learner to repeat it.• Learner traces the letters on the table while saying letter names.• Learner repeats the word before and after tracing.• Learner writes the new Sight Word on paper 3 times, saying letter names aloud.

cancan

Card: Sight Word Cards 80-88

#80 #83 #85 #87

#81 #84 #86 #88

#82

move often among steak

prove listen great break

false

® After teaching, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate during the

next Session. Add the new Sight Word cards to the review deck.

INTRODUCE NEW MATERIAL MIN2

MINMIN5

MIN

NOTEHomonyms are words that sound the same but have different spellings and meanings. Examples:to, too, two; made, maid; there, their, they're; hole, whole. A list of homonyms in sentences thatconvey the meaning of the words is in the Word Book, p. 195.

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© 2018 Winsor Learning, Inc. 800-321-7585 winsorlearning.com 4

SAMPLE LESSON PLANS

3. Introduce New Suffix• Show the Card and say the sound.• Learner repeats the suffix and traces it on the table.

• Learner reads words from the ,

• Dictate the following words.• Learner repeats each word, each word and writes it on paper.

• Learner reads the list of words just written.

Card:

Word Book

Touch Spells

Suffix Card 16 -ous as in dangerous

joyous jealous enormousmurderous prosperous generous

-ous p. 116.

® After teaching the suffix, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate

during the next Session. Add the new Suffix Card to the review deck.

4. Introduce New Suffix• Show the Card and say the sound.• Learner repeats the suffix and traces it on the table.

• Learner reads words from the ,

• Dictate the following words.• Learner repeats each word, each word and writes it on paper.

• Learner reads the list of words just written.

Card:

Word Book

Touch Spells

Suffix Card 17 -al /ul/ as in normal

postal dental formalrenewal federal musical

-al p. 116.

® After teaching the suffix, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate

during the next Session. Add the new Suffix Card to the review deck.

5 INTRODUCE NEW MATERIAL MIN2

MINMIN5

MIN

��

Level 9Level 9Level 18

PAGE 142 SONDAY SYSTEM 2 LEARNING PLAN

3/29/07 1:17 AM Page 146

3. Introduce New Suffix• Show the Card and say the sound.• Learner repeats the suffix and traces it on the table.

• Learner reads words from the ,

• Dictate the following words.• Learner repeats each word, each word and writes it on paper.

• Learner reads the list of words just written.

Card:

Word Book

Touch Spells

Suffix Card 16 -ous as in dangerous

joyous jealous enormousmurderous prosperous generous

-ous p. 116.

® After teaching the suffix, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate

during the next Session. Add the new Suffix Card to the review deck.

4. Introduce New Suffix• Show the Card and say the sound.• Learner repeats the suffix and traces it on the table.

• Learner reads words from the ,

• Dictate the following words.• Learner repeats each word, each word and writes it on paper.

• Learner reads the list of words just written.

Card:

Word Book

Touch Spells

Suffix Card 17 -al /ul/ as in normal

postal dental formalrenewal federal musical

-al p. 116.

® After teaching the suffix, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate

during the next Session. Add the new Suffix Card to the review deck.

5 INTRODUCE NEW MATERIAL MIN2

MINMIN5

MIN

��

Level 9Level 9Level 18

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SAMPLE LESSON PLANS

Level 9Level 9Level 18

5. Introduce New Suffix• Show the Card and say the sound.• Learner repeats the suffix and traces it on the table.

• Learner reads words from the ,

• Dictate the following words.• Learner repeats each word, each word and writes it on paper.

• Learner reads the list of words just written.

Card:

Word Book

Touch Spells

Suffix Card 18 -able /ubl/ as in portable

portable probable remarkabledependable enjoyable available

-able p. 117.

® After teaching the suffix, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate

during the next Session. Add the new Suffix Card to the review deck.

5 INTRODUCE NEW MATERIAL MIN2

MINMIN5

MIN5 INTRODUCE NEW MATERIAL MIN2

MINMIN5

MIN

6. Introduce New Suffix• Show the Card and say the sound.• Learner repeats the suffix and traces it on the table.

• Learner reads words from the ,

• Dictate the following words.• Learner repeats each word, each word and writes it on paper.

• Learner reads the list of words just written.

Card:

Word Book

Touch Spells

Suffix Card 19 -ive /iv/ as in native

native motive captivemassive elective passive

-ive p. 117.

® After teaching the suffix, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate

during the next Session. Add the new Suffix Card to the review deck.

CORRECTINGSPELLINGERRORS

• Use questions to help Learner self-correct when spelling errors are made.• Pause briefly after each question to allow the Learner some "think time" before responding.

• Learner rewrites the misspelled word so that it is spelled correctly twice.

When - or - are misspelled, say,“Pronounce the suffix or ending.”“How do you spell that suffix?

If it can't be recalled, have the Learner look at the correct spelling and trace or write thesuffix on the table or on paper.

al able

”

��

PAGE 143SONDAY SYSTEM 2 LEARNING PLAN

3/29/07 1:17 AM Page 147

Level 9Level 9Level 18

5. Introduce New Suffix• Show the Card and say the sound.• Learner repeats the suffix and traces it on the table.

• Learner reads words from the ,

• Dictate the following words.• Learner repeats each word, each word and writes it on paper.

• Learner reads the list of words just written.

Card:

Word Book

Touch Spells

Suffix Card 18 -able /ubl/ as in portable

portable probable remarkabledependable enjoyable available

-able p. 117.

® After teaching the suffix, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate

during the next Session. Add the new Suffix Card to the review deck.

5 INTRODUCE NEW MATERIAL MIN2

MINMIN5

MIN5 INTRODUCE NEW MATERIAL MIN2

MINMIN5

MIN

6. Introduce New Suffix• Show the Card and say the sound.• Learner repeats the suffix and traces it on the table.

• Learner reads words from the ,

• Dictate the following words.• Learner repeats each word, each word and writes it on paper.

• Learner reads the list of words just written.

Card:

Word Book

Touch Spells

Suffix Card 19 -ive /iv/ as in native

native motive captivemassive elective passive

-ive p. 117.

® After teaching the suffix, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate

during the next Session. Add the new Suffix Card to the review deck.

CORRECTINGSPELLINGERRORS

• Use questions to help Learner self-correct when spelling errors are made.• Pause briefly after each question to allow the Learner some "think time" before responding.

• Learner rewrites the misspelled word so that it is spelled correctly twice.

When - or - are misspelled, say,“Pronounce the suffix or ending.”“How do you spell that suffix?

If it can't be recalled, have the Learner look at the correct spelling and trace or write thesuffix on the table or on paper.

al able

”

��

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© 2018 Winsor Learning, Inc. 800-321-7585 winsorlearning.com 6

SAMPLE LESSON PLANS

Level 9Level 9Level 18

6• Choose one of the following activities at each Session.

a) Sentences, ,b) Sentences, , (Repeated reading builds fluency.)

Word BookWord Book

c) Read a book.Select an interesting and appropriate article, story or book. When continuing with the same chapterbook, ask the Learner to tell what was read at the last Session. Give cues when needed. Focus onComprehension by asking factual, predictive and inferential questions.

p. 118.pp. 112, 108.

READ ALOUD

7. Introduce New Suffix• Show the Card and say the sound.• Learner repeats the suffix and traces it on the table.

• Learner reads words from the ,

• Dictate the following words.• Learner repeats each word, each word and writes it on paper.

• Learner reads the list of words just written.

Card:

Word Book

Touch Spells

Suffix Card 20 -ish as in foolish

foolish vanish boyishtarnish publish girlish

-ish p. 117.

® After teaching the suffix, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate

during the next Session. Add the new Suffix Card to the review deck.

CORRECTINGSPELLINGERRORS

• Use questions to help Learner self-correct when spelling errors are made.• Pause briefly after each question to allow the Learner some "think time" before responding.

• Learner rewrites the misspelled word so that it is spelled correctly twice.

When is spelled as , ask,“What is the base word?”“What suffix are you going to add?“How do you spell that suffix?”

massive massiv

”

NOTEv Silent e vis never alone at the end of a word. will follow but often doesn't affect the precedingvowel. Examples: love, have, give, native, motive.

MIN2MINMIN10MIN

PAGE 144

5 INTRODUCE NEW MATERIAL MIN2

MINMIN5

MIN5 INTRODUCE NEW MATERIAL MIN2

MINMIN5

MIN

SONDAY SYSTEM 2 LEARNING PLAN

3/29/07 1:17 AM Page 148

Level 9Level 9Level 18

6• Choose one of the following activities at each Session.

a) Sentences, ,b) Sentences, , (Repeated reading builds fluency.)

Word BookWord Book

c) Read a book.Select an interesting and appropriate article, story or book. When continuing with the same chapterbook, ask the Learner to tell what was read at the last Session. Give cues when needed. Focus onComprehension by asking factual, predictive and inferential questions.

p. 118.pp. 112, 108.

READ ALOUD

7. Introduce New Suffix• Show the Card and say the sound.• Learner repeats the suffix and traces it on the table.

• Learner reads words from the ,

• Dictate the following words.• Learner repeats each word, each word and writes it on paper.

• Learner reads the list of words just written.

Card:

Word Book

Touch Spells

Suffix Card 20 -ish as in foolish

foolish vanish boyishtarnish publish girlish

-ish p. 117.

® After teaching the suffix, enter some of these words in the blank spaces of 4. SPELL WORDS to dictate

during the next Session. Add the new Suffix Card to the review deck.

CORRECTINGSPELLINGERRORS

• Use questions to help Learner self-correct when spelling errors are made.• Pause briefly after each question to allow the Learner some "think time" before responding.

• Learner rewrites the misspelled word so that it is spelled correctly twice.

When is spelled as , ask,“What is the base word?”“What suffix are you going to add?“How do you spell that suffix?”

massive massiv

”

NOTEv Silent e vis never alone at the end of a word. will follow but often doesn't affect the precedingvowel. Examples: love, have, give, native, motive.

MIN2MINMIN10MIN

PAGE 144

5 INTRODUCE NEW MATERIAL MIN2

MINMIN5

MIN5 INTRODUCE NEW MATERIAL MIN2

MINMIN5

MIN

SONDAY SYSTEM 2 LEARNING PLAN

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SAMPLE LESSON PLANS

Suffix Review 2Begin using with Level 17

110 WORD BOOK

granted

ringing

rustic

option

lumpy

timeless

investment

richness

lawful

boating

barely

hatchet

electric

fraction

shapeless

fixes

pavement

weakness

frightful

thicken

reporter

crashed

relic

injection

regardless

retirement

brightness

coiled

graceful

bracket

trusted

starches

sprocket

tragic

enjoyed

soapy

carnation

spending

plastic

glassy

suction

painless

refreshment

sweetness

rightful

nicely

drinking

budget

fantastic

subtraction

passes

countless

treatment

nearness

tactful

tighten

stamped

formation

investor

Atlantic

reflection

pointless

amendment

remained

shyness

careful

brassy

blushes

elastic

THE SONDAY SYSTEM 2

© 2018 Winsor Learning, Inc. 800-321-7585 winsorlearning.com 8

SAMPLE LESSON PLANS

Mastery CheckUse after Level 18

Dictate the following words, reading down the columns. Repeat the words if necessary, but do not help the Learner make corrections.The goal is to determine what has been learned and how well the Learner can spell independently.

If 17 of the 20 words have been correctly spelled proceed to the next Level.If four or more words are misspelled categorize the errors in the columns below by marking the letter or letters which represent thecorrect spelling. For example:

When you have identified the letters/sounds that need more practice, you may reuse Levels 16-18 or you may create PersonalizedLearning Plans following the instructions on the next two pages. The Word Book pages listed above will provide lists of words to use increating Learning Plans. After at least four practice Sessions give this test again before moving on to Level 19.

Errors Word Book page Errors Word Book page Errors Word Book pageaeiouVCeEndBlends1-1-1

1923833

19, 20, 21

111

ar-ck-oldormoveoftenamong

2818

10028

Sight WordSight WordSight Word

686969

107107117105116104

a-de-e--et-ic-ive-less-ous-tion

PAGE 145

mention slipping hidden dependablemove helpless national crabbyplastic often restful varnishbiggest ticket grant apartmentnative enormous golden among

If slipping is spelled as sliping mark 1-1-1If ticket is spelled as tiket mark -ckIf plastic is spelled as plastick mark -icIf among is spelled as umong mark a-

3/29/07 1:17 AM Page 149

Mastery CheckUse after Level 18

Dictate the following words, reading down the columns. Repeat the words if necessary, but do not help the Learner make corrections.The goal is to determine what has been learned and how well the Learner can spell independently.

If 17 of the 20 words have been correctly spelled proceed to the next Level.If four or more words are misspelled categorize the errors in the columns below by marking the letter or letters which represent thecorrect spelling. For example:

When you have identified the letters/sounds that need more practice, you may reuse Levels 16-18 or you may create PersonalizedLearning Plans following the instructions on the next two pages. The Word Book pages listed above will provide lists of words to use increating Learning Plans. After at least four practice Sessions give this test again before moving on to Level 19.

Errors Word Book page Errors Word Book page Errors Word Book pageaeiouVCeEndBlends1-1-1

1923833

19, 20, 21

111

ar-ck-oldormoveoftenamong

281810028

Sight WordSight WordSight Word

686969107107117105116104

a-de-e--et-ic-ive-less-ous-tion

PAGE 145

mention slipping hidden dependablemove helpless national crabbyplastic often restful varnishbiggest ticket grant apartmentnative enormous golden among

If slipping is spelled as sliping mark 1-1-1If ticket is spelled as tiket mark -ckIf plastic is spelled as plastick mark -icIf among is spelled as umong mark a-

3/29/07 1:17 AM Page 149

Mastery Check for Spelling Mastery Check for Spelling

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