May 25, 2017
by Jasmine Gibson

Lesson plan


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Students will be able to spell words containing double ending consonants.

(5 minutes)
  • Gather the class for the start of the lesson.
  • Write the word “floss” on the board.
  • Say, “Who has ever heard of floss? Right, we use floss to clean our teeth! Floss also happens to use a pretty special spelling pattern, it is spelled with two s’s or double letters.”
  • Tell the class that today you will practice reading and spelling other words that also use double letters.
(5 minutes)
  • Point to the word “floss” and point out that the letter o makes a short o sound.
  • Say, “I’m going to teach you a new spelling rule today, it has a pretty funny name. It is called the FLOSS rule. If you can hear the /f/, /l/, /s/, or /z/ sound after a short vowel sound at the end of a one syllable word, then you double the ending letters.”
  • Review the concept of a syllable with the class by saying a single syllable word aloud and clapping for the syllable.
  • Demonstrate reading and spelling another double letter word such as “class” pointing out both the short a and the /s/ at the end.
(10 minutes)
  • Pass out mini whiteboards and dry erase markers to each student.
  • Write up the following words on the board one at a time: Puff, sell, drill, doll, and cliff.
  • Point to each word and ask the students to write the word on their mini white board, then circle the double letters and underline the short vowel.
  • Ask the students to hold up their boards when finished with each word.
  • Repeat this process for each word.
(15 minutes)
  • Pass out the FLOSS Rule worksheet for each student to complete independently.
  • Check in with individual students as needed.
  • Support: Provide struggling students with one letter pattern to focus on for the independent work portion of the lesson (e.g. just words with /ll/).

  • Enrichment: Have advanced students go on a double letter word hunt using classroom library books. They can record the words they find and use them to write additional sentences.
(5 minutes)
  • Have students compare their finished FLOSS worksheets with a partner.
(5 minutes)
  • Review the FLOSS rule with the class using additional double letter words by inviting students to come up to the whiteboard and circle the double letters and underline the short vowel in each word.
  • Answer student questions as needed.

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