Spelling in Motion

Curriculum Area and Level

English Language Arts (Grade 3) – Focus: Spelling patterns for "ch" and "sh" sounds in accordance with CCSS.ELA-LITERACY.RF.3.3 (Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words).

Lesson Goals

• Reinforce spelling patterns for words containing “ch” and “sh.”
• Engage the student through physical movement and sensory integration.
• Foster creative thinking and low-pressure learning to accommodate ADHD and demand-avoidant tendencies.

Materials Needed

• Flashcards with 8 "ch" words (e.g., chin, chess, lunch, charm) and 8 "sh" words (e.g., ship, fish, crash, brush).
• Painter’s tape or a roll of masking tape (to create floor zones).
• A dry-erase board or notebook (for writing words).
• Markers or fun sensory pens.
• A small beanbag or soft throwable object.

Detailed Plan

1. Warm-Up (1 Minute: Move and Explore)

• Begin by marking two zones on the floor with tape (one labeled "CH" and the other labeled "SH").
• Say to the student: “Let’s wake up and get moving! I’m going to say a fun 'ch' or 'sh' word, and you have to run to the zone where it belongs!”
• Start by calling out words in random order (e.g., "charm," "push," "flash," "chess"). Keep the pace dynamic to spark interest and focus.
• If the student hesitates or guesses incorrectly, offer gentle encouragement: “Let’s think through the sounds together—what happens at the start of the word?”

2. Active Word Creation Game (2 Minutes: Kinesthetic Spelling)

• Hand the student the beanbag. Stand a short distance apart.
• Say: “Now we’re going to pass this beanbag back and forth while building words! I’ll say the beginning of a word, and you’ll spell it out loud as we pass the beanbag. Then, we’ll write it together!”
• For example:
  • Teacher: “Lun…” (toss the beanbag).
  • Student: “C-H” (spells the rest, then tosses it back).
  • Both: "Lunch!" (Celebrate effort.)
• After spelling 2-3 words verbally, guide the student to write them with their sensory pen on the notebook or dry-erase board. Add a small doodle next to each word to engage their artistic interests. Allow for silly or imaginative doodles (e.g., draw a shark for “shark”).

3. Creative Story Sprint (2 Minutes: Movement and Creativity)

• Give the student a choice: “Do you want to be a character in a story or tell me a story about a person?”
• Say: “We’re going to act out a short story using some words we’ve practiced. You can act, move, or draw while we tell it!”
• Use 1-2 "ch" and "sh" words the student has spelled. For example:
  • Teacher: “Once upon a time, a ship sailed to an island where a crab made lunch.”
  • Invite the student to act out “sailing,” “eating,” “crashing,” etc.
• If the student gets excited, let them add their own plot twists. Keep the energy light and playful to match their demand-avoidant and ADHD needs.

Wrap-Up (30 Seconds)

• End by revisiting the zones on the floor: “Let’s jump one last time! 'What sound do you hear in this word: chick?'”
• Emphasize their effort: “Amazing job—you showed off your spelling skills with so much creativity and energy today!”
• Allow the student to erase the board or tape as a calming closing task, bringing sensory play into the wind-down.

Differentiation and Accessibility Notes

This lesson prioritizes sensory, movement-focused adjustments for ADHD and demand-avoidant students by turning spelling into an interactive, playful task rather than a frustration-triggering drill. The inclusion of doodling and acting incorporates their gift for artistic and imaginative thinking, fostering engagement and self-confidence.