Letter to Family and Homework Letters ………………………………………….... 59 Phonemic Awareness Instruction ……………………………………………………. 64 37 Common Rimes …………………………………………………………………… 65 Word Walls …………………………………………………………………………… 67 Vocabulary Introduction …………………………………………………………….. 75 Word Jar ……………………………………………………………………….. 76 Inferring the Meaning of Unknown Words ……………………………………. 79 Explore A Word ………………………………………………………………… 81 Acknowledgement The Word Study Guide was developed by a team of teachers to be used as a resource to guide the teaching of the “Language and Word Knowledge” pillar. This is one of the five pillars of the balanced literacy program which is the foundation of our district’s literacy framework. The district wishes to express its appreciation to the teachers who worked on the initial Word Study Committee. A special thanks also to the following teachers who developed this resource guide: Chris Schulte, Roosevelt Elementary Shari Mayne, Cass Elementary Brandy Rost, Webster Elementary Bette Knedgen, Kennedy Elementary Judy Polce, Johnson Upper Elementary
Developmental Stages of Spelling 1 Stage 2 Stage 3 Stage 4 Stage 5 Scribbles letters and numbers Writing is a mixture of pictures, letter shapes or signs Randomly uses both conventional and invented symbols Lacks concept of word Writing is translatable only by the writer letter sound correspondence Pretends to read and write Mixes upper and lower case Repeats known symbols Writes strong consonant sounds Often uses letter names to represent sounds Uses beginning and ending sounds in spelling word by word in beginning readers Changing letters in words to form new words (hot – hit – sit - set) A few correct spellings in writing Attempts to match letters and symbols to sound Uses onsets and rimes in writing Omits most silent letters Spells most single syllable, short vowel words correctly Writing becomes recognizable to others Incorporates beginning consonant blends Splits words into beginning, middle, and end Attempts to use silent long vowel markers (NALE – nail) Uses known sounds to write words Pronunciation plays a large part in spelling Puts extra letters in to cover gaps in knowledge Uses common spelling patterns Spells most single syllable words correctly Makes errors in spelling multi-syllable words Includes a at every syllable Correctly spells and uses high frequency words Visual memory of spelling patterns Some spelling should be automatic Majority of letters in spelling are correct, but might not be in correct order Uses strategies than phonics Begins to use silent letters Explores and examines the functions and meanings of words and how these affect spelling Investigates the origins of words and history of spelling systems Extends knowledge and use of appropriate reference systems Spells most words conventionally Joins spelling and vocabulary studies; links meaning and spelling Examines common and less common roots, prefixes, and suffixes Examines content related vocabulary with greater focus Has a large bank of sight words Makes analogies to known spelling patterns In all stages students will: Use a range of strategies to spell words Try alternatives to see which spelling “looks and feels” right Effectively use appropriate spelling resources and references Learn words across content areas Develop an ability to correctly when writing with speed
Word Resources Words Their Way Words Their Way is an instructional approach that uses sorting as a way of studying words. Sorting is the most powerful way of helping students make sense of words. “Categorizing is the fundamental way that humans make sense of the world. It allows us to find order and similarities among various objects, events, ideas, and words that we encounter. When students sort words they are engaged in the active process of searching, comparing, contrasting and analyzing. Word sorts help students organize what they know about words and form generalizations that they can then apply to new words they encounter in their reading.” (Bear, et al, 2004; Gillet& Kita, 1978). The idea of sorting fits a constructivist learning approach and provides a method for engaging students in discovering similarities and differences in words. Words Their Way presents a practical, complete guide to all facets of word study, using an instructional approach based on developmental stages and differentiating needs. Research defines developmental stages as the match between the word knowledge of the learner and the study of word features, thus word study is “not a one size fits all” program. (Bear, et al, 2004) The following is a list of Words Their Way resources that are utilized in this guide. Words Their Way: Word Sorts for Letter Name – Alphabetic Spellers, 2nd edition by Johnston, Bear, Invernizzi, Templeton Words Their Way: Word Sorts for Within Word Pattern Spellers 2nd edition, by Johnston, Bear, Invernizzi, Templeton Words Their Way: Word Sorts for Syllables and Affixes Spellers 2nd edition by Johnston, Bear, Invernizzi, Templeton Words Their Way: Word Sorts for Derivational Relations Spellers 2nd edition by Johnston, Bear, Invernizzi, Templeton Making Words In Levels A and B, students will benefit from BOTH sorting into categories and manipulating letters to build words through Making Words. “Making Words lessons are an example of a type of instruction called guided discovery. In order to truly learn and retain strategies, children must discover them. But many children do not make discoveries about words on their own. In Making Words lessons, children are guided to make those discoveries. . . . While children are having fun making words, they are also learning important information about phonics and spelling. As children manipulate the letters to make the words, they learn how small changes, such as changing just one letter or moving the letters around, results in a completely
–u and long –u (Open Syllable –ew and –ue) 21* Within Word Pattern *Short –i and long –i (CVCe, and CV open syllable –y) 22* Within Word Pattern Short –i and long –i (VCC) with short –o and long –o (VCC) 23 Within Word Pattern Review of long-vowel patterns 24 Within Word Pattern R-Influenced Vowel Patterns ar, are, air 25* Within Word Pattern er, ear, eer 26* Within Word Pattern ir, ire, ier 27* Within Word Pattern or, ore, oar, w + or 28* Within Word Pattern ur, ure, ur-e 29* Within Word Pattern Review of ar, and or 30 Within Word Pattern Diphthongs and Other Ambiguous Vowel Sounds Long –o, -oi, -oy 31* Within Word Pattern Long and –oo 32* Within Word Pattern aw, au, ô 33* Within Word Pattern wa, al, ou 34 Within Word Pattern ou, ow 35* Within Word Pattern Beginning and Ending Complex Consonants and Consonant Clusters Silent beginning consonant kn, wr, gn 36 Within Word Pattern Triple r-blends (scr/str/spr) 37 Within Word Pattern Consonant diagraphs plus –r-blends and squ (thr/shr/squ) 38 Within Word Pattern Hard and soft c and g 39* Within Word Pattern -ce/-ve/-se/-ze 40 Within Word Pattern dge/ge 41 Within Word Pattern tch/ch 42 Within Word Pattern High Frequency Words and Contractions High frequency a- be- 43 Within Word Pattern Contractions 44 Within Word Pattern Inflectional Endings for Plural and Past Plural endings –s -es 45 Within Word Pattern 3 Sounds of past -ed 46 Within Word Pattern Homophones Long –a homophones 47 Within Word Pattern Long –a homophones 48 Within Word Pattern Long –e homophones 49 Within Word Pattern Long –i homophones 50 Within Word Pattern igh,
SECOND GRADE LIST 100 High Frequency These words are to be used in addition to the first grade list. able about across after almost any anything away back bad because become been before behind big both bus but came can’t car cat city could dad dog don’t door down end fast fish five four from fun give going good have help here hide hill home I’m into just know let little love make mother much name new one our over paper rain ride room said sky sleep something stay take tell than that their them there three time today top two under use very want week were what when where who why with world write year
Sentence __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ On the back of the page, draw a picture to illustrate the meaning of the word. Learning Words Inside and Out (Frey, Fisher, 2006)