How To Spell With Different Spelling

Transcription

1 Word Work Unit 3 Grade Level: Third Timeframe: 5 weeks Unit Overview: This unit of word study will focus largely on spelling of with similar sounds, but different spelling. In addition, students will continue to review and build upon their high-frequency from the Dolch list. Word work will continue outside of the range of specific word study because students are continuously decoding and acquiring new in their. Strategies to support this acquisition should be infused into the Unit based on individual needs. Ongoing use of will continue to help students explore as they examine and interact with in a variety of sorting activities. Throughout the unit the teacher should model the activity (I do), students should try the activity as a class (we do), and students are then released to complete an activity independently (you do). Some teacher made materials and lessons will be needed to supplement the use of the Houghton Mifflin resources. Essential Questions Enduring Understanding * Developing a broad deepens comprehension and allows for more precise communication. * Knowledge of the principles and of word study will enable me to decipher I do not know. Essential Questions * How can knowledge of irregular spelling help me when spelling a new word? * How does understanding word construction help me figure out I don t know? Common Core Standards Standards/Cumulative Progress Indicators (Taught and Assessed): RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding c. Decode multisyllable d. Read grade-appropriate irregularly spelled RF.3.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 21 st Century Skills Standard and Progress Indicators: Independently complete tasks. Take turns speaking and doing in whole group settings. Work collaboratively with peers to complete tasks. Work collaboratively with partners to solve problems. Apply critical thinking and problem-solving strategies during structured learning experiences. Apply skills and knowledge through use of technology. 1

2 Dolch Word List Week 1: another, even,, large Week 2: sometimes, while, thought, beginning Week 3: family, between, school, next Week 4: began, answer, should, enough Week 5: leave, group, house, away Application in Centers: were introduced in Unit 1. It is intended that the same sorts will be continued in the third unit and that students will be able to apply the various sorts during independent practice at centers. Specific information about Word Sort Variations is found on pages of the Literacy and Language Guide. Word Sort Variations: Blind Writing Sort, Speed Sort, Guess My Category, Word Hunt, Pattern Sort, Open Sort Activities for Dolch Word List (High Frequency Words): Various routines and activities were provided in units one and two for introducing and practicing from the Dolch Word list. It is intended that the same activities will be continued in the third unit. Activities for Making and Writing Words Information about Tim Rasinski s Making and Writing Words activity is included in the link below and includes a blank template. This activity can be introduced and used throughout the unit in addition to or in place of some of the word sorts. ( Additional Journeys Resources: Literacy and Language Guide - Word Study information can be found on pages Journeys Reading Toolkit Provides foundational skill lesson in Phonemic Awareness and Phonics and Decoding. There are three skill stages of lessons. The teacher uses a flip chart to deliver the instruction to small groups. The lessons have three parts: I Do, We Do, You Do, and a quick evaluation of the skill knowledge. Journeys Interactive Whiteboard Lessons 2014 There is a whiteboard lesson for each weekly lesson in a unit. There are 2 lessons for each week: Vocabulary Strategies and Phonics. Observation Checklist: There is an Observation Checklist for each weekly lesson. They are found in the Grab-and-Go Resources in the Assessment Booklet. 2

3 Instructional Plan Reflection Pre- assessment Qualitative Spelling Inventory DLO - SWBAT Instructional Practice Student Strategies Formative Assessment Activities and Resources Reflection Week 1 SWBAT use contractions in speaking and writing, understanding that when writing, an apostrophe replaces the missing letters. Day 2 Speed Sort Day 3 Blind Writing Sort Day 3 Pattern Sort Day 5 Assess and HF students spell nonsense to frequency from list and add to the another even large Literacy and Language Guide p Lesson 13: Contractions A contraction is a shorter way of saying and writing two or more In writing, use an apostrophe to take the place of the letters that you leave out. I d he s haven t doesn t let s there s wouldn t what s she s aren t hasn t couldn t he d they re 3

4 Week 2 spell with /r/ controlled vowels. Interim Benchmark Assessment: Dolch Word List Observation Checklist Spelling Assessment Words in Day 2 Pattern Sort Day 3 Word Hunt Day 4 Speed Sort Day 5--Assess and HF students spell nonsense to frequency from list and add to the sometimes while thought beginning Literacy and Language Guide p Lesson 14: Vowel + /r/ When a vowel is followed by r, the two sounds are tied together. The /är/ sound in dark is usually spelled ar. Two common spellings for the /ôr/ sound in store are or and ore horse mark storm market acorn artist March north barking stork thorn forest chore restore 4

5 Week 3 spell with /r/ controlled vowels with similar sounds, but different spelling. Day 2 Repeat the Sort Day 3 Blind Writing Sort Day 4 Speed Sort Day 5--Assess and HF students spell nonsense to frequency from list and add to the family between school next Literacy and Language Guide p Lesson 15: vowel + /r/ in nurse The vowel + r sound in nurse can be spelled ur, or, ir, or er. You may need to check a dictionary if you are not sure how to spell a word with this sound. nurse work shirt hurt first word serve curly dirt third worry turn stir firm 5

6 Week 4 spell with /r/ controlled vowels with similar sounds, but different spelling. Day 2 Pattern Sort Day 3 Speed Sort Day 4 Blind Writing Sort Day 5--Assess and HF students spell nonsense to frequency from list and add to the began answer should enough Literacy and Language Guide p Lesson 16: vowel + r sound in air The vowel + r sound in air can be spelled air, are, or ear. air wear chair stairs bare bear hair care pear pair share near ear beard Interim Benchmark Assessment: Dolch Word List Observation Checklist Spelling Assessment Words in 6

7 Week 5 spell with /j/ or /s/ sounds, applying the appropriate spelling for each word. Day 2 Pattern Sort Day 3 Speed Sort Day 4 Word Hunt Day 5 Assess and HF students spell nonsense to. frequency from list and add to the leave group house away Literacy and Language Guide p Lesson 17: with /j/ or /s/ The consonant sound /j/ can be spelled j, but it can also be spelled g if it is followed by e or i. The consonant sound /s/ can be spelled c when it is followed by either e or i. age space change jawbone jacket giant pencil circle once large dance jeans bounce huge Summative Assessment Dolch Word Checklist Observation Checklist Summative Performance Assessment Benchmark Assessment. 7