Kindergarten Word Study Resource Packet

Transcription

1 1 Kindergarten Word Study Resource Packet Clinton Community School District

2 2 Table of Contents Sample Family Letter to begin Program Page 3 Sample Word Study Sequence Page 4-6 Word Study Schedule: A Year at a Glance Page 7-9 Suggested Activities Page 6-9 Formative Beginning Sound Assessment Page 10 Pretest for Beginning Sounds Page 11 Pretest for Word Families- student copy Page 12 Pretest and Post test for Word Families Page 13 Formative Assessment Diction Words and Sentences Page 14 Resources Page 15 Various Sorts End of Packet

3 3 Dear Kindergarten Families, The kindergarten word study program begins this week. Throughout our study, the students will be recognizing individual letters and word parts that follow a pattern. Our two styles of patterns will be letter formation and word families. The letter formation patterns will be tall, small, and fall. You as parents will notice that these letters resemble one another by how they sit on a line. Letters within these patterns will include: Tall-l, t, b, h, k, d,f Small- r, n, m, o, c, a, i, s, u, e, v, w, x, z Fall- g, y, p, j, q Throughout our letter study, we will begin making words with our newly learned sounds. These words will be known as word families and will resemble one another by the pattern of their last two sounds. The families include at, -an, -it, -ig, -ot, -op, -et, -en, -ug, and ut. Our goal in word study is to enable children to develop an awareness of how letters, sounds, and words are similar and different. With support from home and school, our kids will be able to use their letters and sounds to become successful, independent writers! Sincerely, Your Kindergarten Team

4 4 Duration Aug./Sept. Before Introduction of 1 st Unit Start of each Unit Word Study Sequence The 3R s (room, routine, and relationships) Walk Through the Alphabet A-Z o Introduce the concept of tall, small, fall with posters o Letter, font, and beginning sound sorts Prior to the October start date for word study, give the following Pretests individually and in small groups Upper, lower, and sound assessments (located in on-going skills packet) Word families (included in this packet) Beginning sounds (included in this packet) Teacher will introduce the new unit, spending as much time as needed on the given letters, sounds, and word families. Picture, letter or word sorts Word hunt (print, morning message, books, resources, room searches) Guess the covered letter/sound Guess the covered word Suggested activities (All activities are included in this packet) Last day of each unit Completion of Last Unit- end of the year Apply in writing Making Words Dictating sentences: practicing words in context Songs and poems Teacher s message that includes words that fit the pattern Dry erase boards Practice spelling pattern only Houghton Mifflin Manual activities as a resource Other activities you ve previously used for these skills can be used anytime after the introductory lessons. Formative Assessments: Beginning Sounds (per unit) Uppercase, lowercase, and sound assessments (on-going skills packet) Word families o 1 st tri- students will write a list of 3-5 at words o 2 nd -3 rd tri.- students will write dictated sentence (included in packet) Post Tests (Includes reading and writing objectives) Uppercase, lowercase, and sound assessments (on-going skills packet) Word families (included in this packet) Beginning sounds (included in this packet)

5 5 Word Study Schedule: A Year at a Glance We have chosen to take the months of August/September to focus on the 3R s (room, routine and relationships) as well as to immerse the students in the entire alphabet, both uppercase and lowercase. We will use this time to informally assess students prior knowledge of letters and letter/sound relationships. Using students names is a great way to begin this process and continue throughout the year. Note: Before beginning word study in October, you must pretest all letters and sounds in isolation (on-going skills packet), and word families and beginning sounds (in word study packet). The following is a planning schedule that chunks the letters and words into a manageable size. The duration for these chunks is up to individual teachers based on observation/assessment. 1 st Trimester Unit 1: Letters: a, s, m, r, t Word families: -at High Frequency Words: I, my, like, have, you, mom, dad 2nd Trimester Unit 2: Letters: i, b, n, h, v Word families: -an, -it High Frequency Words: here, to, and, a, go, is, me, will, see, get, in Unit 3: Letters: o, c, p, g, f Word families: -ig, -op, -ot High Frequency Words: here, to, and, a, go, is, me, will, see, get, in 3rd Trimester Unit 4: Letters: e, l, k, q, d Word families: -et, -en High Frequency Words: are, he, the, said, she, for, play, do, with, did, we, all Unit 5: Letters: u, z, w, j, y, x Word families: -ug, -ut, High Frequency Words: are, he, the, said, she, for, play, do, with, did, we, all

6 6 Suggested Activities SORTS Letters, words and word parts (ending sound: big leg or initial consonant: cat, caterpillar) could be sorted and classified into different groups based on similarities and differences. Sort words which fit the pattern or do not fit the pattern (for example: words that end with at or do not) Sort words within the pattern. For example, sort by 2 word families at,-an. Use lined paper to record words you dictate. The objective is for children to write/record the words under the correct pattern. The students will be auditorily differentiating and then applying the sounds/patterns when recording the words. Ex. -at -an -it -ig cat can bit fig rat man fit pig Create T-charts to sort two categories of same or similar pictures/sounds/letters or words. This may be used as an assessment. m man muffin make s sandwich salt snake Included are word sorts created specifically for the kindergarten spelling patterns. These are cut and paste. You may also want to use manipulatives. At the beginning of the year these sorts are teacher directed and as the year progresses students gradually gain more independence. Pictures, letters, or words are cut apart and then sorted. Students also should explain their reasoning for their sort and read them aloud. Possible Letter/Sound Sorts Letters/Numbers Curves/No Curves Tall/Small/Fall Straight Lines/Curved Lines Tails/No Tails By Font Uppercase/Lowercase

7 7 1. WORD HUNTS (print, morning message, books, resources, room searches) Students use familiar reading materials to search for the current studied pattern. They record individually or with partners, and then come together as a class to make a list to discuss. This is a good time to point out similarities and differences between words. 2. GUESS THE COVERED LETTER (in or out of context) 1. Teacher will choose a letter that follows a pattern and give clues as to its identity. Example for out of context: Teacher Says I m thinking of a letter that follows the tall pattern. It is the 2 nd letter in the alphabet. It is found at the beginning of baseball. Answer: b Example for in context: Teacher provides a written sentence with the 1 st letter of a beginning word covered with a post-it. She picked red _pples off the tree. Students will make guesses based on schema. 3. GUESS THE COVERED WORD This is an activity which helps students use meaning, word length, and beginning sounds to figure out words. Students learn that none of the clues (meaning, beginning letters, or word length) are helpful by themselves; but when used together, they become a valuable decoding strategy. 1. Write a sentence related to something students are studying or a topic of general interest. 2. Select one word per sentence which fits the current spelling pattern and cover that word. 3. Read the sentence aloud and have students make three or four guesses without any letters revealed. Write down these guesses. 4. Remove the note that covers the beginning letter. Erase any guesses which are no longer possible. Have students make additional guesses that make sense. 5. Reveal the rest of the word and see if the correct word was guessed. * This activity helps students to see the connection between reading and writing the pattern. Cunningham, Patricia M., and Hall, Dorothy P., Month by Month Phonics For First Grade: Systematic, Multilevel Instruction. Greensboro, N.C Kohfeldt, Joyce, King, Annie, and Collier, Helen, Guess the Covered Word for First Grade Greensboro, N.C. 2000

8 8 4. APPLY IN WRITING Observe students in daily writing. Bring an awareness of past word patterns, and reteach those patterns not mastered. This can be a useful for assessment. 5. IDENTIFIING THE LETTER SOUNDS (similar to making words) Students use a set of plastic letters to pull the letters down that fit the pattern. Depending on the pattern and the student s level of independence, this can be done several ways. 1. The teacher will say letters or words that fit the pattern. Students will then manipulate the letters to make the given sound and check together. Examples: Pull down the letter t. Pull down the letter that you hear at the beginning of the word bear. 2. Have students writing the sounds or letters that fit the pattern (linking level). 6. MAKING WORDS Students use a set of plastic letters to spell words that fit the pattern. Depending on the pattern and the student s level of independence, this can be done several ways. 1. The teacher will say words that fit the pattern. Students will then manipulate the letters to make the given word and check together. 2. Have students practice writing words that fit the pattern (linking level). 3. Have students practice writing the words within the context of a sentence (dictation or independent). 7. DICTATION SENTENCES Students will practice using the studied pattern in the context of dictated sentences. Students can also use the pattern to create their own sentences. 8. SONGS/POEMS Many songs and poems are available that fit spelling patterns. Online Resources

9 9 9. MORNING MESSAGE Teacher writes a message to the class. This is a great opportunity to include letters or words that fit your particular word study pattern. Ask students to circle or underline those specific letters or words. Discuss their similarities or differences. Example: Word Study Pattern w Dear Kindergarten, Today is Thursday, March 23 rd. We will have L.R.C. today and you will have a chance to choose books that are a good fit and check them out. I hope you have such a wonderful day! Your Teacher, 10. DRY ERASE BOARDS Dry erase boards can be used for practice and/or assessment. Name the focused pattern. Allow kids time to show their understanding using the pattern in the writing of their choice. 11. PRACTICE SPELLING PATTERN ONLY These are 2 great ways to spiral back and review past patterns. 1. Teacher gives sound and student spells just that sound. For example teacher says /f/ and student writes the letter f. This is best used to help you review and spiral back. 2. Provide students with a word (written or orally) and have them write or explain the spelling pattern that the word includes. For example: mat Students write or say at.

10 10 Formative Beginning Sound Assessment Administer the test according to the progress of your class. Directions: Teacher will show the following picture cards and say the word. Students will write the beginning sound of each picture. Unit 1 Unit 2 & 3 Unit 4 & 5 (1stTrimester) (2 nd Trimester) (3 rd Trimester) a astronaut #2 i igloo #45 e egg #24 s sandwich #100 b bell #6 l lamp #57 m map #66 n net #71 k kite # 56 r rope #93 h horse #41 q quilt #89 t tooth #107 v vet #115 d desk #19 o ox #78 u up #111 c cot #16 z zipper #131 p pin #82 w web #119 g goat #34 j jeep #49 f fan #26 y yarn #125 x x-ray Not available

11 11 Pretest for Beginning Sounds (Before Unit 1) Name:

12 12 Pretest for Word Families Pretest for Word Families (Before Unit 1) (Before Unit 1) Name: Name:

13 13 Pretest and Post test for Word Families (Before Unit1 and after Unit 5) Directions: Teacher will orally state the words. Students will write on the provided paper. 1. fat 2. hit 3. mop 4. ten 5. rug 6. tan 7. dig 8. hot 9. but 10. wet

14 14 Formative Assessment: Dictation Words and Sentences Directions: Teacher will dictate the following words or sentences. Students will write on provided paper. When the majority of students have the current pattern mastered, move on to the next pattern. 1 st Trimester 2 nd Trimester 3 rd Trimester 1. rat 2. sat 3. bat 4. hat 5. mat 1. Here is my pan. 2. I like the van. 3. It will fit. 4. You can sit here. 5. My hat is big. 6. A pig is here. 7. He will not go. 8. It is hot. 9. Can you hop? 10. The cop said go. 1. Mom will see the vet. 2. She can pet the cat. 3. The hen will sit. 4. Did the men go? 5. He will play in the hut. 6. My cut is big. 7. The mug is hot. 8. Will you hug me?

15 15 Resource List 1. Words Their Way by Donald R. Bear, Marcia Invernizzi, Shane Templeton, Francine Johnston 2. Reading Teacher s Book of Lists by Edward Bernard Fry Ph.D., Jacqueline E. Kress, Ed.D., Dona Lee Fountoukidis, Ed.D. 3. Daily Word Ladders by Timothy Rasinski 4. Unlocking Literacy by Marcia Henry 5. Continuum of Literacy Learning by Gay Su Pinnell, Irene C. Fountas 6. Words Their Way- Word Sorts for Within Word Pattern Spellers by Donald R. Bear, Marcia Invernizzi, Shane Templeton, Francine Johnston 7. Houghton Mifflin Reading Series 2001