Word Work Unit 1 Grade Level: Third Timeframe: 5 weeks

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1 Word Work Unit 1 Grade Level: Third Timeframe: 5 weeks Unit Overview: The first five weeks of school are essential in establishing rules and routines during word study. Unlike Reader s and Writer s Workshop only 30 minutes is allotted in the schedule for explicit phonics and word work instruction. Make it fun! The use of the Daily Opening Routines for Word Play, Phonemic Awareness and High Frequency Words found in the Houghton Mifflin Teacher Edition, as well as the Instructional Routine Cards from the Grab and Go Kit can serve as a resource to establishing a consistent daily routine for instruction. The words within this unit have been selected because they are exemplars of sound, pattern, or meaning relationship of the unit s focus of study. Developing these skills in phonemic awareness will in turn better equip them to decipher words that they are unfamiliar with when they come across them in both reading and writing. This unit of word study will focus largely on spelling words with short and long vowel sounds, prefixes, and the understanding how these patterns impact the sound or meaning of a word. In addition, students will continue to review and build upon their high-frequency Dolch list. Word work will continue outside of the range of specific word study because students are continuously decoding and acquiring new words in their vocabulary. Strategies to support this acquisition should be infused into the Word Work Unit based on individual needs. Ongoing use of will continue to help students explore words as they examine and interact with words 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 Knowledge of phonics leads to improved reading and writing with better accuracy, decoding, spelling and reading comprehension. Developing and applying phonics and word analysis skills to decode words with automaticity will help me better comprehend text. Essential Questions How can vowel patterns help me read new words? How do understanding vowel sounds help me pronounce words? 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 a. Identify and know the meaning of the most common prefixes and derivational suffixes. 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. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Form and use possessives. L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of 1

2 strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/ disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 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. Dolch Word List Week 1: if, try, six, far Week 2: cut, full, got, ten Week 3: hold, pick, kind, own Week 4: small, draw, done, hot Week 5: hurt, keep, bring, fall Application in Centers: and routines are introduced in Unit 1. It is intended that the same sorts will be continued throughout the units so 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 Word Sort Variations: Repeating Sort, Open Sort, Blind Writing Sort, Guess My Category, Speed Sort, Word Hunt Activities for Dolch Word List (High Frequency Words): Various routines and activities were provided in units one and two for introducing and practicing Dolch Word list. It is intended that the same activities will be continued in this word work 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. (http://www.readingonline.org/articles/art_index.asp?href=/articles/rasinski/index.html) Additional Journeys Resources: 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. 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 Pre-assessment Qualitative Spelling Inventory DLO SWBAT Instructional Practice Student Strategies Instructional Plan Formative Assessment Activities and Resources Reflection Reflection Week 1 SWBAT prove that words that have short vowel sounds / /, / /, / /, / /, / / and are usually spelled with the letters a, e, i, o, and u, followed by a consonant as they SWBAT recognize and spell high-frequency short vowel sounds / /, / /, / /, / /, / / and are usually spelled with the letters a, e, i, o, and u, followed by a consonant. have short vowel sounds. Using whiteboards to short vowels or words from the Dolch List. such as repeating sorts or blind writing sorts. create Language Guide p Lesson 1: Short Vowels Word Sort Day 1 Model the Sort Day 2 Repeat the Sort Day 3 Word Hunt Day 3 Blind Writing Sort Day 5 Assess If Try Six Far Language Guide p Lesson 1: Short Vowels The short vowel sounds / /, / /, / /, / /, and / / are usually spelled with the letters a, e, i, o, and u, followed by a consonant. Crop Plan Thing Smell Shut Sticky Spent Lunch Pumpkin Clock Gift Class Skip Swing 3

4 Week 2 SWBAT apply concepts related to spelling words that have vowel-consonante pattern as they participate in various word study activities. SWBAT prove that a word that has long vowel sounds / /, /π/, / /, and can be spelled using the vowelconsonant-e patterns as they spell high-frequency long vowel sounds / /, /π/, / /, and which can be spelled using the vowelconsonant-e pattern. the long vowel sounds / /, /π/, / /, and or Dolch word list. Using whiteboards to long vowel sounds or Dolch word list. such as repeating sorts blind writing sorts or speed sort. create Language Guide p Lesson 2: V-C-e Spelling Day 1 - Model the Sort Day 2 Repeat the Sort Day 3 - Blind Writing Sort Day 4 Speed Sort Day 5 Assess Cut Full Got Ten Language Guide p Lesson 2: V-C-e Spelling The long vowel sounds / /, /π/, / /, and can be spelled using the vowel-consonant-e pattern. Spoke Mile Save Excuse Cone Invite Cube Price Erase Ripe Broke Flame Life Rule Interim Benchmark Assessment: Dolch Word List Observation Checklist Spelling Assessment Words in authentic writing 4

5 Week 3 SWBAT prove that short vowel sounds are usually spelled with a single vowel followed by a consonant and long vowel sounds can be spelled with two vowels together, with the vowelconsonant-e pattern, or with an open syllable (V/C) pattern as they SWBAT draw conclusions about short and long vowel pattern as they spell highfrequency short vowel sounds and long vowel sounds. have long and short vowel sounds and have different vowel consonant Use whiteboards to words with long and short vowel sounds or Dolch word list. such as speed sorts, or open sorts. create Language Guide p Lesson 6: More Short and Long Vowels Day 1 - Model the Sort Day 2 Guess My Category Day 3 - Speed Sort Day 4 - Open Sort Day 5 - Assess Hold Pick Kind Own Language Guide p Lesson 6: More Short and Long Vowels Short vowel sounds are usually spelled with a single vowel followed by a consonant. Long vowel sounds can be spelled with two vowels together, with the vowel-consonant-e pattern, or with an open syllable (V/C) pattern. Math Toast Easy Socks Friday Stuff Paid Cheese June Elbow Program Shiny Piles Sticky 5

6 Week 4 SWBAT apply the concept that prefixes are a word part that is added to the beginning of a base word which changes the meaning of the base word, but cannot stand alone as they SWBAT prove that the prefix re- means again ; the prefix un- can mean not or opposite of as they spell high-frequency SWBAT recognize and spell high-frequency Interim Benchmark Assessment: Dolch Word List Observation Checklist Spelling Assessment Words in authentic writing the suffixes prefixes re- and un- have the prefixes re- and un- or Dolch word list. Use whiteboards to words with prefixes re- and un- or words from the Dolch word list. such as repeating sorts, blind writing sorts, or speed sorts. create Language Guide p Lesson 24: The Prefixes re- and un- Day 1 Model the Sort Day 2 Repeat the Sort Day 3 Blind Writing Sort Day 4 Speed Sort Day 5--Assess Small Draw Done Hot Language Guide p Lesson 24: The Prefixes re- and un- A prefix is a word part that is added to the beginning of a base word. The prefix changes the meaning of the base word, but it cannot stand alone. The prefix re- means again ; the prefix uncan mean not or opposite of. Unfold Rejoin Untie Reheat Unfair Unclear Repaid Rewrite Unhurt Recheck Unlucky Unwrap Reuse Unsure 6

7 Week 5 SWBAT connect that spelling patterns associated with unstressed /ə/ at the beginning of a word that is often spelled a. or unstressed /b / sounds at the beginning of a word is often spelled be as they SWBAT recognize and spell high-frequency Dolch Word Checklist Observation Checklist words begin with a- or be-. have spelling patterns associated with words beginning with a- or b- or Dolch word list. Use whiteboards to words that begin with a- or be- or words from the Dolch word list. such as speed sorts open sorts, or blind writing sorts. create Language Guide p Lesson 30: Words that begin with a- or be- Day 1 - Model the Sort Day 2 Speed Sort Day 3 - Open Sort Day 4 - Blind Writing Sort Day 5 - Assess Hurt Keep Bring Fall Language Guide p Lesson 30: Words that begin with a- or be- The unstressed /ə/ at the beginning of a word is often spelled a. The unstressed /b / sound at the beginning of a word is often spelled be. Below About Belong Around Again Alone Because Summative Word Work Assessment Summative Performance Assessment Above Between Alive Behind Begin Along Before Benchmark Assessment. 7

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