Word Work Unit 2 Grade Level: Fourth Timeframe: 5 weeks

Transcription

1 Word Work Unit 2 Grade Level: Fourth Timeframe: 5 weeks Unit Overview: 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, homophones, spelling patterns, and the understanding of how these patterns impact the sound or meaning of a word. 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. The Word Study Units outlined in Journeys follow a routine pattern of activities: Day 1 perform word sorts based on patterns or sounds within the Day 2 participate in one of the following word activities: Guess My Category, Pattern Sorts, or Repeating the Sort. Day 3 participate in one of the following word activities: Blind Writing Sort, Word Hunt, Guess My Category, or Open Sort. Day 4 participate in one of the following word activities: Speed Sort, Blind Writing Sort, Buddy Sort, or Word Hunt. Day 5 Teachers will assess students understanding of the 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.4.3 Know and apply grade-level phonics and word analysis skills in decoding a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. R.F.4.4 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 content to confirm or self-correct word recognition and understanding, rereading as necessary. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Spell grade appropriate words correctly, consulting references when needed. L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content flexibly from a range of strategies. L.4.6 Acquire and use accurately grade-appropriate general academic and domain specific words and phrases including those that signal preciseactions, emotions, or states of being and that are basic to a particular topic. 1

2 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. 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, Pattern Sort, or Buddy Sort 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: 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. Additional Center Activities Scavenger hunt write words on sentence strips, place words around classroom, have students walk around the classroom, finding words that pertain to specific categories Book hunt have students search their independent books Sparkle (students stand in circle, each student says a letter of a spelling word, after the word is spelled, the last student says the word, the next student says Sparkle and sits, the cycle continues, the last student standing wins. Body Spell game create free account at Gonoodle.com click Body Spell, put words in custom list, have students follow directions on program Context cards choose a card, read the word, read the sentence Write the word, write it in a sentence, draw a picture Build words using sounds (letter cards) BrainPopJr High Frequency Word Resource: 2

3 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: 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. Pre-assessment Qualitative Spelling Inventory DLO SWBAT Instructional Practice Student Strategies Instructional Plan Formative Assessment Activities and Resources Reflection Reflection 3

4 Week 1 SWBAT prove that words that have The long vowel sound can be spelled oo, ou, or CVCe. The short vowel sound is usually spelled oo or u. as they participate in various word study activities. SWBAT recognize and spell high-frequency short o and long o vowel sounds. with words that have short o and long o vowel sounds. short vowels. Word Sort activities such guess my category, blind writing sorts or speed sorts.. Language Guide p Lesson 7: Vowel Sounds long o and short o Word Sort Day 1 Model the Sort Day 2 Guess My Category Day 3 Pattern Sort Day 3 Speed Sort Day 5 Assess Language Guide p Lesson 7: Vowel Sounds long o and short o The long vowel sound can be spelled oo, ou, or CVCe. The short vowel sound is usually spelled oo or u. bloom cookbook tool shampoo put wool stool proof prove group brook foolish bush crooked booth raccoon hook groom roof soup create 4

5 Week 2 SWBAT prove that when a vowel is followed by r, the two sounds are tied together. The /îr/ sound is usually spelled eer or ear, the /är/ sound is often spelled ar, and the /âr/ sound can be spelled are or air as they participate in various word study activities. vowel + r sounds. short vowels. Word Sort activities such as pattern sorts word hunt, or blind writing sorts. Language Guide p Lesson 9: Vowel + /r/ Sounds Day 1 - Model the Sort Day 2 Repeat Sort Day 3 Guess My Category Day 4 Blind Writing Sort Day 5 Assess Language Guide p Lesson 9: Vowel + /r/ Sounds When a vowel is followed by r, the two sounds are tied together. The /îr/ sound is usually spelled eer or ear, the /är/ sound is often spelled ar, and the /âr/ sound can be spelled are or air. with words that have vowel + r sounds. create spark prepare cheer tear scarf scare repair earring scarce weird sharp rear spare gear hairy compare alarm harsh upstairs square Interim Benchmark Assessment: Observation Checklist Spelling Assessment Words in authentic writing 5

6 Week 3 SWBAT prove that the /ôr/ sound is usually spelled or or ore; the /ûr/ sound can be spelled ir, ur, ear, and or; and the sound is often spelled ure. SWBAT draw conclusions about vowel +/r/sounds as they create sentences with high frequency words vowel +/r/sounds. with words that have vowel +/r/sounds. vowel +/r/sounds. create Language Guide p Lesson 10: More Vowel +/r/ Sounds Day 1 - Model the Sort Day 2 Pattern Sort Day 3 Blind Writing Sort Day 4 Word Hunt Day 5 - Assess Language Guide p Lesson 10: More Vowel +/r/ Sounds The /ôr/ sound is usually spelled or or ore; the /ûr/ sound can be spelled ir, ur, ear, and or; and the sound is often spelled ure. learn dirty worn sore thirst burn record cure board course worth early return pure world search worse thirteen sport current 6

7 Week 4 SWBAT apply the concept that you divide words with the VCCV pattern into syllables between consonants. You divide words with the VCV pattern before or after the consonant as they participate in various word study activities. SWBAT prove that you divide words with the VCCV pattern into syllables between consonants. You divide words with the VCV pattern before or after the consonant as they create sentences with high frequency words SWBAT recognize and spell high-frequency the VCCV and VCV with words that have VCCV and VCV. VCCV and VCV Word Sort activities such as pattern sorts, open sorts, or word hunts. create Language Guide p Lesson 22: VCCV and VCV Patterns Day 1 Model the Sort Day 2 Guess My Category Day 3 Pattern Sort Day 4 Buddy Hunt Day 5--Assess Language Guide p. 98=99 Lesson 22: VCCV and VCV Patterns You divide words with the VCCV pattern into syllables between consonants. You divide words with the VCV pattern before or after the consonant. dentist final finish narrow shelter ahead corner hollow divide famous recent silver capture cabin dinner minus minute value reward broken Interim Benchmark Assessment: Observation Checklist Spelling Assessment Words in authentic writing 7

8 Week 5 SWBAT understand that words with the VCCCV pattern have two consonants that stand for one sound or that form a cluster. You divide a VCCCV word into syllables before or after those consonants. VCCCV words often have a short vowel sound in the first syllable as they participate in various word study activities. words with the VCCCV pattern. with words with words with the VCCCV pattern words with the VCCCV pattern. Word Sort activities such as repeating the sort open sorts, or blind writing sorts. create Language Guide p Lesson 24: Words with the VCCCV Pattern Day 1 - Model the Sort Day 2 - Pattern the Sort Day 3 Word Hunt Day 4 Guess My Category Day 5 - Assess Language Guide p Lesson 24: Words with the VCCCV Pattern Words with the VCCCV pattern have two consonants that stand for one sound or that form a cluster. Divide a VCCCV word into syllables before or after those consonants. VCCCV words often have a short vowel sound in the first syllable. hundred supply single middle explain surprise pilgrim sandwich instead complete monster settle address farther sample although turtle athlete orchard kingdom Summative Word Work Assessment Observation Checklist Summative Performance Assessment Benchmark Assessment. 8