Fourth Grade Word Study Resource

Evesham Township School District Developed Summer 2011

Table of Contents Introduction ...........................................................................................3 Brief Explanation of Word Study.......................................................3 Overview Chart of Developmental Levels ........................................3 Overview of Word Study Block .........................................................4 Fourth Grade Word Study Snapshot.....................................................5 At-a-Glance Chart.............................................................................5 Descriptions of Common Word Study Activities ...............................6 Snapshot of Day 8: Differentiated Instruction ..................................12 Tips for Differentiating Instruction .........................................................14 Tips for Integrating Technology.............................................................15 Grade Specific Lists ..............................................................................16 Fourth Grade Word Wall Words .......................................................17 Fourth Grade Yearly Overview .........................................................18 Matrix of Word Wall Lists..................................................................19 Spelling Inventory..................................................................................21 Pre-Assessment Administration .......................................................21 Inventory Resources.........................................................................22 Description of Developmental Spelling Stages.................................26 Description of Developmental Spelling Stages.................................27 Word Study Lists ...................................................................................28 List-by-List Activities and Resources................................................28 Appendix A: Blackline Masters.............................................................157 Appendix B: Making Words Strips........................................................165 Appendix C: Cut Outs for Word Wall....................................................171

Introduction Brief Explanation of Word Study The focus of Word Study is for students to gain knowledge about how words work in order to construct meaning in reading and writing. Effective Word Study instruction integrates the use of multiple approaches, and engages students in active exploration through interesting and motivating activities that will develop phonological awareness and phonics, spelling, and vocabulary. Developmental spelling research describes students’ growing knowledge of words as a continuum or a series of chronologically ordered stages or phases of word knowledge (Words Their Way). Students move though a hierarchy of stages (from easier one-to-one correspondences between letters and sounds to more difficult, abstract relationships between letter and sound patterns). Knowing each student’s stage of spelling will determine which activities are most appropriate for their developmental level and for helping them make accelerated progress. The table below (adapted from Words Their Way) describes each stage and the corresponding student characteristics. More in-depth descriptions can be found in Chapter One of Words Their Way. Overview Chart of Developmental Levels Stages

Emergent Spelling

Typical age/ grade range

0 – 5 years

Qualities

 scribbles letters and numbers  lacks concept of words  lacks lettersound corresponddence  represents salient sound with single letters  pretends to read and write

Letter NameAlphabetic Spelling K–1  represents beginning and ending sounds  uses letter name to invent spelling  has rudimentary or functional concept of word  reads word by word in beginning reading material

Within Word Pattern Spelling

Syllable and Affixes Spelling

Derivational Spelling

2-3

4-5

middle to high school

 spells most single-syllable, short vowel words correctly  spells most beginning consonant digraphs and two letter consonant blends  attempts to use silent long vowel markers  reads silently, with more fluency and expression  writes more fluently  can revise and edit

 spells singlesyllable words correctly  makes errors at syllable juncture and in unaccented syllables  reads with good fluency and expression  reads faster silently than orally  writes responses that are sophisticated and critical

 has mastered high frequency word  makes errors on low frequency, multisyllabic words  reads with good fluency and expression  reads faster silently than orally  writes responses that are sophisticated and critical

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Overview of Word Study Block In order to teach efficiently and effectively, teachers will need to gather accurate data and understand the stage at which their students are functioning. To this end, teachers will administer a developmental spelling inventory (found in Words Their Way and also in this resource) in the fall and again in January. An optional administration may also be given in the spring. Once teachers are able to identify patterns in their students’ errors, they should use Words their Way, Month-By-Month Phonics and/or Sitton strategies to differentiate instruction. It is also strongly recommended that flexible grouping be used periodically in order to meet the varying needs of students in the classroom. The word lists provided in this unit will serve as both spelling lists in an 8-day cycle and the words that will be added to the Word Wall. An overwhelming amount of research shows that traditional tests do not accurately assess students’ automaticity with spelling. Therefore, in an effort to efficiently and accurately assess students’ automaticity with high frequency spelling words, students will be held accountable for their spelling words in every context, without exception. When they misspell words for which they are responsible, they will be required to fix the spelling. This will be done in place of a traditional end-of-the-week quiz or test. The result of this practice will be a more accurate account of students’ progress as well as a re-training of the brain for misspelled high utility words. For teachers who wish to have an additional evaluation tool, everyday samples may be collected and graded. If selecting this option, teachers should use writing from different content areas that students are already submitting. The samples should be graded twice; once for content and once for spelling. To preserve the integrity of evaluating automaticity, the intent to collect and grade these samples should be unannounced. Word Study in fourth grade will be implemented through whole class instruction as well as differentiated groups. A list of words to be studied has been developed for fourth grade that is based on the most commonly used and misspelled words, as well as important spelling patterns and word parts. These words have been divided into 14 lists, each containing 10 – 15 Word Wall words. These lists have been organized to allow students to participate in active, in-depth explorations and investigations of the patterns, meanings, derivations and other etymological features of the words over the course of an eight-day cycle. The cycle allows for a whole-class introduction of the words, several activities from which teachers may choose to study and extend the pattern, and a day designed specifically for additional differentiation through small-group instruction. This resource has been designed to cull the most often used resources for each list and put them in one, easily accessible place for teachers. The activities have been selected from the research-based work of Bear, Cunningham, Hall and Sitton. Teachers also have access to the larger texts from which this compilation came in order to further differentiate or to augment a particular study with additional resources.

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Fourth Grade Word Study Snapshot At-a-Glance Chart The Choice Activities listed below are designed to show, at a glance, the range of activities from which teachers may select. Teachers will not complete every activity listed under every day for each cycle. Activities are to be selected that meet the needs of the diverse learners in each classroom.

Day

Day One Introduce New Words

Day Two

Choice Activities      

Word Preview, Sitton Locate, chant, write, Sitton Read it, Write it, Erase it, Cunningham Look, Say, Cover, Write, Check Preview, Review, Sitton Springboard Activities, Sitton

Pattern Work

Days Three Etymology

Days Four Pattern Work

Day Five Word Wall Activities

Day Six Word Study Strategies

Day Seven

 Closed Teacher Word Sort (sound, pattern, meaning), Words Their Way  Nifty Thrifty Fifty, Cunningham        

Revisit sort, Words Their Way Making Words, What Looks Right, Cunningham Brand Name Phonics, Cunningham What Looks Right, Cunningham Mind Reader, Cunningham The Wheel, Cunningham Wordo, Cunningham Making Sentences, Cunningham

   

Guess the Covered Word, Cunningham Word Detective, Cunningham Cloze, Sitton Password, Sitton

 Making Words, Cunningham  Word Sort – formative assessment, Words Their Way

Pattern Work

Day Eight Differentiated Instruction

 Small group – differentiated instruction to reinforce or extend concepts  Game Day – any previously introduced game  Additional Sorting Activities

* An alphabetical list follows that describes each of the above activities. These activities, along with additional resources, can also be found in Making Words (Cunningham, Hall), Words Their Way (Bear), Month-by-Month Phonics (Cunningham, Hall), and from the Sitton Spelling Program. 5

Descriptions of Common Word Study Activities

* Denotes a handout is available in Appendix A for this activity. **Denotes a teacher resource is available with each list’s activities. **Brand Name Phonics/ Using Words You Know: The goal of this activity is to teach students how to spell one- and two-syllable words based on words they already know. In both of these activities, the teacher selects two or three known words to use as key words. These words are displayed on a whiteboard, pocket chart, or overhead. Then the teacher moves through a series of pre-selected words. The first group of words are shown, but not read aloud. Students write the word under the key word that will help them read the new word. As each word is placed, the teacher reviews how the sound of the known key word helps them read the unknown word. The second group of words are read aloud, but not shown. Students then write the word under the word whose spelling pattern will help them encode the word. Again, the teacher debriefs about how to use the known word to spell the unknown word after each word. The third and fourth group of words follow this same pattern (shown but not read, read but not shown), but use more complex or multisyllabic words. The result is a growing bank of words that students can both read and write by using analogies to words they already know. Brand name phonics uses words as patterns that are known brands with high utility spelling patterns (ex., Coke, or Mountain Dew). Using Words You Know uses known words as the key words, but they are not brand names. **Cloze Activities: Teachers distribute the half sheet Cloze Activity to each student. The teacher then reads the cloze story as students follow the reading on their copy. At this time, all student pencils are down. Once read, the story is then reread slowly while students write the appropriate spelling words on the story blanks. Then the cloze activity is read aloud a final time for students to check their work. The students may then reread the story silently for final proofreading. Corrections may be made by either the student as an opportunity for learning, or collected and corrected by the teacher to be used as a formative assessment. Guess the Covered Word: Guess the Covered Word is a modified cloze activity that teaches students how to cross-check context clues with word analysis skills in order to decode unknown words. To teach a Guess the Covered Word lesson, do the following: Write a sentence on the board or an overhead, choosing one word to cover with sticky notes or index cards. Be sure to cut the sticky notes or the index cards to the appropriate length so that students become sensitive to length as a strategy. Read the sentence, and ask the students to make some guesses about what the covered word could be. Since there are usually many possibilities without seeing letters, the teaching point focuses on using context and word length. List students’ possibilities. Take off part of the sticky note, revealing the onset of the word. Have the students modify their list of guesses by eliminating those predictions that would no longer fit visually. Add new words, as needed. Reveal the covered word and confirm with the students by rereading the sentence, checking for meaning, structure, and visual cues. Discuss the strategy. 6

Locate, Chant, and Write: Call out five words from the Word Wall, putting each in a sentence that makes its meaning clear. Point out the words and have the children find them on their spelling list. The students should then chant the spelling of each word, stressing any irregularities in the word (ex., f-r-I-e-n-d). After that, students write each one on a piece of scrap paper. During the rest of the week, any words from the spelling list can be called out and chanted. The way words are chanted can also be modified to include cheering, singing, hula dancing, etc., or whatever manner the students can invent. Oftentimes teachers list various choices that the students devise and let the students select how they would like to chant them during each lesson. *Look, Say, Cover, Write, Check: Students locate words from their spelling lists one at a time. They read and spell those words while looking at them, and then visualize the spelling in their heads while covering the word. They write it in the “next” column, and check the spelling one word at a time. Making Sentences with Spelling Words: Dictate a sentence or two to the children that use spelling words. Have students listen as you say the whole sentence. Then repeat the sentence, one word or short phrase at a time. Give students plenty of time to find the words on their spelling list and write them. Remind children to begin their sentences with capital letters. Have days when you dictate questions, which require a question mark, and exclamatory sentences, which require an exclamation mark. Children may also create and dictate the sentence. Be sure to have them prepare it ahead of time so you can check to see that the words are on the spelling list and that it is a complete sentence. **Making Words: Making Words is an active, hands-on, manipulative activity in which children discover and learn how to look for patterns in words. They also learn that changing just one letter or even the sequence of the letters changes the whole word (Cunningham & Hall, 1992). Making Words is a three-part activity. In the first part, children are individually given some letters which they will use to make words that the teacher dictates. The children should make approximately 10-15 words, beginning with 2-letter words and continuing with 3-, 4-, 5-letter or bigger words until the final word is made. The final word (usually a 5-8-letter word) always includes all the letters they have for that day. That word is referred to as the mystery or secret word; children are usually eager to figure out what word it might be. All of the words that have been made should be displayed in the classroom. In the second part of the activity, the children sort those words for common patterns. The final part of the activity engages the children in transferring a spelling pattern to a new word(s). To plan a Making Words lesson, teachers should do the following: Select a word that will be the final one for students to discover. In choosing, consider the number of vowels, interest of students, literature connections, and patterns for which you can sort. Make a list of possible smaller words. Consult Making Words, Making More Words and core literature protocols for ideas. Select about 10 to 15 words from the list to use for sorting. Include words you can sort for that emphasize the pattern, little words and bigger words for a multi-leveled lesson, words that can be made with the same letters in a different order so that students understand why order is important, homophones and compound words and one or two proper nouns to remind students about capitals. Write the letters and words on index cards; for the letters, put capitals on one side and lowercase on the other; for words, write them from smallest to largest. Place 7

the words to be made in an order that will make sense for the planned areas of emphasis including position changes and impacts of adding or changing one letter. Store cards in an envelope, writing all the words on the front for ease of future access; note patterns emphasized and words to be transferred. Prepare student letters by creating a template and duplicating. Note: See pages 1-7 in Making Words for additional useful information and pictures! *Mind-Reader: Begin by selecting a spelling word. Do not tell students your word. Give students three to four hints about the word that are strategic. For example, to make the word “by” you might say, “I am thinking of a word that ends like ‘my.’” Students write down a guess for each clue, confirming or amending predictions as you give additional information through your clues. The object is for students to “read your mind” by the end of the clues and come up with the word about which you were thinking. Nifty Thrifty Fifty: The goal of this activity is to help students learn to read, spell and understand the most frequently used prefixes, suffixes and spelling-changing roots. Students learn to read, spell, and understand the morphemic composition of 50 words. These 50 words include examples for all the common prefixes and suffixes, as well as common spelling changes. They are studied in the same manner as the locate/chant/write activities. For a complete list of the Nifty Thrifty Fifty, see Month-by-Month Phonics for Upper Grades by Cunningham and Hall, page 11. Password: Prepare for the game by writing selected Word Wall words (or their word forms) on index cards. Students pair up to play this game. Each student is given a different set of word cards. The students take turns providing synonyms, antonyms, analogies, or word clues to their partner to guess the words on the word cards. Guessing sessions can be timed but do not need to be. Read it, Write it, Erase it! For this activity, the children practice words using marker boards. They read a word, read and spell it orally, write the word, and then erase it. The children repeat this process many times as quickly as possible. **Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a Word Wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year. A template for this has been provided with each list in this document. *What Looks Right: The purpose of this activity is to help students develop a visual monitoring system when words can use more than one pattern to spell the same sound. Using a two column chart, write a key word at the top of each column. The key words should be ones that use different spelling patterns to make the same rime, and be ones that the students can read and spell (ex. kite, 8

night). Students make their own copy of the chart as well. Say a word aloud that has the designated sound, and write it in each column of the chart, using the spelling pattern of each of the key words. The students look at the chart and decide which version “looks right” and write only that spelling under the correct key word’s column on their individual chart. Then they consult a dictionary to check the correct spelling. About halfway through this activity, the teacher gives an example that can be spelled either way (ex., weight, wait). Students debrief about the meaning of each word. The Wheel: This game is similar to Hangman. Draw blanks on the board to represent the letters of a Word Wall word. Students draw the blanks on their paper as well. Students call out suggestions to guess which letters are denoted by blanks. If students guess correct letters, they may continue giving letters until they ask for a letter not in the word. Students continue to call until all letters have been given. This is a quick paced game that will focus students’ attention on all the letters and their positions in words. *Wordo: This activity is an adaptation of Bingo and Tic-Tac-Toe. Create a game board for each child by drawing a blank tic-tac-toe board. Have each child fill in the spots with the Word Wall words for the week. The game is played like Bingo, with a caller and the students covering called words until they make a predetermined pattern (ex., row, four corners, full card, etc.). Word Detective: This activity encourages students to answer the questions: Do I know any other words that look and sound like this word? Are any of these look-alike/sound-alike words related to each other? Explain that words, like people, sometimes look and sound alike but are not related (Cunningham). Encourage students to think of ways the words they create might be in the same meaning family. Students will select a word to study from their spelling list and write it down on the board/chart paper. As students say the word aloud, have them brainstorm other words that look and sound the same. The teacher then writes down the words students brainstorm. Students should notice those parts of the word that are pronounced and spelled the same and underline those words. Point out that by thinking of a word that looks and sounds the same as a new word will help them remember how to pronounce and spell the new word. Students then circle the words that are related to the starting word. The teacher should point and discuss that related words help with determining the meaning of the starting word. For example, if your spelling word is independent, you list may look like this:

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*Word Preview/Review: This activity allows students to practice writing their Word Wall words and edit for spelling errors. Distribute the preview/review sheet to students. This paper is labeled with two columns: Write and Rewrite. The teacher then follows the protocol below for each word. For best results, tell the students what you expect from them as you move through the steps of the activity.

1.

Teacher Says the word. Says the word in a sentence. Says the word again.

Student 1. Looks at and listens to the teacher.

2. Asks the students to write the word.

2. Prints the word in the Write columns of the paper.

3.

Spells the word aloud. Reminds students as they check words for errors to circle only the part of the word they missed; not the whole word. This helps students see the part of the word that is wrong.

3. Proofreads the word by touching each letter with the point of the pencils as the letter name is said. Checks for and circles any errors.

4.

Prints the word on the board, saying the name of each letter as it is printed.

4. Looks at the board and listens to the teacher.

5.

Observes the students to check for accurate practice.

5. Rewrites the word in the Rewrite column of the papers.

**Word Sorts: Word sorts are a hands-on, active way for students to construct their own ideas about grammar and spelling rules. This activity focuses student attention on the various features of the words. There are three basic types of sorts that reflect the three layers of English orthography: sound, spelling pattern, and meaning. Sorts may be teacher-directed or studentcentered and be completed individually or with a partner. Types of sorts: Sound sorts give students the opportunity to decipher and make sense of the alphabetic nature of the English spelling of words. In this sort, students are paying attention to the phonemes contained in the word (the relationship between letters and sound). For example, a sound sort may use key words such as kit and kite, and ask students to listen for whether the vowel sound is long, short, or neither (an odd ball – for example, skirt). Sound sorts may also draw students’ attention to listen for other aspects of sound such as rhyme, the number of syllables, consonant blends, diphthongs, prefixes, and suffixes, etc.

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Variation – Blind Sound Sort: When students are asked to sort words by sound, the printed form may “give away” the category. In a blind sort, a picture or key card is established then the teacher calls out the word aloud without showing the students the 10

word. After the students indicate a category, the card may be revealed to check for accuracy. 

Pattern sorts give students the opportunity to focus on various spelling patterns used to form sound. At times students are looking at various ways to spell the same sound, and other times, they are constructing an understanding of spelling patterns that make different sounds. In these sorts, students use the printed form of the word to sort by the visual patterns formed by letters or letter sequences. Pattern sorts may include groupings such as word families/rime (hat, pat, rat vs. ran tan, fan), vowel patterns (wait, train vs. plate, take), how suffixes are added to words (cars, pencils vs. babies, puppies), or patterns of vowel and consonants (button, pillow vs. window, public).



Meaning sorts give students the opportunity to focus on the meaning of words, their etymology, and how their meaning influences spelling. Meaning sorts may include homophones vs. homographs or roots vs. stems. There are two types of meaning sorts: concept, and meaning sorts related to spelling. o Concept sorts: sorting words by concept to link vocabulary instruction to students’ conceptual understanding such as mathematical terms, science concepts, and social studies vocabulary. These sorts are especially helpful for English Language Learners. o Spelling-meaning sorts: sorting words by meaning (pedestrian/pedal), by soundalike (buy/by) or spell-alike (record/record) pairs. In these sorts, students recognize that the meaning of the words influences its spelling.

Approaches to sorts:  Teacher-directed closed sorts: most introductory sorts are teacher-directed, where the teacher defines the categories and models the sorting procedure. After modeling several words, the teacher gradually releases the responsibility of the task to the students. 

Student-centered open sorts: these are useful after students are already accustomed to sorting and are comfortable with the commonalities of the spelling words. Sorting groups may already be established or students may create their own categories with the set of words.

1-2 word sorts have been supplied for most of the spelling lists. The first sort is to be completed as a teacher directed – closed sort. The second sort (a) can be completed individually as a formative assessment or in flexible groups to differentiate instruction. *** Additional games and activities for Word Study can be found in Words Their Way, Words Their Way Sort Books (by spelling stage), Month-By-Month Phonics for Upper Grades, and Sitton Sourcebooks.

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Snapshot of Day 8: Differentiated Instruction Overview The eighth day of the spelling cycle is reserved for differentiated instruction. The purpose of this day is to provide increased time for individualized or small group support to meet the needs of the varied learners in the classroom. Flexible Groups: Teachers form or reform informal, flexible groups to reinforce or extend the skills that were introduced during the current or any previous cycle. Based on observations from the Word Study cycle and students’ spelling stages, teachers decide who will work together for that day. Students can be placed in groups based on their spelling stage. A description of each spelling stage can be found in the Spelling Inventory section of this resource. Please note that the formal assessment of students’ developmental spelling stages should not be completed each cycle. Students can also be grouped based on observation from specific lessons. For example, if a group of students had a difficult time with the “What Looks Right?” lesson, it would be helpful to flexibly group these students so that this skill can be reinforced. Students who mastered the lessons have additional sorts to extend their understanding of the concepts. Possible Activities for Day 8 Word Sorting Activity Options: 1. Sorting to reinforce skills  Students will complete sorts from the current word list or complete previous sorts. It would be helpful to collect the sorts after each spelling cycle and store them in a centrally located place in the classroom. This way, students can revisit previous sorts. Sorts can be stored by sound, pattern, or concept. 2. Sorting to provide enrichment opportunities  Students who are in a later stage of development can complete sorts as an opportunity for enrichment. For example, students who are in the Derivational Stage can complete sorts specific to that stage of development. 3. Sorting for re-teaching  Students who are in need of additional instruction with the current sort can be introduced to a different sort that reinforces that skill. Additional Sorts are located in each of the Words Their Way: Word Sorts books. There is a book available for each stage of development. A description of each stage can be found in the Spelling Inventory section of this resource.

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Spelling Games: Stations can be set up with different games that have been previously introduced. Explanations of these games can be found in the Word Study Activities section of this resource. Additional games and activities can also be found in Words their Way. Game ideas are as follows:  Password  The Wheel  Mind Reader  Wordo  Word Detective  Making Words Sample Configurations of Flexible Groups The following samples show some possible ways to manage the flexible groups during Day 8. Note that the teacher should be at one station per rotation in order to direct instruction/facilitate an activity. Optionally, teachers may use one rotation in order to take anecdotal notes relative to formative assessment as students work in small groups. The number of groups and/or stations will vary based on student need, numbers of students in the class, and the number of students needed for a particular activity to be effective. Group 1 Word Sort (Enrichment) Password

Group 2 The Wheel Word Sort (teacher-directed) Password

What Looks Right (teacher-directed)

Group 1 Word Sort (teacher-directed) Wordo Mind Reader

Group 1 Word Sort (enrichment) What Looks Right (teacher-directed)

Group 2 Mind Reader

Group 3 The Wheel

Making Words (teacher-directed) Password

Mind Reader

Group 2 Word Sort (reinforcement) The Wheel

Group 3 Word Sort (teacher-directed) Password

Word Sort (teacher-directed)

Group 4 The Wheel Word Sort (reinforcement)

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Tips for Differentiating Instruction 

Sorts can be based on student’s developmental spelling stage.



Sorts can be completed in groups, with a partner, or individually.



Place students in flexible groups according to their performance on classroom assignments.



Making Words cards can be color-coded. For example, all vowels are copied in red and all consonants are black.



Students can keep a personal word wall and add each spelling word as they are introduced.

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For concept sorts, play the game Guess My Category. In this activity, the sort is not labeled or described. It is up to the students to decide how things in each category are related. This activity is described on page 57 of Words Their Way.

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Prepare stations in the classroom where different learners can work simultaneously on various tasks. At times, this may be the same task done in various ways. For example, everyone may be playing Password, but using different words.

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Using choice boards from which learners can select one of several individualized work assignments (ex., sorts, Wordo, Guess the Covered Word). As they complete a particular option, they mark it off on their boards.

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Encourage independent activities for students who want to work on their own on topics that they find meaningful.

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Chunk, or break assignments and activities into smaller, more manageable parts. Provide more structured directions for each part.

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Use fewer/more words or categories for sorts.



Use more/less complex words in the sorts or activities.

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Utilize technology, such as the ActivBoard, to complete spelling activities.

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Tips for Integrating Technology 

Many Word Study activities have correlating flipcharts already created and are posted on the Teacher Share (M) drive. As new flipcharts are created, please be sure to save them to the M drive as well. Please be mindful when accessing these charts to copy and paste them to your own files rather than cut and paste them. Cutting and pasting will cause them to disappear from the M drive and then not be accessible to colleagues.

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Some lists include interactive sites that can be used to integrate technology into the classroom.

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Below, is a list of websites that offer interactive games and activities for spelling. Please be sure to visit these websites frequently to ensure they continue to serve the needs of your students. Internet inquiries can be created to explore these sites independently or as a center during Guided Reading.

http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html http://www.eduplace.com/kids/hmsv/smg/index.html http://www.missmaggie.org/scholastic/supermatch_eng_launcher.html http://www.learner.org/interactives/spelling/

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Grade Specific Lists

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Fourth Grade Word Wall Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49.

become grow draw yet wind behind cannot letter among able shown mean English perhaps certain feel fire ready built special ran full Chinese complete oh anything hold state stood hundred felt kept notice can’t strong voice probably area horse matter independent start that’s class piece surface river common stop

50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98.

talk whether fine round dark past road blue instead held already warm gone finally summer understand animals outside overpower problem longer deep heavy carefully follow beautiful everyone leave everything system bring watch shell dry within icy ship themselves beginning quite carry distance although impossible heartless really simple suddenly easy

99. 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110. 111. 112. 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 136. 137. 138. 139. 140. 141. 142. 143. 144. 145. 146. 147.

leaves lay size wild weather pattern walked main someone center field itself question wide least tiny hour happened care else gold build glass rock alone bottom check reading poor friendship language opposite bought board quiet hole attention believe describe I’d equal throughout appear touch clothes original noise empty surprise

148. 149. 150. 151. 152. 153. 154. 155. 156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 166. 167. 168. 169. 170. 171. 172. 173. 174. 175. 176. 177. 178. 179. 180. 181. 182. 183. 184. 185. 186. 187. 188. 189. 190. 191. 192. 193. 194. 195. 196.

tomorrow peace character excited forward joyous stared glued autograph bicycle centimeter midnight underpaid American selfish kindness auditorium transform phone transportation construction

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Fourth Grade Yearly Overview Administer Pre-assessment to determine students’ spelling stages. List 1: “a” sorts List 2: short & long “e” List 3: short & long “i” List 4: short & long “o” List 5: diphthongs (oi/ou/ow) List 6: contractions List 7: -ed suffix/irregular past tense List 8: adding -ing List 9: -er List 10: making plurals List 11: Compound words List 12: suffixes ness/less List 13: prefixes/suffixes/roots that carry meaning List 14: double consonants ** Additional spelling inventories may be administered throughout the year to gauge student progress through the spelling stages.

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Matrix of Word Wall Lists Week 1: “a” sorts 1. pattern 2. main 3. lay 4. alone 5. able 6. among 7. glass 8. past 9. talk 10. carry 11. watch 12. walked 13. ran

Week 5: ow/ou/oi 1. follow 2. grow 3. hour 4. bought 5. shown 6. touch 7. outside 8. tomorrow 9. throughout 10. although 11. joyous 12. voice 13. noise

Week 2: short/long e 1. leaves 2. really 3. least 4. kept 5. special 6. instead 7. felt 8. peace 9. heavy 10. already 11. yet 12. area 13. piece 14. else Week 6: contractions 1. I’d 2. he’d 3. she’d 4. we’d 5. they’d 6. who’s 7. there’s 8. here’s 9. doesn’t 10. aren’t

Week 3: short/long i 1. wind 2. midnight 3. quiet 4. icy 5. tiny 6. wide 7. side 8. excited 9. quite 10. wild 11. size 12. within 13. certain

Week 7: -ed suffix/irregular tense 1. start 2. stared 3. leave 4. equal 5. bring 6. built 7. appeared 8. glued 9. forward 10. board 11. stood 12. gone 13. draw 14. held 15. fire

Week 4: short/long o 1. gold 2. phone 3. oh 4. complete 5. hold 6. clothes 7. common 8. strong 9. opposite 10. problem 11. hole 12. road 13. probably 14. rock Week 8: adding -ing 1. become 2. believe 3. check 4. feel 5. ship 6. surface 7. notice 8. stop 9. state 10. surprise 11. describe 12. mean 13. reading

19

Week 9: er 1. center 2. deep 3. character 4. longer 5. summer 6. fuller 7. weather 8. whether 9. builder 10. matter 11. fielder 12. simple 13. letter 14. poor Week 13: prefixes/suffixes/roo ts that carry meaning 1. independent 2. centimeter 3. auditorium 4. autograph 5. beautiful 6. bicycle 7. transportation 8. construction 9. impossible 10. selfish 11. transform 12. underpaid

Week 10: Making plurals 1. animals 2. blue 3. distance 4. horses 5. language 6. question 7. system 8. river 9. class 10. hundred 11. perhaps 12. American 13. English 14. Chinese

Week 11: Compound words 1. anything 2. cannot 3. everyone 4. everything 5. friendship 6. itself 7. someone 8. themselves 9. overpower 10. behind 11. understand

Week 12: ness/less suffix 1. warm 2. dark 3. care 4. bottom 5. dry 6. empty 7. kindness 8. heartless 9. ready 10. round

Week 14: double consonants 1. attention 2. beginning 3. carefully 4. happened 5. suddenly 6. original 7. shell 8. beautiful 9. immigrant 10. finally

20

Spelling Inventory Spelling inventories are assessments that are used to determine what students know about words. An inventory should be administered in the first two weeks of school and again in January. If a teacher chooses, it can also be re-administered periodically throughout the year to determine student progress through the developmental spelling stages. Pre-Assessment Administration The Elementary Spelling Inventory (ESI) is a list of 25 increasingly difficult words. The inventory will assist teachers in determining an accurate spelling stage for each student. A description of each stage is provided in this document after the ESI resource pages. The inventory is not used for grading purposes and students should not be exposed to the words prior to the inventory. At the beginning of the year, the inventory is administered to the whole class simultaneously and should take approximately 20 minutes. The teacher should explain to students the purpose for taking the inventory is to help the teacher understand how students are spelling and determine the best ways to help. Tell the students that some of the words may be easy while others may be more difficult. Explain that this isn’t necessarily about spelling every word correctly, especially the harder ones, but that they should try their best to put down any part of the word they can figure out so that you can get more information about what strategies they are using. The January administration of the inventory may also be given whole-class. The exception to this would be if any students spelled 20 or more words correctly on the initial assessment or if you have any students who are already in the derivational relations stage. These students should be grouped together and given the Upper Level Spelling Inventory, which can be found on page 273 of Words Their Way. The following pages are resources for administering the ESI, individual scoring sheets for each child, and a class composite list for easy reference. More information about the ESI including sample tests and scoring can be found in Words Their Way, Chapter 2.

21

Inventory Resources

From Words Their Way, 4th ed., page 270

22

From Words Their Way, 4th ed., page 271

23

24

25

26

Description of Developmental Spelling Stages Emergent Stage: This is the first stage of spelling development. Spellers in this stage are generally from age one to seven and range from preschool to mid first grade. They represent ideas and words with random marks, representational drawings, mock linear or letter-like writing or random letters and numbers. These spellers are just beginning to understand the concept of letters and words, and do not have a firm understanding of the difference between the two. Letter Name-Alphabetic Stage: This is the second stage of spelling development. Spellers in this stage are generally from age four to nine and range from kindergarten to early third grade. Students in this stage understand that words can be segmented into sounds and those sounds must be matched with letters of the alphabet in a systematic way. Students at the beginning of this stage tend to represent the most prominent sounds in syllables, usually the beginning or the ending consonants. By the middle of the stage, they are able to place a vowel in stressed syllables and they spell short vowels by the way they say the letter names of the vowels. By the end of this stage, students begin to develop a bank of high frequency words that can be written conventionally, especially those with short vowel sounds. Within Words Stage: This is the third stage of spelling development. Spellers in this stage are generally from age six to twelve and range from first to mid fourth grade. Students in this stage have mastered the basic letter-sound correspondences of written English. They grapple with letter sequences that function as a unit, especially long-vowel patterns. Students at the beginning of this stage spell short vowels correctly and are experimenting with silent letters that mark long vowels. By the middle of the stage, students are spelling most of the long vowel patterns found in high frequency words correctly, but are still working on less frequent words or ambiguous or r-controlled vowels. By the end of this stage, students have mastered nearly all the long and short vowel patterns and only tend to make a few errors on other vowels in an inventory. Syllable Affixes Stage: This is the fourth stage of spelling development. Spellers in this stage are generally from age eight to eighteen and range from third to eighth grade. In this stage, students begin to understand the relationship in and amongst sound, spelling, and meaning. Students at this stage of development focus most deeply on the spelling and meaning changes which often take place at the point of transition from one syllable to the next and from prefixes to base words to suffixes. Derivational Relations Stage: This is the fifth and last stage of spelling development. Spellers in this stage are generally from age ten and up and range from grades fifth to twelfth grade. In this stage, students learn about the process by which new words are created from existing words, as well as the development of a word from its historical origin. Students learn that from a single base or root word, a number of related words are derived through the addition of prefixes and suffixes. In contrast to the Syllable Affixes stage, instruction at the Derivational Relations stage draws upon more extensive experience in reading and writing.

27

Word Study Lists List-by-List Activities and Resources

28

List #1 Pattern: short & long “a” 1.

pattern

2.

main

3.

lay

4.

alone

5.

glass

6.

past

7.

talk

8.

carry

9.

watch

10. walked 11. able 12. among 13. ran

29

List #1: Rule: Short & Long “a” Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

pattern: ____________________________________________

2.

main: ______________________________________________

3.

lay: _______________________________________________

4.

alone: _____________________________________________

5.

glass: ______________________________________________

6.

past: ______________________________________________

7.

talk: ______________________________________________

8.

carry: _____________________________________________

9.

watch: _____________________________________________

10.

walked: ____________________________________________

11.

able: ______________________________________________

12.

among: _____________________________________________

13.

ran: _______________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________

30

What Looks Right? Jane

rain

mane

main

obtane

obtain

remane

remain

explane

explain

contane

contain

profane

profain

restrane

restrain

sustane

sustain

enterane

entertain

inhumane

inhumain

scatterbrane

scatterbrain

31

List 1 Word Sort 1

Long a

Short a

oddball

pattern

refrain

lay

alone

glass

past

talk

carry

watch

walked

faint

frame

flash

main

said

train

want

32

List 1 Word Sort 2

Long a

Short a

oddball

mane

tale

brain

paint

place

rash

blame

cape

space

America

want

chain

camp

tail

said

frame

flash

33

Brand Name Phonics Snack Pack®

Slim Jim®

Shake n’ Bake®

Words to dictate/read – increasingly difficult, choose words that fit the needs of your students. back

dim

cake

take

rack

trim

track

Kim

Tim

snake

black

swim

lake

flake

smack

skim

shack

quake

quack

brim

victim

shortcake

paperback

horseback

retake

flashback

denim

soundtrack drawback

feedback

handshake

outback

blackjack

remake

Muslim

unpack

bookrack

snowflake

racetrack

Pilgrim

34

Making Words Secret Word:

graduate

Letters on strip:

a a e u d r g t

Make:

rat, tag, age, due, drag, true, tear, gear, area, rage, rate, date, gate, grate, great, argue, guard, graduate

Sort for rhyming words: age, rage tear, gear rate, date, gate, grate, graduate due, true, argue Sort for short/long a:

rat, tag, drag age, tear, rage, rate, date, gate, grate, great, graduate

Transfer Words:

bat, crate, smear, stage

35

List #1 Cloze Activity The Pet Store Last Saturday, I went __________ the pet store. I stopped to __________ the dog through the __________. He looked all __________. I __________ home and begged my mom to buy him. Guess what? She said yes! We __________ back to the store the next day and I was __________ to buy him.

-----------------------------------------------------------The Pet Store Last Saturday, I went __________ the pet store. I stopped to __________ the dog through the __________. He looked all __________. I __________ home and begged my mom to buy him. Guess what? She said yes! We __________ back to the store the next day and I was __________ to buy him.

36

List #1 Cloze Activity – Answer Key

The Pet Store Last Saturday, I went past the pet store. I stopped to watch the dog through the glass. He looked all alone. I ran home and begged my mom to buy him. Guess what? She said yes! We walked back to the store the next day and I was able to buy him.

37

List #2 Pattern of the week: short & long “e” 1.

leaves

2.

really

3.

least

4.

kept

5.

special

6.

instead

7.

felt

8.

peace

9.

heavy

10. already 11. yet 12. area 13. piece 14. else 38

List #2: Rule: Short & Long “e” Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

leaves: _____________________________________________

2.

really: _____________________________________________

3.

least: ______________________________________________

4.

kept: ______________________________________________

5.

special: ____________________________________________

6.

instead: ____________________________________________

7.

felt: ______________________________________________

8.

peace: _____________________________________________

9.

heavy: _____________________________________________

10.

already: ____________________________________________

11.

yet: _______________________________________________

12.

area: ______________________________________________

13.

piece: _____________________________________________

14.

else: ______________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________ 39

List 2 Word Sort 1

Short e ĕ

Long e ēē

Long e ēā

next

seem

eat

green

team

been

sleep

web

speak

clean

keep

sweep

teeth

heat

leaf

teach

feet

40

List 2 Word Sort 2

Long e ēē

Short e ĕ

Long e ēā

setting

queen

bread

street

dream

great

lead

sled

sweet

breath

beach

death

sweat

head

east

seat

cheese

41

What Looks Right? sleep

cheap

seep

seap

leep

leap

deep

deap

weep

weap

beep

beap

creep

creap

steep

steap

asleep

asleap

upkeep

upkeap

upsweep

upsweap

oversleep

oversleap

housekeep

housekeap

42

Brand Name Phonics Crest®

Scope®

Colgate®

Reach®

Words to dictate – increasingly difficult, choose words that fit the needs of your students. rope

rest

skate

plate

fate

quest

peach

preach

cope

hope

rate

crate

slope

vest

slate

beach

bleach

chest

telescope

arrest

envelope

suggest

roommate

protest

overreach

eggcrate

tailgate

elope

contest

request

rebate

inmate

invest

impeach

estate

43

Making Words Secret Word:

everything

Letters on strip:

e e i g h n r t v y

Make:

ten, hen, give, hive, very, ever, even, event, every, night, right, there, their, never, entry, entire, energy, thrive, either, neither, everything

Sort for rhyming words: ten, hen night, right either, neither give, hive (show as oddballs) Sort for short/long E:

ten, hen, ever, event, never, entry, entire, energy, everything even, either, neither

Transfer Words:

trench, everybody, flight

44

List #2 Cloze Activity The Birthday Party Yesterday was a ________ day! I was having my birthday party at the Funplex. I was ________ excited that all my friends from school were coming. When we left for the party, my dad got lost! ________ of going to the Funplex he took me to Chuck E. Cheese!! All my friends were ________ at the party. I ________ so nervous they would not be there when I arrived! Luckily they were waiting for me in the party ________. It turned out to be a great day!

------------------------------------------------------------------The Birthday Party Yesterday was a ________ day! I was having my birthday party at the Funplex. I was ________ excited that all my friends from school were coming. When we left for the party, my dad got lost! ________ of going to the Funplex he took me to Chuck E. Cheese!! All my friends were ________ at the party. I ________ so nervous they would not be there when I arrived! Luckily they were waiting for me in the party ________. It turned out to be a great day! 45

List #2 Cloze Activity – Answer Key The Birthday Party Yesterday was a special day! I was having my birthday party at the Funplex. I was really excited that all my friends from school were coming. When we left for the party, my dad got lost! Instead of going to the Funplex he took me to Chuck E. Cheese!! All my friends were already at the party. I felt so nervous they would not be there when I arrived! Luckily they were waiting for me in the party area. It turned out to be a great day!

46

List #3 Pattern: short and long “i" 1.

wind

2.

midnight

3.

quiet

4.

icy

5.

tiny

6.

wide

7.

size

8.

excited

9.

quite

10. wild 11. side 12. within 13. certain

47

List #3: Rule: Short & Long “i” Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

wind: ______________________________________________

2.

midnight: ___________________________________________

3.

quiet: _____________________________________________

4.

icy: _______________________________________________

5.

tiny: ______________________________________________

6.

wide: ______________________________________________

7.

side: ______________________________________________

8.

excited: ____________________________________________

9.

quite: _____________________________________________

10.

wild: ______________________________________________

11.

size: ______________________________________________

12.

within: _____________________________________________

13.

certain: ____________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________

48

List 3 Word Sort 1

Long i ī

Short i ĭ

dish

fly

rich

mice

prize

gift

hike

sly

fin

swim

give

nine

dice

kick

flip

click

child

spill 49

List 3 Word Sort 2

Long i ī

Short i ĭ

Long i igh

Long i y

might

quick

why

white

sigh

night

twice

quite

supply

bright

housefly

quit

fight

reply

flight

write

live*

shy

wind*

50

What Looks Right?

quite

fight

bite

bight

kite

kight

tite

tight

flite

flight

white

whight

write

wright

site

sight

mite

might

excite

excight

ignite

ignight

invite

invight

spite

spight

impolite

impolight

plite

plight

twilite

twilight

51

Brand Name Phonics Kit Kat®

Goldfish®

Words to dictate – increasingly difficult, choose words that fit the needs of your students.

spit

split

that

grit

flat

dish

bold

spat

mold

rat

slit

old

hold

wish

swish

quit

chat

hat

hit

brat

admit

profit

misfit

wildcat

credit

democrat selfish

unselfish

acrobat

blindfold

permit

visit

combat

outfit

nonfat

catfish

starfish

doormat

52

Making Words Secret Word:

electric

Letters on strip:

e e i c c l r t

Make:

it, lit, let, tie, lie, ice, rice, lice, tile, tire, tree, tier, liter, elect, erect, electric

Sort for short/long I:

it, lit tie, lie ice, rice, lice, tile, tire

Transfer Words:

die, knit, vice, twice

53

List #3 Cloze Activity A Mouse’s Journey Just after __________, a __________ mouse crept across the kitchen. He was __________ to be on his own to search for food. __________, he ran up the __________ of the table. Right in front of him was a piece of cheese twice the __________ of him. Yum… what a delicious dinner!

-----------------------------------------------------------A Mouse’s Journey Just after __________, a __________ mouse crept across the kitchen. He was __________ to be on his own to search for food. __________, he ran up the __________ of the table. Right in front of him was a piece of cheese twice the __________ of him. Yum… what a delicious dinner!

54

List #3 Cloze Activity – Answer Key A Mouse’s Journey Just after midnight, a tiny mouse crept across the kitchen. He was excited to be on his own to search for food. Quietly, he ran up the side of the table. Right in front of him was a piece of cheese twice the size of him. Yum… what a delicious dinner!

55

List #4 Pattern: long & short “o” 1.

gold

2.

phone

3.

oh

4.

complete

5.

hold

6.

clothes

7.

common

8.

strong

9.

opposite

10. problem 11. hole 12. road 13. probably 14. rock

56

List #4: Rule: Short & Long “o” Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

gold: ______________________________________________

2.

phone: _____________________________________________

3.

oh: _______________________________________________

4.

complete: ___________________________________________

5.

hold: ______________________________________________

6.

clothes: ____________________________________________

7.

common: ___________________________________________

8.

strong: ____________________________________________

9.

opposite: ___________________________________________

10.

problem: ___________________________________________

11.

hole: ______________________________________________

12.

road: ______________________________________________

13.

probably: ___________________________________________

14.

rock: ______________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________ 57

List 4 Word Sort 1

Long o ō

Short o ŏ

box

road

rode

chose

boat

love

goat

soap

knock

slope

foam

load

whole

one

goal

stop

toad

stone

drop

float

stop

58

List 4 Word Sort 2

Long o ote

Short o ŏ

Long o oat

denote

footnote

oatmeal

flotation

bloated

tote

moat

coyote

footnote

belong

promote

lifelong

throat

keynote

quote

loathe

remote

casserole

gloat

strong

59

What Looks Right? hole

toll

Cole

coll

mole

moll

stole

stoll

pole

poll

role

roll

trole

troll

strole

stroll

casserole

casseroll

foxhole

foxholl

tadpole

tadpoll

payrole

payroll

enrole

enroll

steamrole

steamroll

scrole

scroll

whole

wholl

60

Brand Name Phonics Bold®

Shout®

Cheer®

Words to dictate/read – increasingly difficult, choose words that fit the needs of your students.

sold

deer

mold

trout

peer

told

steer

scout

gold

pout

scold

sneer

spout

fold

sprout

cold

stout

jeer

checkout

reindeer

blackout

blindfold engineer

scaffold

knockout

uphold

dropout

cookout

household without

handout

unfold

fallout

withhold

volunteer grout

pioneer

throughout threshold career

61

Making Words Secret Word:

flowers

Letters on strip:

e o f l r s w

Make:

so, we, few, low, owl, owe, row, flow, fowl, rows, rose, slow, owls, lower, slower, flower, flowers

Sort for rhyming words: so, low row, flow, slow lower, slower Transfer Words:

throwing, chowder, grows, towel

62

List #4 Cloze Activity The Class Trip My fourth grade class trip was ________ the best trip ever! We went to the Franklin Institute where we saw a ________ from the moon. It was so cool looking. It was the color ________ and had a ________ in the top. An employee saw us staring at it and asked us if we wanted to ________ it! I will never forget this amazing trip!

-----------------------------------------------------------The Class Trip My fourth grade class trip was ________ the best trip ever! We went to the Franklin Institute where we saw a ________ from the moon. It was so cool looking. It was the color ________ and had a ________ in the top. An employee saw us staring at it and asked us if we wanted to ________ it! I will never forget this amazing trip!

63

List #4 Cloze Activity – Answer Key The Class Trip My fourth grade class trip was probably the best trip ever! We went to the Franklin Institute where we saw a rock from the moon. It was so cool looking. It was the color gold and had a hole in the top. An employee saw us staring at it and asked us if we wanted to hold it! I will never forget this amazing trip!

64

List #5 Pattern: ow /ou / oi blends 1.

follow

2.

grow

3.

hour

4.

bought

5.

shown

6.

touch

7.

outside

8.

joyous

9.

throughout

10. tomorrow 11. although 12. voice 13. noise

65

List #5: Rule: ow /ou /oi blends (diphthongs) Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

follow: _____________________________________________

2.

grow: ______________________________________________

3.

hour: ______________________________________________

4.

bought: ____________________________________________

5.

shown: _____________________________________________

6.

touch: _____________________________________________

7.

outside: ____________________________________________

8.

tomorrow: __________________________________________

9.

throughout: _________________________________________

10.

although: ___________________________________________

11.

joyous: ____________________________________________

12.

voice: _____________________________________________

13.

noise: _____________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________

66

List 5 Word Sort 1

grow

flower

crown

blow

shown

flown

know

frown

clown

yellow

growth

shower

growl

scowl

throw

tower

chow

sown

slower

vowel

powder

towing

glow

67

List 5 Word Sort 2

ou

ow

odd ball

round

down

tough

how

brown

owl

found

shout

drown

rough

couch

gown

mouth

doubt

south

through

scout

town

count

sprout

68

What Looks Right? crowd

cloud

lowd

loud

prowd

proud

alowd

aloud

shrowd

shroud

chowder

chouder

powder

pouder

prowder

prouder

69

Brand Name Phonics Ivory Snow®

Dog Chow®

Words to dictate/read – increasingly difficult, choose words that fit the needs of your students.

grow

mow

plow

vow

flow

crow

glow

show

throw

cow

brow

slow

yellow

somehow

borrow

eyebrow

narrow

allow

elbow

anyhow

overthrow endow

follow

meadow

hallow

pillow

rainbow

outgrow

powwow

now

snowplow

allowance brown

crown

clown

70

Making Words Secret Word:

touchdowns

Letters on strip:

o o u c d h n s t w

Make:

to, two, too, tow, cow, how, now, own, out, snow, show, down, town, shout, touch, touchdowns

Sort for rhyming words: down, town out, shout cow, how, now tow, show, snow Transfer Words:

plow, clown, grow, sprout

71

List #5 Cloze Activity Growing Flowers __________ in the garden, I am trying to __________ flowers. I __________ a packet of seeds and planted them yesterday. I __________ the directions on the packet and watered the flowers, __________ nothing has grown yet. Mom said to be patient, maybe __________.

-----------------------------------------------------------Growing Flowers __________ in the garden, I am trying to __________ flowers. I __________ a packet of seeds and planted them yesterday. I __________ the directions on the packet and watered the flowers, __________ nothing has grown yet. Mom said to be patient, maybe __________.

72

List #5 Cloze Activity – Answer Key Growing Flowers Outside in the garden, I am trying to grow flowers. I bought a packet of seeds and planted them yesterday. I followed the directions on the packet and watered the flowers, although nothing has grown yet. Mom said to be patient, maybe tomorrow.

73

List #6 Pattern: Contractions 1.

I’d

2.

he’d

3.

she’d

4.

we’d

5.

they’d

6.

who’s

7.

there’s

8.

here’s

9.

doesn’t

10. aren’t

74

List #6: Rule: Contractions Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

I’d: _______________________________________________

2.

he’d: ______________________________________________

3.

she’d: _____________________________________________

4.

we’d: ______________________________________________

5.

they’d: _____________________________________________

6.

who’s: _____________________________________________

7.

there’s: ____________________________________________

8.

here’s: _____________________________________________

9.

doesn’t: ____________________________________________

10.

aren’t: _____________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________

75

List 6 Word Sort 1

not

is

have

will

couldn’t

who’s

could’ve

they’ll

wouldn’t

there’s

would’ve

that’ll

aren’t

here’s

should’ve

this’ll

weren’t

where’s

might’ve

she’ll

doesn’t

he’ll

hasn’t

76

List 6 Word Sort 2

had

will

is/are

odd balls

I’d

you’re

when’s

who’ll

they’ll

o’clock

she’d

you’d

they’re

I’ll

you’ll

ma’am

where’d

we’re

he’d

how’ll

they’d

we’ll

‘twas

77

Name

Date

List #6 Cloze Activity Directions: Write there, their, they’re, there’s, or theirs in the blanks below.

____________ are many riddles, but ____________ one our group likes best. Now the other group is choosing. ____________ choosing ____________ best riddle. Which one is ____________ favorite? ____________ may be the best of all, because ____________ all laughing.

78

Contraction Memory Cards #1

we will

we’ll

does not

doesn’t

he will

he’ll

it is

it’s

will not

won’t

could have

could’ve

we are

we’re

what is

what’s

who is

who’s

should have

should’ve

are not

aren’t

they will

they’ll

79

Contraction Memory Cards #2

might have

might’ve

who’s

who is

must have

must’ve

where had

where’d

why will

why’ll

were not

weren’t

would have

would’ve

had not

hadn’t

you are

you’re

there is

there’s

who’d

who would

need not

needn’t

80

List #7 Pattern: “ed” suffix/ irregular past tense 1.

start

2.

stared

3.

leave

4.

equal

5.

bring

6.

built

7.

appeared

8.

glued

9.

forward

10. board 11. stood 12. gone 13. draw 14. held 15. fire 81

List #7: Rule: -ed suffix/ irregular past tense Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

start: _____________________________________________

2.

stared: ____________________________________________

3.

leave: _____________________________________________

4.

equal: _____________________________________________

5.

bring: _____________________________________________

6.

appeared: __________________________________________

7.

glued: _____________________________________________

8.

forward: ___________________________________________

9.

board: _____________________________________________

10.

stood: _____________________________________________

11.

gone: ______________________________________________

12.

draw: ______________________________________________

13.

held: ______________________________________________

14.

fire: ______________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________ 82

List 7 Sound Sort

/d/

/id/

/t/

prayed

waited

picked

jumped

loaded

rained

needed

snowed

walked

screamed

melted

bumped

turned

missed

started

passed

mailed

twisted

cleaned

handed 83

List 7 Word Sort

past tense

present tense

sleep

go

bought

slept

keep

slide

slid

freeze

bring

bleed

throw

kept

threw

drew

buy

bled

brought

froze

draw

shown

went

84

What Looks Right? ed

irregular

bringed

brought

climbed

clomb

sweeped

swept

throwed

threw

flied

flew

blamed

blome

drived

drove

slided

slid

identified

identifyed

goed

went

85

Brand Name Phonics Ban®

Right Guard®

Speed Stick ®

Words to dictate/read – increasingly difficult, choose words that fit the needs of your students.

brick

bright

plan

night

knight

scan

trick

deed

slick

bleed

quick

span

click

slick

sight

breed

than

seed

fight

fright

exceed

minivan

snowman

succeed

proceed

carsick

indeed

began

toothpick highlight suntan

chopstick drumstick nosebleed delight

86

Making Words Secret Word:

disappearance

Letters on strip:

a a a e e i c d n p p r s

Make:

dip, and, sand, send, spend, space, price, prance, paper, pair, appear, peace, piece, spider, spaced, priced, pranced, papered, paired, appeared, appearance, disappearance

Sort for -ed endings:

priced, spaced, pranced appeared, papered, paired

Transfer Words:

spiced, watered, placed, blamed

87

List #7 Cloze Activity Lost Ticket As I ________ in the airport ready to ________ the plane, there ________ to be a problem with my ticket. It was ________. Did I ________ it somewhere? I started to look all around when my mom ________ out her hand with my ticket in it. -----------------------------------------------------------Lost Ticket As I ________ in the airport ready to ________ the plane, there ________ to be a problem with my ticket. It was ________. Did I ________ it somewhere? I started to look all around when my mom ________ out her hand with my ticket in it.

88

List #7 Cloze Activity – Answer Key Lost Ticket As I stood in the airport ready to board the plane, there appeared to be a problem with my ticket. It was gone. Did I leave it somewhere? I started to look all around when my mom held out her hand with my ticket in it.

89

List #8 Pattern: adding -ing 1.

become

2.

believe

3.

check

4.

feel

5.

ship

6.

surface

7.

notice

8.

stop

9.

state

10. surprise 11. describe 12. mean 13. reading

90

List #8: Rule: -ing suffix Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

become: ____________________________________________

2.

believe: ____________________________________________

3.

check: _____________________________________________

4.

feel: ______________________________________________

5.

ship: ______________________________________________

6.

surface: ____________________________________________

7.

notice: _____________________________________________

8.

stop: ______________________________________________

9.

state: _____________________________________________

10.

surprise: ___________________________________________

11.

describe: ___________________________________________

12.

mean: _____________________________________________

13.

reading: ____________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________

91

List 8 Word Sort 1 ‘-ing suffix’

Double the final Drop the silent ‘e’ consonant before before adding – adding –ing suffix ing suffix

Add the –ing suffix

become

believe

check

feel

ship

surface

notice

stop

state

surprise

describe

mean

read

try

love

cry

warm

92

List 8 Word Sort 2 ‘-ing suffix’

Double the final Drop the silent ‘e’ consonant before before adding – adding –ing suffix ing suffix

Add the –ing suffix

refuse

promise

share

bounce

scrub

hop

star

stare

empty

begin

admit

play

come

gallop

limit

cry

step

93

List 8 Word Sort 3 ‘-ing suffix’

Double the final Drop the silent ‘e’ consonant before before adding – adding –ing suffix ing suffix

Add the –ing suffix

oddball

setting

hiking

reading

floating

cutting

moving

stopping

living

spelling

coming

begging

adding

grinning

having

feeling

jogging

taking

talking

pushing 94

What Looks Right?

getting

playing

setting

seting

humming

huming

beginning

begining

limitting

limiting

travelling

traveling

laughhing

laughing

starring

staring

shopping

shoping

denyying

denying

trimming

triming

fitting

fiting

hangging

hanging

buryying

burying

tapping

taping

hopping

hoping

95

Brand Name Phonics Burger King®

Taco Bell®

Pizza Hut®

Words to dictate/read – increasingly difficult, choose words that fit the needs of your students.

fell

shut

bring

yell

sting

string

shell

sell

rut

quell

fling

ring

spring

swell

wing

swing

smell

strut

glut

spell

well

haircut

misspell

firststring darling

inning

peanut

dumbbell

retell

seashell something hamstring upswing

shortcut undercut

96

Making Words Secret Word:

Washington

Letters on strip:

a i o g h n n s t w

Make:

Nat, how, now, own, wash, want, show, snow, stow, gnaw, wing, swing, owning, washing, wanting, showing, snowing, stowing Washington

Sort for ow /ow sound: how, now / own, show, snow, stow, owning, showing, snowing Sort for –ing endings:

swing, wing / owning, washing, wanting, showing, snowing, stowing

Transfer Words:

bringing, growing, gnawing, plowing

97

List #8 Cloze Activity The Titanic On April 10, 1912, the Titanic set sail from England and was to arrive in the __________ of New York. At the time, the Titanic was the largest movable object in the world. People couldn’t __________ the size of this luxurious cruise ship. The __________ was sailing too fast through icy waters. The lookout didn’t __________ the iceberg until it was too late to __________. Many people lost their lives because there weren’t enough life boats. The story of the Titanic has __________ an important part of history.

-----------------------------------------------------------The Titanic On April 10, 1912, the Titanic set sail from England and was to arrive in the __________ of New York. At the time, the Titanic was the largest movable object in the world. People couldn’t __________ the size of this luxurious cruise ship. The __________ was sailing too fast through icy waters. The lookout didn’t __________ the iceberg until it was too late to __________. Many people lost their lives because there weren’t enough life boats. The story of the Titanic has __________ an important part of history. 98

List #8 Cloze Activity – Answer Key The Titanic On April 10, 1912, the Titanic set sail from England and was to arrive in the state of New York. At the time, the Titanic was the largest movable object in the world. People couldn’t believe the size of this luxurious cruise ship. The ship was sailing too fast through icy waters. The lookout didn’t notice the iceberg until it was too late to stop. Many people lost their lives because there weren’t enough life boats. The story of the Titanic has become an important part of history.

99

List #9 Pattern: “er” suffix 1.

center

2.

deep

3.

character

4.

longer

5.

summer

6.

fuller

7.

weather

8.

whether

9.

builder

10. matter 11. fielder 12. simple 13. letter 14. poor

100

List #9: Rule: -er suffix Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

center: ____________________________________________

2.

deep: ______________________________________________

3.

character: __________________________________________

4.

longer: _____________________________________________

5.

summer: ___________________________________________

6.

fuller: _____________________________________________

7.

weather: ___________________________________________

8.

whether: ___________________________________________

9.

builder: ____________________________________________

10.

matter: ____________________________________________

11.

fielder: ____________________________________________

12.

simple: _____________________________________________

13.

letter: _____________________________________________

14.

poor: ______________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________ 101

List 9 Sound Sort

-er

-or

-ar

other

color

doctor

spider

sugar

whether

flavor

grammar

rather

burglar

motor

solar

mother

tractor

under

cellar

flower

polar

rumor

weather 102

List 9 Spelling Sort

People who do Words used to things compare

odd ball

dancer

sooner

silver

farmer

older

sailor

brighter

traitor

longer

letter

tutor

smoother

jogger

fresher

weather

smaller

volunteer

engineer

actor

cheer 103

What Looks Right? other

sugar

spider

spider

soler

solar

silver

silvar

mother

mothar

farmer

farmar

burgler

burglar

shopper

shoppar

doller

dollar

weather

weathar

coller

collar

sooner

soonar

alter

altar

guiter

guitar

104

Brand Name Phonics Goodyear®

Ace® Hardware

Words to dictate/read – increasingly difficult, choose words that fit the needs of your students.

spear

spare

space

gear

square

stood

place

wood

rare

rear

fare

fear

share

near

race

trace

hood

smear

stare

pace

appear

disappear welfare

software healthcare

understood fireplace embrace daycare

overhear

prepare

misplace

compare

plywood aware

105

Making Words Secret Word:

indestructible

Letters on strip:

e e i i u b c d l n r s t t

Make:

send, nice, side, cute, cuter, nicer, build, cutest, nicest, direct, edible, secure, sender, insure, inside, insider, slender, builder, rebuild, indirect, insecure, inedible, credible, incredible, indestructible

Sort for related words: send, sender/nice, nicer/cute, cuter, cutest/build, builder, rebuild/inside, insider/ indirect, insecure, inedible, incredible, indestructible Transfer Words:

performer, independent, stronger, speaker

106

List #9 Cloze Activity Looking Forward to Summer In the __________, the days are __________ and the __________ is warmer. __________ you are rich or __________, everyone can find something to do during the summer. You can do something __________ like write a __________, or pretend to be a __________ at the beach creating elaborate sand castles. No __________ what you decide, you can always find something fun to do.

-----------------------------------------------------------Looking Forward to Summer In the __________, the days are __________ and the __________ is warmer. __________ you are rich or __________, everyone can find something to do during the summer. You can do something __________ like write a __________, or pretend to be a __________ at the beach creating elaborate sand castles. No __________ what you decide, you can always find something fun to do.

107

List #9 Cloze Activity – Answer Key Looking Forward to Summer In the summer, the days are longer and the weather is warmer. Whether you are rich or poor, everyone can find something to do during the summer. You can do something simple like write a letter, or pretend to be a builder at the beach creating elaborate sand castles. No matter what you decide, you can always find something fun to do.

108

List #10 Pattern: Making plurals/ Nationality suffixes 1.

animals

2.

blue

3.

distance

4.

horses

5.

language

6.

question

7.

system

8.

river

9.

class

10. hundred 11. perhaps 12. American 13. English 14. Chinese

109

List #10: Rule: Making plurals Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

animals: ____________________________________________

2.

blue: ______________________________________________

3.

distance: ___________________________________________

4.

horses: ____________________________________________

5.

language: ___________________________________________

6.

question: ___________________________________________

7.

system: ____________________________________________

8.

river: ______________________________________________

9.

class: ______________________________________________

10.

hundred: ___________________________________________

11.

perhaps: ___________________________________________

12.

American: __________________________________________

13.

English: ____________________________________________

14.

Chinese: ____________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________

110

List 10 Spelling Sort 1

-es

-s

class

enjoy

bucket

glass

pass

flute

book

torch

chair

car

enjoy

lunch

love

fox

table

beach

potato

computer

obey

believe

pencil

111

List 10 Spelling Sort 2

-ies

-es

-s

box

cake

quiz

candle

class

rush

tree

bully

peach

story

develop

try

teacher

hero

family

glass

speech

carry

cry

wish 112

List 10 Meaning Sort

Country

Language

Chinese

Japan

United States

English

Italy

French

Mexico

Spanish

Brazil

Greek

Vietnamese

Australia

Portuguese

Italian

German

Canada

Japanese

Latin

Swedish

Egypt

India 113

What Looks Right? benches

horses

brushes

brushs

kisses

kisss

peaches

peachs

foxes

foxs

stayes

stays

cupes

cups

wishes

wishs

tripes

trips

dresses

dresss

taxes

taxs

learneres

learners

animales

animals

114

Brand Name Phonics Ginger Snaps®

Wheat Thins®

Fudge Stripes®

Words to dictate/read – increasingly difficult, choose words that fit the needs of your students.

grins

gripes

cheats

raps

wraps

skin

scraps

ripe

neat

cleats

thin

pipes

chap

chin

treats

traps

straps

wipe

swipe

beats

dolphins

pumpkins

handicap

unwrap

bearskin

offbeat

begins

napkins

within

hubcaps

overheats pinstripes bagpipes

overeat

115

Making Words Secret Word:

machines

Letters on strip:

a e i c h m n s

Make:

is, in, an, am, ham, him, his, aim, men, man, main, name, same, came, chin, inch, China, chain, chains, chime, chimes, inches, machine, machines

Sort for related words: man, men / inch, inches, / chain, chains / chime, chimes / machine, machines Transfer Words:

finches, trains, vines, names

116

List #10 Cloze Activity The New World In 1620, many pilgrims came to the New World. They had to build their towns near __________ or other bodies of water. The pilgrims also had to plant crops and hunt for __________ to eat. They used ___________ to travel long __________. Soon, towns and cities were built and many other immigrants traveled from far __________ to become __________. ---------------------------------------------------------------------------

The New World In 1620, many pilgrims came to the New World. They had to build their towns near __________ or other bodies of water. The pilgrims also had to plant crops and hunt for __________ to eat. They used ___________ to travel long __________. Soon, towns and cities were built and many other immigrants traveled from far __________ to become __________.

117

List #10 Cloze Activity – Answer Key **This cloze activity will use the word in plurals.**

The New World In 1620, many pilgrims came to the New World. They had to build their towns near rivers or other bodies of water. The pilgrims also had to plant crops and hunt for animals to eat. They used horses to travel long distances. Soon, towns and cities were built and many other immigrants traveled from far distances to become Americans.

118

List #11 Pattern: Compound words 1.

anything

2.

cannot

3.

everyone

4.

everything

5.

friendship

6.

itself

7.

someone

8.

themselves

9.

overpower

10. behind 11. understand

119

List #11: Rule: Compound Words Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

anything: ___________________________________________

2.

cannot: ____________________________________________

3.

everyone: ___________________________________________

4.

everything: _________________________________________

5.

friendship: __________________________________________

6.

itself: _____________________________________________

7.

someone: ___________________________________________

8.

themselves: _________________________________________

9.

overpower: __________________________________________

10.

behind: ____________________________________________

11.

understand: _________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________

120

List 11 Concept Sort

people

things we find outdoors

anyone

sunshine

someone

somebody

campfire

nobody

airport

firewood

fireworks

bookworm

mailman

racehorse

anybody

sandbar

railroad

policeman

landlord

wildlife

snowman

birdhouse

grandmom

121

Compound Word List Directions: Use these words to create a list of compound words. SNOW FIRE SEA snowman

firewood

seashell

122

Compound Word Interactive Websites: http://www.vocabulary.co.il/compound-words/ http://languageartsgames.4you4free.com/compo und_words.html http://www.teachersmousepad.com/LA/COMPO UND%20WORD%20FUN.htm http://www.internet4classrooms.com/skill_build ers/compound_words_language_arts_third_3rd _grade.htm http://languagearts.pppst.com/compoundwords.h tml - Compound Word Power Points

123

Brand Name Phonics White Rain® hairspray Words to dictate/read – increasingly difficult, choose words that fit the needs of your students.

spite

brain

drain

write

train

tray

stray

pair

fair

flair

air

kite

gain

grain

stay

stair

stain

strain

quite

chair

excite

dynamite

explain

unite

decay

entertain display

despair

repair

restrain

relay

complain

invite

unfair

contain

124

Making Words Secret Word:

basketball

Letters on strip:

a a e b b k l l s t

Make:

tall, ball, bell, sell, east, last, base, talk, stalk, stall, blast, beast, table, stable, basket, baseball, basketball

Sort for compound words: baseball, basketball Sort for rhyming words:

east, beast / talk, stalk/ last, blast/ table, stable

Transfer Words:

cable, least, chalk, overcast

125

Teacher directions: Display/dictate the following clues, have students write the compound word on a slate or paper.  a spread that goes over a bed (bedspread)  a bird that is black (blackbird)  a fire at a campsite (campfire)  another word for can’t (cannot)  a ring worn in an ear (earring)  a stack of hay(haystack)  another name for girl’s pajamas (nightgown)  a treat you order at the movies (popcorn)  another name for Patrick – SpongeBob’s best friend (starfish)  a holiday we celebrate in November (Thanksgiving)  a type of boat that uses wind to move (sailboat)

126

List #11 Cloze Activity A Good Friend When you find __________ who has similar interests to you, a __________ may develop. A true friend will stand __________ you when you are in need. They __________ when you have a bad day and never tell __________ your secrets. Good friends think of you before they think of __________.

-----------------------------------------------------------A Good Friend When you find __________ who has similar interests to you, a __________ may develop. A true friend will stand __________ you when you are in need. They __________ when you have a bad day and never tell __________ your secrets. Good friends think of you before they think of __________.

127

List #11 Cloze Activity – Answer Key A Good Friend When you find someone who has similar interests to you, a friendship may develop. A true friend will stand behind you when you are in need. They understand when you have a bad day and never tell everyone your secrets. Good friends think of you before they think of themselves.

128

List #12 Pattern: ness & less suffix

1.

warm

2.

dark

3.

care

4.

bottom

5.

dry

6.

empty

7.

kindness

8.

heartless

9.

ready

10. round

129

List #12: Rule: -ness & -less suffix Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

warm: _____________________________________________

2.

dark: ______________________________________________

3.

care: ______________________________________________

4.

bottom: ____________________________________________

5.

dry: _______________________________________________

6.

empty: _____________________________________________

7.

kindness: ___________________________________________

8.

heartless: __________________________________________

9.

ready: _____________________________________________

10.

round: _____________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________

130

What Looks Right? darkness

hopeless

harmness

harmless

fairness

fairless

fearness

fearless

thankfulness

thankfulless

weakness

weakless

restness

restless

happiness

happiless

shapeness

shapeless

kindness

kindless

neatness

neatless

sadness

sadless

worthness

worthless

selfness

selfless

breathness

breathless

jobness

jobless

sickness

sickless 131

Brand Name Phonics Kool Aid®

popcorn

Words to dictate/read – increasingly difficult, choose words that fit the needs of your students.

horn

cop

raid

worn

drop

maid

prop

fool

shop

born

torn

flop

braid

scorn

crop

thorn

tool

stool

paid

chop

mermaid

lollipop

unicorn

workshop bridesmaid

prepaid

newborn

unpaid

raindrop

acorn

afraid

nonstop

stepstool

gumdrop

132

Making Words Secret Word:

weightlessness

Letters on strip:

e e e i g h l n s s s s t w

Make:

hit, win, wet, sense, sweet, sight, light, weigh, sleigh, weight, wetness, winless, witness, hitless, whiteness, lightness, sweetness, sightless, senseless, weightless, weightlessness

Sort for related words: winless, hitless, sightless, senseless, weightless/ wetness, witness, whiteness, lightness, sweetness, weightlessness Sort for –eigh as / ā /: weigh, weight, sleigh, weightless, weightlessness Transfer Words:

brightness, neighbor, painless, lateness

133

List #12 Cloze Activity How to Make a Cake Are you ready to make your first birthday cake? First, you need to __________ the oven to 350 degrees. Next, you need to grease the __________ of a __________ baking pan. Finally, __________ the batter into the pan and bake it for 50 minutes. After the cake is cool, you are __________ to spread some icing and enjoy! ---------------------------------------------------------------------------

How to Make a Cake Are you ready to make your first birthday cake? First, you need to __________ the oven to 350 degrees. Next, you need to grease the __________ of a __________ baking pan. Finally, __________ the batter into the pan and bake it for 50 minutes. After the cake is cool, you are __________ to spread some icing and enjoy!

134

List #12 Cloze Activity – Answer Key

How to Make a Cake Are you ready to make your first birthday cake? First, you need to warm the oven to 350 degrees. Next, you need to grease the bottom of a round baking pan. Finally, empty the batter into the pan and bake it for 50 minutes. After the cake is cool, you are ready to spread some icing and enjoy!

135

Name

Date

Spelling Word Suffix Sort Add either the –less or the –ness suffix to your spelling words. Add only the suffix that makes SENSE. REMEMBER THE CHANGE THE ‘Y’ TO THE ‘I’ RULE 

-LESS SUFFIX

-NESS SUFFIX

136

List #13 Pattern: prefixes, suffixes, roots that carry meaning 1.

independent

2.

centimeter

3.

auditorium

4.

autograph

5.

beautiful

6.

bicycle

7.

transportation

8.

construction

9.

impossible

10. selfish 11. transform 12. underpaid

137

List #13: Rule: prefixes, suffixes, roots that carry meaning Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

independent: ________________________________________

2.

centimeter: _________________________________________

3.

auditorium: _________________________________________

4.

autograph: __________________________________________

5.

beautiful: __________________________________________

6.

bicycle: ____________________________________________

7.

transportation: ______________________________________

8.

construction: ________________________________________

9.

impossible: __________________________________________

10.

selfish: ____________________________________________

11.

transform: __________________________________________

12.

underpaid: __________________________________________

Other words that fit the pattern: ______________________________ ________________________________________________________ ________________________________________________________

138

List 13 Sound Sort

-ible

-able

portable

affordable

possible

horrible

reasonable

dependable

breakable

edible

believable

pleasurable

preferable

terrible

invisible

valuable

noticeable

refillable

achievable

terrible

invincible

comfortable

compatible

139

List 13 Meaning Sort

shows position

describes how much

underline

overcoat

bifocal

undercarriage

bicycle

centimeter

underneath

bimonthly

overboard

binoculars

underground

biceps

centipede

undershirt

bicentennial

underwater

bilingual

overcast

centiliter

underarm

centigram 140

What Looks Right? incorrect

unhappy

infair

unfair

inappropriate

unappropriate

inlike

unlike

inwrap

unwrap

incapable

uncapable

incover

uncover

informal

unformal

invisible

unvisible

inpack

unpack

intangle

untangle

inflexible

unflexible

inpopular

unpopular

incomplete

uncomplete

inbelievable

unbelievable

inlock

unlock

inexpensive

unexpensive 141

Brand Name Phonics Band Aid® Coppertone ® Sally Hansen® nail polish Words to dictate/read – increasingly difficult, choose words that fit the needs of your students.

fail

frail

land

braid

jail

bone

bail

phone

brand

grand

raid

rail

trail

zone

paid

pail

snail

stone

stand

strand

blackmail

mermaid

fingernail postpone

understand retail

detail

grandstand backbone expand

condone

underpaid ozone armband

airmail

142

Making Words Secret Word:

unbelievable

Letters on strip:

a e e e i u b b l l n v

Make:

be, bee, live, veil, ball, bell, bill, bull, blue, able, value, avenue, unable, enable, eleven, unveil, livable, believable, unbelievable

Sort for related words: able, unable/ veil, unveil/ believe, believable, unbelievable/ unable, unveil, unbelievable Transfer Words:

undue, unforgivable, untrue, unspeakable,

143

Name

Date

Prefix and Suffix Identification Activity Directions: Identify the words in the passage below that have prefixes or suffixes or both.

Ping Pong Puzzle Mick returned Jan’s volley so quickly that she couldn’t react in time. She was unable to hit the ping-pong ball. She stood immobile as the ball flew by her, bouncing off the table and disappearing into the yard. With disbelief she cried, “Please! One more game so I can reclaim my title! You’ve unseated me as the unbeaten champ, but I can recover!” Mick, unselfish winner, said, “Jan, you were just unlucky today. But, it’s unlikely that we can replay this match now. It’s impossible to play without a ball. That ball was our last!” The two discovered that the ball rolled down a hole. It was submerged below ground too deep to remove it. “How untimely. How unfortunate!” thought Jan unhappily. Dissatisfied with her performance, she sat uncomfortably watching Mick uncoil the garden hoses so he could remove the dust from the patio-one of his unfinished chores. This gave her an idea that restored her spirit. “It’s unwise of you to say there’s no solution, Mick. Let’s rethink this.” Soon Jan and Mick reclaimed their ball. How? Uncertain? Reread the part about Mick’s chore and the answer may unfold. Yet, don’t be uneasy if you can’t unlock the solution. It is disclosedupside down.

144

Interactive Websites for prefixes & suffixes: http://ethemes.missouri.edu/themes/1588 http://pr003.k12.sd.us/reiterwebpage/Reading%20S tandards.htm http://www.gamequarium.org/readquarium/prefixes.h tml

145

List #13 Cloze Activity Lunch Outside Since the school __________ was under __________, lunch was moved outside. It was a __________ day, so I did not mind. The teachers __________ the playground into a picnic area for the students. It was __________ not to enjoy the day!

-----------------------------------------------------------Lunch Outside Since the school __________ was under __________, lunch was moved outside. It was a __________ day, so I did not mind. The teachers __________ the playground into a picnic area for the students. It was __________ not to enjoy the day!

146

List #13 Cloze Activity – Answer Key Lunch Outside Since the school auditorium was under construction, lunch was moved outside. It was a beautiful day, so I did not mind. The teachers transformed the playground into a picnic area for the students. It was impossible not to enjoy the day!

147

List #14 Pattern: Double consonants 1.

attention

2.

beginning

3.

carefully

4.

happened

5.

suddenly

6.

original

7.

shell

8.

beautiful

9.

immigrant

10. finally

148

List #14: Rule: double consonants Springboard Activities: These brief teacher-directed activities examine a specific aspect(s) of a word. Typically, these explorations use a word wall word to reinforce a principle that can be applied to multiple words. The discussions around these words may include how the spelling word fits into the pattern, synonyms, antonyms, analogies, word forms, homophones, etc. Teachers may wish to prepare examples for each word to reuse from year to year below.

1.

attention: __________________________________________

2.

beginning: __________________________________________

3.

carefully: ___________________________________________

4.

happened: __________________________________________

5.

suddenly: ___________________________________________

6.

original: ____________________________________________

7.

shell: ______________________________________________

8.

beautiful: __________________________________________

9.

immigrant: __________________________________________

10.

finally: _____________________________________________

Other words that fit the pattern: ____________________________ ______________________________________________________ ______________________________________________________

149

List 14 Meaning Sort

doubled in the word

doubled for the suffix

dinner

immigrant

dropped

happened

stepped

pretty

starring

kitten

tomorrow

pretty

message

beginning

beautifully

drumming

trapped

grabbing

suddenly

rabbit

attention

giggle

finally

150

List 14 Word Sort

double last consonant for –ing & -ed suffix

just add –ing & -ed suffix

odd ball

whiz

plot

repeat

edit

glance

drum

smile

enter

forget

chat

swim

appear

guess

ignore

refer

permit

hem

shop

explain

joke 151

What Looks Right? single consonant

double consonant

atention

attention

sudenly

suddenly

whimper

whimpper

labor

labbor

parent

parrent

parot

parrot

ballet

balet

lazy

lazzy

atach

attach

squirel

squirrel

leader

leadder

terible

terrible

girafe

giraffe

horible

horrible

apologize

appologize 152

Brand Name Phonics All® detergent

Tide®

Words to dictate/read – increasingly difficult, choose words that fit the needs of your students.

slide

bride

stall

wall

stride

hide

hall

wide

glide

pride

small

side

fall

collide

pinball

basketball divide

decide

fluoride

provide

recall

subside

override

install

cannonball Butterball outside

misguide

landslide

confide

snowfall

153

Making Words Secret Word:

satellites

Letters on strip:

a e e i l l s s t t

Make:

it, at, ate, all, ill, sit, sat, lit, slit, tall, till, sill, tell, sell, late, slate, still, stall, title, little, settle, estate, satellite

Sort for rhyming words: it, sit, lit, slit at, sat ill, till, still, sill tell, sell Transfer Words:

squall, thrill

154

List #14 Cloze Activity A Treasure on the Beach I was strolling on the beach when __________ I saw the most amazing __________ I have ever seen. It caught my __________ because of the __________ pink color. I __________ picked up the shell and brought it back to show my parents. They also were amazed by the beauty of this shell. __________ my collection was complete. Who would have thought I would find a pink shell? ---------------------------------------------------------------------------

A Treasure on the Beach I was strolling on the beach when __________ I saw the most amazing __________ I have ever seen. It caught my __________ because of the __________ pink color. I __________ picked up the shell and brought it back to show my parents. They also were amazed by the beauty of this shell. __________ my collection was complete. Who would have thought I would find a pink shell?

155

List #14 Cloze Activity – Answer Key A Day at the Beach I was strolling on the beach when suddenly I saw the most amazing shell I have ever seen. It caught my attention because of the beautiful pink color. I carefully picked up the shell and brought it back to show my parents. They also were amazed by the beauty of this shell. Finally my collection was complete. Who would have thought I would find a pink shell?

156

Appendix A: Blackline Masters

157

Name Spelling List #

Date

Preview/Review Write

Rewrite

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 158

Name Spelling List #

Date

Word Preview Write

Rewrite

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 159

Looking at the Pattern Spelling Words __________

___________

__________

__________

___________

__________

__________

___________

__________

__________

___________

__________

Pattern or Rule ________________________________________ ________________________________________ ________________________________________ Other Words that Follow the Same Pattern __________ __________ __________ __________ __________ __________

__________ __________ __________

__________ __________ __________

Exceptions to the Rule __________ __________ __________ __________ __________ __________ 160

WORDO Fill in each space with a spelling word.

161

Be a Word Wall

MIND READER!! 1.

1.

2.

2.

3.

3.

4.

4.

5.

5. 162

What Looks Right? What Looks Right is an activity that helps writers develop a sense of visual checking when words can be linked/rhymed with more than one spelling pattern. Students are asked to consider two to three rhyming words with different spelling patterns as their guide words for the lesson. The teacher gives a series of words to spell, they try it using all patterns, and determine which one looks right. Correct spelling is then confirmed in the dictionary. For example:

feed

bead

need speed seed bleed leed reed greed pleed tweed steed freed agreed exceed proofreed indeed misleed disagreed seaweed proceed

nead spead sead blead lead read gread plead twead stead fread agread exceed proofread indead mislead disagreed seaweed procead

163

Brand Name Phonics

Brand name phonics is an activity designed to help upper grade students who have still not mastered decoding/encoding strategies and who may be resistant to any type of “babyish” instruction. Steps in planning a Brand Name Phonics lesson: 1.

Select three products/places whose names have generative value.

2.

Display their logos or boxes along with their names on cards with the part you wish the students to link to underlined (ex., Sprite, Diet Coke, Mountain Dew).

3.

Generate a number of words that can be linked to these products (you may find it helpful to consult a rhyming dictionary). Be sure to include some multisyllabic words.

4.

Select about ten to fifteen words for students to sort and an additional ten to fifteen for them to write.

5.

Order them according to difficulty with easier ones coming first in each series. Number the cards on the back for easy reference the next time you use this lesson.

6.

Store the cards in an envelope noting the brands, the words to be sorted, and the words to be written words on the front of the envelope.

For example, the front of your envelope may look like this: Sprite To Sort: bite quite white ignite unite invite To Write: spite kite campsite impolite

Diet Coke To Sort: poke stroke choke provoke

Mountain Dew To Sort: chew drew mildew renew

To Write: broke spoke revoke misspoke

To Write: crew threw withdrew curfew

164

Appendix B: Making Words Strips

165

List #1

a

a

e

u

d

h

n

c

c

r

g

t

List #2

e

e

i

g

r

t

v

y

List #3

e

e

i

l

r

t 166

List #4

e

o

f

l

r

s

w

List #5

o

u

c

d

h

n

s

t

w

List #7

a

a

a

e

e

i

c

d

n

p

p

r

s 167

List #8

a

i

o

g

h

n

n

s

t

w

List #9

e e

i

i

u b c d

l

n r s t t

List #10

a

e

i

c

h

m

n

s 168

List #11

a

a

e

b

b

k

l

l

s

t

i

g h

l

n s s s s t w

u

b

List #12

e e e List #13

a

e

e

e

i

b

l

l

n

v 169

List #14

a

e

e

i

l

l

s

s

t

t

170

Appendix C: Cut Outs for Word Wall

171

Week 1 page 1 of 3

pattern main lay alone able 172

Week 1 page 2 of 3

among glass past talk carry 173

Week 1 page 3 of 3

watch walked ran

174

Week 2 page 1 of 3

leaves really least kept special 175

Week 2 page 2 of 3

instead felt peace heavy already 176

Week 2 page 3 of 3

yet area piece else 177

Week 3 page 1 of 3

wind midnight quiet icy tiny 178

Week 3 page 2 of 3

wide side excited quite wild 179

Week 3 page 3 of 3

size within certain

180

Week 4 page 1 of 3

gold phone oh complete hold 181

Week 4 page 2 of 3

clothes common strong opposite problem 182

Week 4 page 3 of 3

hole road probably rock 183

Week 5 page 1 of 3

follow grow hour bought shown 184

Week 5 page 2 of 3

touch outside tomorrow throughout although 185

Week 5 page 3 of 3

joyous voice noise

186

Week 6 page 1 of 2

I’d he’d she’d we’d they’d 187

Week 6 page 2 of 2

who’s there’s here’s doesn’t aren’t 188

Week 7 page 1 of 3

start stared leave equal bring 189

Week 7 page 2 of 3

built appeared glued forward board 190

Week 7 page 3 of 3

stood gone draw held fire 191

Week 8 page 1 of 3

become believe check feel ship 192

Week 8 page 2 of 3

surface notice stop state surprise 193

Week 8 page 3 of 3

describe mean reading

194

Week 9 page 1 of 3

center deep character longer summer 195

Week 9 page 2 of 3

fuller weather whether builder matter 196

Week 9 page 3 of 3

fielder simple letter poor 197

Week 10 page 1 of 3

animals blue distance horses language 198

Week 10 page 2 of 3

question system river class hundred 199

Week 10 page 3 of 3

perhaps American English Chinese 200

Week 11 page 1 of 3

anything cannot everyone everything friendship 201

Week 11 page 2 of 3

itself someone themselves overpower behind 202

Week 11 page 3 of 3

understand

203

Week 12 page 1 of 2

warm dark care bottom dry 204

Week 12 page 2 of 2

empty kindness heartless ready round 205

Week 13 page 1 of 3

independent centimeter auditorium autograph beautiful 206

Week 13 page 2 of 3

bicycle transportation

construction impossible selfish 207

Week 13 page 3 of 3

transform underpaid

208

Week 14 page 1 of 2

attention beginning carefully happened suddenly 209

Week 14 page 2 of 2

original shell beautiful immigrant finally 210