Word Work Unit 2 Grade Level: Second Timeframe: 5 weeks
Unit Overview: This unit of Word Work will focus on r controlled vowels, vowel diphthongs, prefixes and suffixes, and root words , as well as reviewing and increasing students’ knowledge of high frequency words. The continued use of the Daily Opening Routines for Word Play and Phonemic Awareness found in the Houghton Mifflin Teacher Edition will reinforce the consistent daily routines for instruction, as well as provide additional phonemic awareness experience. Ongoing use of Word Sorts will continue to help students explore words as they examine and interact with words in a variety of sorting activities. Throughout the unit the teacher should model the activity (I do), students should try the activity as a class (we do), and students are then released to complete an activity independently (you do). Some teacher made materials and lessons will be needed to supplement the use of the Houghton Mifflin resources when teaching specific vowel diphthongs, such as oi and oy; the prefix dis-‐ and suffix –less. Essential Questions
How can you identify vowel team sounds? How can you identify long vowel sounds in two syllable words? Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed): RF 2.3.b Know spelling-‐sound correspondences for additional common vowel teams. • Associate symbols (graphemes) with sounds (phonemes), and sounds with symbols, for vowel diphthongs (e.g. au, ou/ow, oi/oy). • Associate symbols (graphemes) with sounds (phonemes), and sounds with symbols, for r-‐controlled vowels (e.g. ar, er, ir, or,ur) • Apply vowel pattern pronunciation generalizations to read words with these vowel diphthongs, and r-‐controlled vowels. RF 2.3.d Decode words with common prefixes (e.g. un-‐, dis-‐, re-‐) and common suffixes (eg.-‐ful, -‐less, -‐er) RF 2.3.e Identify common irregularly spelled words (e.g. bread, love, would, could, their, there, none, both) RF 2.3.f Read grade-‐appropriate irregularly spelled words. L 2.4.c Apply the knowledge of common root words to understand the meaning of unknown words with the same root. 21st Century Skills Standard and Progress Indicators: Independently complete tasks. Take turns speaking and doing in whole group settings. Work collaboratively with peers to complete tasks. Work collaboratively with partners to solve problems. Apply critical thinking and problem-‐solving strategies during structured learning experiences. Apply skills and knowledge through use of technology.
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Dolch Word List Week 1: been, first, very, read Week 2: made, buy, words, also Week 3: great, number, different, boy Week 4: long, part, over, new Week 5: sound, only, take, work Application in Centers: Word Sorts were introduced in Unit 1. It is intended that the same sorts will be continued in the third unit and that students will be able to apply the various sorts during independent practice at centers. Specific information about Word Sort Variations is found on pages 40-‐41 of the Literacy and Language Guide. Word Sort Variations: Blind Writing Sort, Speed Sort, Guess My Category, Word Hunt, Pattern Sort, Open Sort Making and Writing Words If Making and Writing words has been taught and used during direct instruction and shared practice in previous units, it can then be used as an independent center activity. Activities for Dolch Word List (High Frequency Words): Various routines and activities were provided in units one and two for introducing and practicing words from the Dolch Word list. It is intended that the same activities will be continued in the third unit. Activities for Making and Writing Words Information about Tim Rasinski’s Making and Writing Words activity is included in the link below and includes a blank template. This activity can be introduced and used throughout the unit in addition to or in place of some of the word sorts. (http://www.readingonline.org/articles/art_index.asp?HREF=/articles/rasinski/index.html) Additional Journeys Resources: Literacy and Language Guide -‐ Word Study information can be found on pages 39-‐55. Journeys Reading Toolkit – Provides foundational skill lesson in Phonemic Awareness and Phonics and Decoding. There are three skill stages of lessons. The teacher uses a flip chart to deliver the instruction to small groups. The lessons have three parts: I Do, We Do, You Do, and a quick evaluation of the skill knowledge. Journeys Interactive Whiteboard Lessons 2014 – There is a whiteboard lesson for each weekly lesson in a unit. There are 2 lessons for each week: Vocabulary Strategies and Phonics. Observation Checklist: There is an Observation Checklist for each weekly lesson. They are found in the Grab-‐and-‐Go Resources in the Assessment Booklet. Instructional Plan Reflection 2
Pre-‐assessment Qualitative Spelling Inventory DLO -‐ SWBAT
Week 1 SWBAT use word attack strategies to recognize sounds of letter combination. SWBAT read and write regularly spelled one and two syllable words with /oi/ spelled oi or oy. SWBAT apply vowel pattern pronunciation generalizations to read words with /oi/ spelled oi or oy. SWBAT read high-‐ frequency words.
Instructional Practice
Word Work
Student Strategies
Word Wall Word Sorts
Formative Assessment
Blind Writing Sort or Making and Writing Words
Activities and Resources Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 4) Day 1: TE 312-‐313 Day 2: TE 340-‐341 Day 3: TE 350-‐351 Day 4: TE 360-‐361 Day 5: TE 370-‐371 Dolch Word List: Introduce high frequency words from list and add to the word wall. Day 1: been Day 2: first Day 3: very Day 4: read Day 5: review all words Suggested Word List: joy, point, voice, join, oil, coin, noise, spoil, toy, joint, boy, soil, choice, boil NOTE: Teacher made lessons and materials are needed to teach oi, oy vowel dipthong during this week. It is suggested that teachers follow the same type of activities as suggested in the Literacy and Language Guide: Word Study Lesson 28. Pages 110-‐111 provides suggested activities to deliver instruction. Day 1: model Word Sort Day 2: Speed Sort Day 3: Blind Writing Sort Day 4: Open Sort Day 5: assess using a Blind Writing Sort or Making and Writing Words NOTE: Making and Writing Words can be substituted on one or more of the days for the word sort activity.
Reflection
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Week 2 SWBAT use word attack strategies to recognize sounds of letter combination. SWBAT read and write regularly spelled one and two syllable words with r controlled vowels spelled er, ir and ur. SWBAT apply vowel pattern pronunciation generalizations to read words with r controlled vowels spelled er, ir and ur. SWBAT read high-‐ frequency regular one syllable words with long and short vowels.
Word Work
Interim Benchmark Assessment: Dolch Word List
Word Wall Word Sorts
Blind Writing Sort or Making and Writing Words
Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 4) Day 1: TE 412-‐413 Day 2: TE 440-‐441 Day 3: TE 450-‐451 Day 4: TE 460-‐461 Day 5: TE 470-‐471 Dolch Word List: Introduce high frequency words from list and add to the word wall. Day 1: made Day 2: buy Day 3: words Day 4: also Day 5: review all words Suggested Word List: her, fern, girl, sir, stir, bird, fur, hurt, turn, third, verb, germ, dirt, first NOTE: Teacher made lessons and materials are needed to teach words with th er, ir and ur pattern during this week. It is suggested that teachers follow the same type of activities as suggested in the Literacy and Language Guide: Word Study Lesson 19 or 20. Pages 92-‐95 provide suggested activities to deliver instruction. Day 1: model Word Sort Day 2: Guess My Category Day 3: Open Sort Day 4: Speed Sort Day 5: assess using a Blind Writing Sort or Making and Writing Words NOTE: Making and Writing Words can be substituted on one or more of the days for the word sort activity.
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Week 3 Word Work SWBAT use the meaning of the prefix and base word to figure out the meaning of a new or unfamiliar word. SWBAT read and write regularly spelled one and two syllable words with the prefixes re-‐, un-‐ and dis-‐. SWBAT read high-‐ frequency regular one syllable words with long and short vowels.
Word Wall Word Sorts
Lesson 24 Unit 5 Observation Checklist (found in Grab –and – Go! Assessment Booklet) Blind Writing Sort or Making and Writing Words
Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 5) Day 1: TE 312-‐313 Day 2: TE 338-‐339 Day 3: TE 348-‐349 Day 4: TE 360-‐361 Day 5: TE 370-‐371 Dolch Word List: Introduce high frequency words from list and add to the word wall. Day 1: great Day 2: number Day 3: different Day 4: boy Day 5: review all words Suggested Word List: unhappy, retell, unkind, repaint, refill, unlike, remake, unpack, reread, unlock, replay, dislike, displease, discolor Literacy and Language Guide: Word Study Lesson 24, pages 102-‐103 provides suggested activities to deliver instruction. Day 1: model Word Sort Day 2: Repeat the Sort Day 3: Blind Writing Sort Day 4: Open Sort Day 5: assess using another Blind Writing Sort or Making and Writing Words Root Words – Unit 3 TE 456-‐457 Interactive Whiteboard Lesson Root Words – Unit 3 T492-‐493
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Week 4 Word Work SWBAT use the meaning of the prefix and base word to figure out the meaning of a new or unfamiliar word. SWBAT read and write regularly spelled one and two syllable words with the suffixes ful, less and er. SWBAT SWBAT read high-‐ frequency regular one syllable words with long and short vowels.
Interim Benchmark Assessment: Dolch Word List
Word Wall Word Sorts
Lesson 23 Unit 5 Observation Checklist (found in Grab –and – Go! Assessment Booklet) Blind Writing Sort or Making and Writing Words .
Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 5) Day 1: TE 212-‐213 Day 2: TE 216-‐217 Day 3: TE 248-‐249 Day 4: TE 260-‐261 Day 5: TE 270-‐271 Dolch Word List: Introduce high frequency words from list and add to the word wall. Day 1: long Day 2: part Day 3: over Day 4: new Day 5: review all words Suggested Word List: helpful, hopeful, thankful, wishful, useful, mouthful, singer, teacher, speaker, fighter, painless, helpless, thankless, hopeless Literacy and Language Guide: Word Study Lesson 23, pages 100-‐101 provides suggested activities to deliver instruction. Day 1: model Word Sort Day 2: Repeat the Sort Day 3: Word Hunt Day 4: Speed Sort Day 5: assess using a Blind Writing Sort or Making and Writing Words
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Week 5 SWBAT construct and deconstruct contractions. SWBAT SWBAT read high-‐ frequency regular one syllable words with long and short vowels.
Word Work
Word Wall Word Sorts
Lesson 10 Unit 2 Observation Checklist (found in Grab –and – Go! Assessment Booklet) Blind Writing Sort or Making and Writing Words .
Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 2) Day 1: TE 412-‐413 Day 2: TE 438-‐439 Day 3: TE 448-‐449 Day 4: TE 458-‐459 Day 5: TE 468-‐469 Dolch Word List: review all Unit 3 words Literacy and Language Guide: Word Study Lesson 10, pages 74-‐75 provides suggested activities to deliver instruction. Day 1: model Word Sort Day 2: Guess My Category Day 3: Word Hunt Day 4: Blind Word Sort Day 5: assess using a Blind Writing Sort or Making and Writing Words Additional lessons: Contractions with not -‐ Unit 6 T38, T58 Summative Word Work Assessment
Dolch Word Checklist Observation Checklist
Summative Performance Assessment
Benchmark Assessment
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