Middle School Word Study Resource

Evesham Township School District Summer 2011

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Table of Contents Word Study Introduction……………………………………………………………………..3 Organization…………………………………………………………………….…….………….4 Sample Month at a Glance………………………………………………….……….5 Large Group Instruction……………………………………………………………...5 Small Group Instruction…………………………………………………………..….6 Sample Lesson Plans…………………………………………………………………………..8 Spelling Inventory………………………………………………………………………9 Spelling Stage: Early Within Word Pattern…………………………………..….………..11 Syllables and Affixes Spellers……………………….………...…………15 Derivational Relations Spellers………………………………….……….18 Templates…………………………………………………………………………….………….21 Lesson Plan Format………………………………………………………..…………22 Sorts……………………………………………………………………………..………..24 Prefixes……………………………………………………………………………………26 Roots…………………………………………………………….………………………..27 Suffix…………………………………………………………………………….………..28 Glossary……………………………………………………………………………………………29 Resource Lists…………………………………………………………………………………..30 Contractions…………………………………………..………………………………..31 Prefixes…………………………………………………………..…………….…………32 Suffixes…………………………………………………………..……………………….33 Greek and Latin Roots………………………………………………….……………34 Sixth Grade Word Wall List…………………………………………….………….35 Seventh Grade Word Wall List………………………………………..………….36 Eighth Grade Word Wall List…………………………………….………………..37

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Middle School Word Study Resource Word Study Introduction “Becoming fully literate is absolutely dependent on fast accurate recognition of words and their meanings in text, and fast, accurate production of words in writing so that readers and writers can focus their attention on making meaning” (p. 3 Words Their Way). As one of the main components of a balanced approach to literacy, word study focuses on assisting students in gaining knowledge about how words work in order to construct meaning in reading and writing. It also addresses the need to spell with automaticity the words students use most often when they write. It should come as no surprise that in any given classroom students are at different stages of spelling accuracy. In order to meet the needs of the various levels, it is important to ascertain the spelling abilities of each student. In order to determine where students are in their spelling development, teacher will need to analyze the students’ patterns of errors using either the Upper Level Spelling Inventory or the Elementary Spelling Inventory in addition to samples of students’ writing. After the inventory is administered, teachers will analyze the student responses using the Spelling Inventory Scoring Feature Guide in order to determine the appropriate spelling level. Teachers will administer the inventory in the fall and again in January in order to assess growth. An optional administration may also be given in the spring. Once levels are established, teachers will utilize a variety of resources for Word Study instruction. At the Middle School level these include the following:  Language Arts Curriculum Guide  Language Arts Curriculum Guide Resource Lists o Evesham Word Wall List o Contractions List o Prefixes List o Suffixes List o Greek and Latin Root List  Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction  Words Their Way Companion Volumes o Word Sorts for Within Words Pattern Spellers (yellow) o Word Sorts for Syllables and Affixes Spellers (green) o Word Sorts for Derivational Relations Spellers (blue) o Vocabulary Their Way: Word Study with Middle School and Secondary Students (orange)  Etymology Protocol  Month-by-Month Phonics  Sitton Sourcebooks

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The core of the teaching will come from lessons suggested in Words Their Way and the Etymology Protocol. Words Their Way has students investigating how words work through developmentally driven, hands-on instruction including such activities as sorts and games. The Etymology Protocol will be referenced on a continual basis throughout the school year as a supplement to Words Their Way. The Etymology Protocol’s main focus is on prefixes, roots, suffixes, and word origins and will generally be taught as whole group lessons. It can be supported with Vocabulary Their Way: Word Study with Middle School and Secondary Students through sorts and games. Whether using Words Their Way or the Etymology Protocol, specific attention must be paid to the Language Arts Curriculum Guide Resources lists for the purpose of planning instruction. Follow-up activities for Word Study may include requiring new word usage in writing pieces and reading journals, word wall activities, games, and classroom discussions. Additional activities can be garnered from Month-by-Month Phonics and Sitton Sourcebooks. Words from the Word Wall List will be posted as they are addressed in lessons. Teachers may also choose to post other words that are often used, but misspelled. The Middle School Word Study Resource is designed to assist teachers in working with the variety of resources in order to meet students’ needs. Included, is a description of the how teachers may choose to organize the classroom for word study in regards to large and small groups. A sample Words Their Way lesson for administering the Spelling Inventory as well as sample lessons at each stage of spelling development are included along with related handouts. Teachers will need to refer to Words Their Way and the Companion Volumes at the individual spelling stages for the remaining lessons, sorts and activities. It is imperative to note that teachers must continually refer to the Evesham Word Wall List to ensure that all words are addressed throughout the year. The final section includes a sample lesson plan and blank template, blank sort templates, and charts that can be used to track word parts addressed throughout the year. Finally, a glossary of often used terms is included.

Organization Word Study can be organized in a variety of ways. Teachers may choose to conduct whole group heterogeneous lessons (especially when working with the Etymology Protocol) or small homogeneous group lessons. The ultimate goal is to differentiate instruction within Word Study. This means that teachers should eventually move from whole group instruction to small group instruction. In small groups, students will be working to master the skill related to each set of words that are at their instructional level. (Refer to Chapter 2 Getting Started: The Assessment of Orthographic Development in Words Their Way.) Keep in mind that students will not be able to master the study of one stage of spelling with just one sort. Therefore, multiple sorts in a given unit will aid students in mastering the spelling of each stage. Various assessments are available at the end of each unit in Words Their Way.

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Word Study will occur during Writer’s Workshop for 10-15 minutes, 2-3 times per week. Vocabulary instruction will be integrated both through the Etymology Protocol and Core Literature protocols. The following chart represents a month’s snapshot of how word study can be implemented:



Monday Introduce Word Sort

Sample Month at a Glance Tuesday Wednesday Thursday X X  Revisit Sort  Follow-Up



Introduce Word Sort

X

 

Revisit Sort Follow-Up

X



Introduce Word Sort

X

 

Revisit Sort Follow-Up

X

X

Etymology Protocol

Etymology Protocol

X

Friday (Optional)  Follow-up  Games  Assessments (Optional)  Follow-up  Games  Assessments (Optional)  Follow-up  Games  Assessments Etymology Protocol

Large Group Instruction   



All students are working with the same sort at the same spelling level. Teachers will use Words Their Way or Etymology Protocol. These can either be used separately or the Words Their Way activities can be used in conjunction with the Etymology Protocol. Teacher should determine the level based on the spelling inventory (assessment levels). The chosen sort may be at a level slightly different than each student’s individual inventory indicates. In this case, teachers will differentiate instruction to address student needs. (See “Making Sorts Harder or Easier” on p.67 in Words Their Way.) Each lesson should take 10-15 minutes and will be conducted 2-3 times per week.

Day 1 1. Teacher introduces the words to be sorted. If conducting an open sort, the students determine their own categories; if conducting a closed sort, key words, pictures or word parts are utilized. 2. All students work on the same sort. 3. Teacher walks around monitoring and facilitating progress. If problems arise with the sorts, teacher provides support. 4. Teacher will need the sort books handy, or teacher notes/templates to remember important teaching points for each sort (see resource templates).

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5. At the end of the sort, confirm what was done correctly, redirect students that are sorting incorrectly, discuss mistakes, and allow time for students to reflect on their learning. 6. Define the rule for each sort and document learning in spelling notebook/binder. 7. Close with a whole class wrap-up and assign homework. Day 2: 10-15 minutes Complete as follow-up to Day 1 lesson. Possible follow-up suggestions; review homework, look for spelling rules in actual student writing, adding words to word sorts/etymology list, word games/activities listed in Etymology Protocol/Words Their Way. Day 3: (Optional) Assessment/Games Assessments need not be done weekly, but are optional as teacher deems necessary. Assessment options are included at the end of each unit in Words Their Way and in the Etymology Protocol and should be used to inform instruction. These are not “weekly spelling tests.” Spelling should be assessed in the context of everyday writing. Small Group Instruction       

Teachers will use Words Their Way in conjunction with the Evesham Resource Lists. Teacher will establish groups based on the levels of the students as determined by the Upper Level Inventory (see Words Their Way). Groups should be small (4 – 5 students). Each class may have multiple groups working at the same developmental spelling level. Lessons should take 10-15 minutes per group or 10-15 minutes of the period if working with all groups at the same time (see example below). Lessons will be conducted 2-3 times per week. Teacher may choose to run the spelling groups similarly to Guided Reading in that the teacher pulls individual groups while the other groups work independently. An alternative to that would be to assign different sorts to groups based on their levels and allow all groups to work at the same time while the teacher monitors and facilitates all groups. See example below:

Example: Day 1 Group One: Sort # 7 page 20, Within Word Pattern Spellers (Yellow Book) Group Two: Sort # 1 page 7, Syllables and Affixes Spellers (Green Book) Group Three: Sort # 1 page 7, Syllables and Affixes Spellers (Green Book) Group Four: Sort # 4 page 25, Derivational Relations Spellers (Blue Book) 1. All students follow the same sorting procedures, but they will be working in small groups of like spelling levels.

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2. Teacher distributes sorts to groups based on their spelling levels. 3. Students begin their sorts with all groups working at the same time. 4. Teacher walks around monitoring and facilitating the groups’ sorts as needed. If problems arise with the sorts, teacher provides support. 5. Teachers will need the sort books handy, or teacher notes/templates to remember important teaching points for each sort (see resource templates). 6. Teachers may want to provide a list of options for students to work on when they complete the sort:  Writing Sort (Templates provided in Appendix)  Extension Activities listed in individual sort books or Words Their Way (i.e. word hunts, speed sort, re-sort, and writing sort, Buddy Sort, etc.)  Writer’s Workshop  Writer’s Notebook 8. At the end of the sort, confirm what was done correctly, redirect students that are sorting incorrectly, discuss mistakes, and allow time for students to reflect on their learning. 7. Define the rule for each sort and document learning in spelling notebook/binder. 8. Close with a whole class wrap-up and assign homework. Day 2: 10-15 minutes 1. Complete as follow up to Day 1 lesson. Possible follow-up suggestions; review homework, look for spelling rules in actual student writing, adding words to word sorts/etymology list, word games/activities listed in Etymology Protocol/Words Their Way. Day 3: (Optional) Assessment/Games Assessments need not be done weekly, but are optional as teacher deems necessary. Assessment options are included at the end of each unit in Words Their Way and in the Etymology Protocol. These are not “weekly spelling tests.” Spelling should be assessed in the context of everyday writing.

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Sample Lesson Plans

Spelling Inventory Spelling Stage: Early Within Word Pattern Syllables and Affixes Spellers Derivational Relations Spellers

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Spelling Inventory

Refer to Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction Materials: Upper Level Inventory (ULI) or the Elementary Spelling Inventory (ESI) if students miss 5 out of the first 8 words on the ULI Objective: To determine developmental spelling levels of all students. Explanation: It is very common for all spellers to get confused over a word or two. Once a speller can discover what consistent mistakes are made, the speller will learn how to spell those difficult words with automaticity. In order to help discover the consistency in errors, the class will be taking a spelling inventory. Procedures: 1. Explain that you will be asking the students to spell some words that, purposefully, you have not given them an opportunity to study. Be clear that this is not a test and will not be graded. Some words will be easy and others harder, regardless, they should try their best. The information learned from this inventory will give you the best understanding about where you can help them as they are learning to read, write and spell. (The ULI can be found on pages 273 -276, Words Their Way. The simplified steps to administering the spelling inventory are listed below. Please read Chapter 2 of Words Their Way for more a more detailed explanation.) 2. Hand students lined paper and ask them to number their page 1-31. 3. Read the spelling inventory as directed from page 273. 4. Collect papers. 5. This is the first phase of completing the ULI. Analyzing the ULI. 1. Copy 274-275, one for each student. 2. Students will be scored for both words spelled correctly and feature points. 3. Score the inventory using the Feature Guide as directed on pages 34- 36. For instance, disloyal could be misspelled disloiyal or disloyel. Make sure to not only check the word for accuracy, but also for its specific features. For example, not all features may be noted on the feature guide. For example, illiterate may be misspelled as alliterate. The word gets marked as misspelled for words spelled correctly, but the use of “a” rather than “i” is not noted as a feature. (You may also refer to the disc included in Words Their Way to assist in determining the students’ developmental spelling stage.) 4. Tally the columns.

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5. It is suggested in Words Their Way that instruction begins in a spelling stage as indicated by when a student makes more than two errors within that stage. See page 35 for detailed examples. 6. Using page 276, rank students in order from most words spelled correctly to least words spelled correctly. This Classroom Composite will help you group students based on their spelling instructional needs.

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Sample Lesson Plan Spelling Stage: Early Within Word Pattern

Refer to Words Their Way: Word Sorts for Within Word Pattern Spellers Sort #: 7 Features: Contrasting Short –a and Long –a in Consonant Vowel Consonant –e (CVCe) Explanation: This sort is for students in the early within word pattern stage who are starting to use but confuse the final silent e. The words in the sort are on a late firstand second-grade reading level. More difficult words that follow the same pattern are provided for more advanced readers. Refer to page 21 for additional words. Teaching Points:  The silent –e, or CVCe pattern, is the most common long-vowel spelling for long a, i, o, and u. Most students notice that adding silent –e changes the short-vowel sound into a long-vowel sound that says its name: tap becomes tape; can becomes cane.  Since the visual spelling pattern in these words is obvious, incorporate several pictures within the word sort so students will categorize by sound as well as by pattern. You can also use blind, or no peeking sorts, which will require students to categorize by sound before they consider its spelling pattern.  Oddball words i.e. come, some, done, and have are included to challenge the prevailing pattern-to-sound correspondence. Procedure: DAY ONE: Teacher-Directed Sort (Approximately 15 minutes) 1. Show the students all the words in the sort. Ask: What do you notice about all the words? (They all have an a in them.) 2. Read through the words. Ask: Do all the words have the same vowel sound? 3. Introduce the short –a symbol and the long –a symbol on the headers and say each word slowly in order to isolate and identify the vowel sound. Also, introduce the oddball header for words that do not fit the other categories. 4. Start with a teacher-directed sort: a. Say each word and compare it to the key words to sort them into a column. b. Continue to isolate, identify and categorize a few words. Be sure to model the word what and how to decide that it’s an oddball. (What is spelled like it should have short –a, but it does not.) 5. Read the words in each column. Ask: How are the words alike and how they are different from the other words? 6. Ask: What do you notice about the way the words are spelled? 7. Lead the students to talk about how the long –a words end with silent e and the short –a words do not. 8. Save the words in the sort for use on Day 2.

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Short –a (cat) last ask glass grass fast hand snap mad sack bat

Long –a (cake) Oddball make page what rake face same came gate whale name made baseball* separate* indicate* statement* *Words from the Evesham Spelling List that correspond to this word study lesson at each grade level. 6th Grade List 62. separate 73. statement

7th Grade List 45. baseball 67. indicate

8th Grade List n/a

DAY TWO: Sort & Reflect (Approximately 15 minutes) 1. Distribute student copies of Sort 7. (Find the reproducible of this sort on page 26 of Words Their Way:Word Sorts for Within Word Pattern Spellers). Students will cut, shuffle, and sort words into long –a and short –a categories. Tell students to say each word aloud as they sort. 2. Check students’ sorts. If any are incorrect, guide him/her by saying the following:

One of these doesn’t fit. See if you can hear which one as I read them all. Read each word enunciating the vowel sound clearly. If the student still does not hear

the mistake, read through the column again, then revisit the misplaced word and compare it to each key word and symbol. Ask the student: which column should the

word go in and why.

3. Ask your students to reflect on their sort and declare their categories by sound and pattern. Model how to write a reflection: Words with short –a have only one vowel in the middle and words with long –a have a silent e on the end. After modeling this reflection process several times, expect the students to do this on their own. DAY THREE: Extension (Approximately 15 minutes) At this stage in word study, there are many different options available for building upon the knowledge the students have acquired. See the Extend section included in every sort and/or Chapter 6 of Words Their Way, pg. 188 “Activities for Students in the Within Word Pattern Stage.” Things to Remember: 1. Students will not be able to master the study of one stage of spelling with just one sort. Therefore, multiple sorts in a given unit will aid students in mastering the 12

2. The ultimate goal is to differentiate your instruction within word study. This means that teachers should eventually move from whole group instruction to small group instruction. In this model, each group of students would be working to master the study of sets of words that are at their instructional level.

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Name __________________________________

Date_____________________

Pd.________

Sort: Short –a versus long –a in CVCe short a [cat]*

long a [cake]

oddball

last

make

what

[glass]

face

fast

same

snap

[gate]

sack

name

ask

page

grass

rake

hand

came

mad

[whale]

[bat]

made

*pictures are in brackets

What did you discover about words through this sort?

Spelling/pattern rule: Long –a words end with a silent e and the short –a words do not. Also, words with a short –a have only one vowel in the middle. 14

Sample Lesson Plan Spelling Stage: Syllables and Affixes Spellers

Refer to Words Their Way: Word Sorts for Syllables and Affixes Spellers Sort #: 1 Features: Vowel Patterns in One-Syllable Words (VVC, VC, VCC, VCe) Explanation: Inflected endings are a subcategory of suffixes that indicate tense (walked, walking, walks) and number (cats, foxes). This sort serves as a foundation for adding inflected endings to singe-syllable words. At the end of this unit (not just this sort) students will be able to identify base words and the pattern of vowels and consonants in the base word. Teaching Points:  Review vowels and consonants.  Review the difference between long and short vowels.  Vowel patterns affect vowel sounds.  Students should note: o Words with the VC pattern= short vowel sounds o Words with the VCe pattern = long vowel sounds Procedure: DAY ONE: Open Sort (Approximately 15 minutes) 1. Distribute the words to be used. (Find the reproducible of this sort on page 17 of Words Their Way:Word Sorts for Syllables and Affixes Spellers). 2. Ask students to sort the words according to features the words have in common. Circulate to observe categories students create. 3. Discuss rationale for creating the various categories. 4. Save the words in the sort for use on Day 2. DAY TWO: Closed Sort (Approximately 15 minutes) (Refer to pg.7 of Words Their Way:Word Sorts for Syllables and Affixes Spellers) 1. Students take out the words used on Day One and now resort them according to the categories that coincide with the teaching points of the lesson. For example: VVC, VC, VCC, VCe. If students find this step difficult, additional teacher modeling may be necessary (Refer to the Demonstrate, Sort, and Reflect section of Sort #1 on pg.8) 2. Once the sort is complete, be sure to articulate the teaching points of the lesson. Students should realize that certain vowel patterns produce different vowel sounds. 3. At this point, students will need to document what they have learned in a word study notebook/binder.

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DAY THREE: Extension (Approximately 15 minutes) At this stage in word study, there are many different options available for building upon the knowledge the students have acquired. See the Extend section included in every Words Their Way sort and/or Chapter 7 of Words Their Way: Activities for Students in the Syllables and Affixes Stage, pg.220. VVC chief fruit brief scout grown stain

VC wrap twig when plot clog quit

VCC smell sharp thank front climb trust

VCe whine theme brave scale phone quote

*Words from the Evesham Spelling List that correspond with this word study lesson at each grade level: 6th Grade List 1. rule 3. sense 10. meant (oddball) 13. lead 29. hole 32. meat 35. wear (r controlled) 45. spoke 46. shore (r controlled) 58. speech 68. chief 77. are (r controlled)

7th Grade List 1. rode 3. paid 6. laid 16. flew 35. cent 40. raise 70. threw

8th Grade List 70. peace

Things to Remember: 1. Students will not be able to master the study of one stage of spelling with just one sort. Therefore, multiple sorts in a given unit will aid students in mastering the spelling of each stage. Various assessments are available at the end of each sort unit. 2. The ultimate goal is to differentiate your instruction within word study. This means that teachers should eventually move from whole group instruction to small group instruction. In this model, each group of students would be working to master the study of sets of words that are at their instructional level.

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Name__________________________________

Pd.________

Date_____________________

Sort: Vowel Patterns in One-Syllable Words VVC

VC

VCC

VCe

chief

wrap

smell

whine

fruit

twig

sharp

theme

brief

when

thank

brave

scout

plot

front

scale

groan

clog

climb

phone

stain

quit

trust

quote

What did you discover about words through this sort? Spelling/pattern rule: Words with the VC vowel pattern have short-vowel sounds, and the words with the VCe vowel pattern have long-vowel sounds.

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Sample Lesson Plan Spelling Stage: Derivational Relations Spellers

Refer to Words Their Way: Word Sorts for Derivational Relation Spellers Sort #: 1 Features: Prefixes (in-, un-, dis-, mis-) Explanation: This sort is for students who will already know the meaning and spelling of most of the words but who may never have examined the words in categories to see the meaning connections between them. These sorts will prepare students for the longer words to come in later sorts where their ability to recognize morphemic chunks will make it easier to read and understand multisyllabic words. Teaching Points:  Refresh the meanings of prefixes and roots  The specific meaning of each of the different prefixes: o Un – not or the opposite of o In – not o Mis – bad or badly o Dis – not or the opposite of  Be sure to address that some words will not be literal reversals of the base word: o Disease does not literally mean the opposite of ease o Mistake and Mischief have negative meanings but are not really the opposite of base words like take and chief o Please note that the double “s” in misspell is often misspelled Procedure: DAY ONE: Open Sort (Approximately 15 minutes) 1. Distribute the words to be used. 2. Ask students to sort the words according to features the words have in common. Circulate to observe categories students create. 3. Discuss rationale for creating the various categories. 4. Save the words in the sort for use on Day 2. Ununeasy undress unaware unfasten unknown untidy *unavailable *unpaid

Ininfrequent insane insincere inhuman informal inexpensive *inexperience

Mismisspell misleading misfortune mischief mistake *misspoke

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Disdisbelief disease disrespect disorder dishonest discourage disconnect *disorganize *discontinue *disappear

*Words from the Evesham Spelling List that correspond with this word study lesson at each grade level. 6th Grade List 45. spoke/misspoke 60. appear/disappear 70. familiar/unfamiliar  

7th Grade List 3. paid/unpaid 29. experience/inexperience 54. continue/discontinue

8th Grade List 26. Disappear 42. organize/ disorganize 75. available/ unavailable

For reproducible word list, refer to pg.13 of Words Their Way: Word Sorts for Derivational Relation Spellers For a blank chart to photocopy, refer to pg.156 of the same.

DAY TWO: Closed Sort (Approximately 15 minutes) (Refer to pg.13 of Words Their Way: Word Sorts for Derivational Relation Spellers) 1. Students take out the words used on Day One and now resort them according to the categories that coincide with the teaching points of the lesson. For example: un-, in-, mis-, dis-. 2. If students find this step difficult, additional teacher modeling may be necessary (Refer to the Demonstrate, Sort, and Reflect section of Sort #1 on pg.8) 3. Once the sort is complete, be sure to articulate the teaching points of the lesson. 4. At this point, students will need to document what they have learned in a word study notebook/binder. DAY THREE: Extension (Approximately 15 minutes) At this stage in word study, there are many different options available for building upon the knowledge the students have acquired. See the Extend section included in every sort and/or Chapter 8 of Words Their Way: Activities for Students in the Derivational Relations Stage, pg.246. Things to Remember: 1. Students will not be able to master the study of one stage of spelling with just one sort. Therefore, multiple sorts in a given unit will aid students in mastering the spelling of each stage. Various assessments are available at the end of each sort unit. 2. The ultimate goal is to differentiate your instruction within word study. This means that teachers should eventually move from whole group instruction to small group instruction. In this model, each group of students would be working to master the study of sets of words that are at their instructional level.

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Name__________________________________

Pd.________

Date_____________________

Sort: Prefixes (in-, un-, dis-, mis-)

in-

un-

dis-

mis-

meaning: “not”

meaning: “not” or “the opposite of”

meaning: “not” or “the opposite of”

meaning: “bad” or “badly”

insincere

uneasy

dishonest

misspell

informal

unaware

disbelief

misfortune

infrequent

unknown

disorder

mistake

inhuman

undress

disconnect

misleading

inexpensive

unfasten

disease

mischief

insane

untidy

disrespect discourage

What did you discover about words through this sort?

Spelling/pattern rule: Prefixes change the meaning of the base word. All of the above prefixes change the base word to a negative or an opposite meaning. Words like uncle and reach are exceptions or oddballs. 20

Templates

Lesson Plan Format Sorts Prefixes Roots Suffixes

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Words Their Way Teacher Template (example)

Date October 10, 2011 Period S/Grade 7

Group 1:

Keith, Samantha H., Madison, Bobby(A)__________________________________________________________ Nabil, Nick, Emily H, Keeley (B)______________________________________________________________________

Sort # __1__

Instructional Stage: Early Derivational; Prefixes

Page # 8

Additional Grade Resource List Words discover (19), inexperience (27), discontinue (15)_________________ Teaching Points:

in-, un- dis-, mis- are prefixes________________________________________________________________ Change base word to negative or opposite meaning___________________________________________ Mischief and mistake have negative meanings, but not exactly opposite of base words____ Look for double s as in misspell__________________________________________________________________ Have students go on a word hunt for additional words using these prefixes________________ *Note that in- does not always mean opposite of, it can also mean within as in inside or inject.

Follow Up: Students will make cards for Word Building (see p 254 Words Their Way)

This will become___ an on-going activity that can grow into a very large game by the end of the year.________________________

Group 2:

Gabrielle, Alex, Carley, Tyler (A)________________________________________________________________ Caelynn, Michael, Conner (B)__________________________________________________________________________________

Instructional Stage Early Syllables & Affixes; Inflected Endings

Sort # __1__

Page #7______

Additional Grade Resource List Words rode (1), paid (3), laid (6), flew (16), cent (35), raise (40), threw (70)____ Teaching Points:

review VC, VCC, VVC, VCe and their meanings______________________________________________ Allow students to complete open-sort on their own________________________________________ Point out how short and long sounds are formed_________________________________________ Encourage students find oddballs, words do not always fit heading (scout, front)____ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

Follow Up: Slap Jack (see p 223 Words Their Way)_____________________________________________________________ Group 3 :Christa, Victoria, Sean_______________________________________________________________________________ ____________________________________________________________________________________________________________________ Instructional Stage Middle Derivational; Greek & Latin Elements Additional Grade Resource List Words

Sort # 25 Page # 71

bicycle (6), see etymology list for more examples____________________

Teaching Points: Remove headings; ask students what they notice about the words________________________ Now use headers and sort words________________________________________________________________________________ Have students define the prefix__________________________________________________________________________________ Point out that lingual means language, notice similarities____________________________________________ Point out monotony, monotonous, monotone and how they are related____________________________________ Allow students to find other similarities among words________________________________________________________ Time permitting, students complete word hunt________________________________________________________________ Follow Up: Have students focus on the base word, not prefixes.

Have them create their own word sort____ cards using the base words (monotony was discussed Monday). Have them save cards for future_________ Jeopardy game. __________________________________________________________________________________________________

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Words Their Way Teacher Template

Date __________________ Period ____________

Group 1 : _______________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Sort # _____

Instructional Stage: __________________________________ Additional Grade Resource List Words:

Page # ________

_________________________________________________________________________

Teaching Points: _________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Follow Up: ________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Group 2 :

_______________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

Sort # _____

Instructional Stage: __________________________________ Additional Grade Resource List Words:

Page # ________

_________________________________________________________________________

Teaching Points: _________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Follow Up: ________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Group 3: ______________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Sort # _____

Instructional Stage: __________________________________ Additional Grade Resource List Words:

Page # ________

_________________________________________________________________________

Teaching Points: _________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Follow Up: ________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

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Name____________________________

Date_____________

Sort:____________________

What did you discover about words through this sort?

Spelling rule/pattern:

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Pd._____

Name__________________________________

Date_____________________

Sort: __________________________________

What did you discover about words through this sort? Spelling rule/pattern:

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Pd.________

Name____________________________

Date_____________

Pd.________

Prefix List A prefix is a letter or group of letters added before a base word or root. A prefix changes the meaning of a word. Prefix

Meaning

26

Examples

Name____________________________

Date_____________

Pd.________

Root List Most words in the English language originated in other languages. Roots are word parts that usually come from Greek or Latin languages. Roots combine with other roots, prefixes, or suffixes to form words. Root

Origin

Meaning

27

Examples

Name____________________________

Date_____________

Pd.________

Suffix List A suffix is a letter or group of letters added after (to the end) of a base word or root. A suffix can change the meaning, tense, or part of speech of a word. Suffix

Meaning

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Examples

Glossary Etymology: the origin and historical development of words. Features (orthographic): sequence of letters (correct or incorrect) Feature Guide: Scoring sheet used in conjunction with the Spelling Inventories to determine a student’s instructional spelling level. Oddball: Words that do not fit the targeted pattern/purpose of a sort Sorts: a basic word study routine in which students group words into categories. Closed Sorts: sorts based on predetermined categories Meaning Sorts: sorts where the categories are determined by semantics or spelling-meaning connections. Open Sorts: sorts where students sort words into categories based on their own judgments. Picture Sorts: sorts where pictures are placed into categories of similarity and difference, sound or meaning. These are not sorted by pattern. Speed Sorts: sorts that occur under a timed condition. Students try to beat their own time. Written Sort: sorts that occur after a word sort where the students transpose the sort words under headings of columns and synthesize any rules/patterns learned. Spelling Inventory: A list of words designed to assess students’ knowledge of key spelling features that relate to different spelling stages. Stages of Spelling Development: Letter Name alphabetic Spellers; The second stage of spelling development in which students represent beginning, middle and ending sounds of words with phonetically accurate letter choices. Within Words Spellers: The third stage of spelling development in which students have mastered the basic letter-sound correspondences of written English, and they grapple with letter sequences that function as a unit, especially long-vowel patterns. Syllable Affixes Spellers: The fourth stage of spelling development in which students learn about spelling changes which often take place at the point of transition from one syllable to the next. Derivational Spellers: The fifth and last stage of spelling development in which spellers 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. Word Study: Use of multiple approaches through the active exploration and motivating activities that will develop phonological awareness and phonics, spelling and vocabulary Word Study Notebook: place in which students write their word sorts into columns and add words that follow similar patterns. This place may also contain lists of words generated overtime such as new vocabulary, homophones, prefixes, suffixes, roots and origins. Several blank templates are included in this document which can be used for these purposes. 29

Resource Lists:

Contractions Prefixes Suffixes Greek and Latin Roots Sixth Grade Word Wall List Seventh Grade Word Wall Lists Eighth Grade Word Wall Lists

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Contractions

K

1 I’m he’s she’s

2 it’s what’s that’s can’t don’t isn’t didn’t

3 we’re they’re you’re let’s I’ll she’ll he’ll we’ll

4 I’d he’d she’d we’d they’d who’s there’s here’s doesn’t aren’t

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5 I’ve you’ve we’ve they’ve they’ll you’ll shouldn’t wouldn’t couldn’t won’t haven’t

6 you’ll wouldn’t I’d should’ve would’ve could’ve might’ve we’ll doesn’t

7 they’re we’re

8

Prefixes

K

1

2 re un

3 after dis ex mis multi non pre bi

4

5

auto centi im in over super under

anti co com con inter intra mid post pro (favor) sub

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6 by di/diff extra hyper il/ir mega micro over poly post tele

7

8 a/an ambi/amphi bi/mono dys com/co/col/con/cor inter dia intra de/dis meta equi para mal/male per omni pro pseudo sub tra/trans super syl/syn/sym

Suffixes 6 – 8th Grade th

Adjective al ary ial, ean

Adverb ways, wise wise

Noun a, s, es ade age cy er ure ade ment mony ance, ancy cy dom ence, ency ery, ry arian ary, ery orium, ory ment, mony ing ity tude, ty

ic, ical`

ant ative ent ive some ate ide ile y ose, ous ulent

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Verb ade age er ish ure ate ize ble ed, d ing

Greek and Latin Roots

K

1

2

3 act cycl min/max

4

5

aud form graph phon port struct meter therm

dic mar nat photo sign var

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6 ag/act aud/audit fac/fic/fect graph/gram hydr magn/mega man/manu phon photo scrib/script

7 ben/bon brev chrono dem dura port tract struct trib vinc/vict/vanqu

8 arch bel/bell dict jud/jur/just nov ora pater/patri ped phys vit/viv

Sixth Grade Word Wall List 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.

rule opposite sense million anyone science afraid women produce meant interest sight lead radio similar return position engine control spread evening wouldn’t section ancient quiet afternoon therefore you’ll hole capital beyond meat attention happen wear believe wonder include describe electric I’d contain product farther spoke shore throughout compare movement

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.

exercise process nature apart careful mental useful according speech knowledge appear experiment separate column particular unless television pressure chief indeed familiar imagine final statement original century again are our another because doesn’t everyone favorite whether weather

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.

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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.

Seventh Grade Word Wall List 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.

rode effect paid motion myself laid surprise entire northern develop variety season regular represent we’re flew expect purpose breakfast proper express southern breath strength company current double average experience tomorrow population station oxygen solution cent electricity community captain protect raise discover usual accept consider baseball symbol support exactly they’re

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.

groceries popular quarter climbed continue potatoes receive president hospital remain increase insects sincerely bicycle solider height observe indicate railroad magazine threw dangerous opportunity immediately telephone prepare instance newspapers

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Eighth Grade Word Wall List 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.

actually employee convince allowed nobody muscles whenever determined dictionary ordinary library condition arrived program tongue vegetable education political individual article equipment recognize frequency character personal disappear success situation realize message recently account physical excited leather principal medicine excellent operation council author organize disease construction affect conversation environment influence audience

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.

worse transportation function project offered stomach courage occur foreign terrible instrument ability rhythm avoid attached license recommend social pronounce altogether peace whisper identity discussion improve available

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