Download Word Study - Evesham Township School District

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
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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.
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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.
16
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.
19
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
21
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. __________________________________________________________________________________________________
22
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:
24
Pd._____
Name__________________________________
Date_____________________
Sort: __________________________________
What did you discover about words through this sort?
Spelling rule/pattern:
25
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
28
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.
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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
31
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
32
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
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5.
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46.
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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.
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93.
94.
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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.
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146.
147.
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148.
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196.
Seventh Grade Word Wall List
1.
2.
3.
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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.
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60.
61.
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63.
64.
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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
36
Eighth Grade Word Wall List
1.
2.
3.
4.
5.
6.
7.
8.
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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.
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56.
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86.
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90.
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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
37