Download TPS Grade 4 Unit 1 Word Work

Word Work Unit 1
Grade Level: Fourth
Timeframe: 5 weeks
Unit Overview: The first five weeks of school are essential in establishing rules and routines during word study. Unlike Reader’s and Writer’s Workshop only 30 minutes is
allotted in the schedule for explicit phonics and word work instruction. Make it fun! The use of the Daily Opening Routines for Word Play, Phonemic Awareness and High
Frequency Words found in the Houghton Mifflin Teacher Edition, as well as the Instructional Routine Cards from the Grab and Go Kit can serve as a resource to establishing a
consistent daily routine for instruction. The words within this unit have been selected because they are exemplars of sound, pattern, or meaning relationship of the unit’s focus
of study. Developing these skills in phonemic awareness will in turn better equip them to decipher words that they are unfamiliar with when they come across them in both
reading and writing. This unit of word study will focus largely on spelling words with short and long vowel sounds, homophones, spelling patterns, and the understanding of
how these patterns impact the sound or meaning of a word. Word work will continue outside of the range of specific word study because students are continuously decoding
and acquiring new words in their vocabulary. Strategies to support this acquisition should be infused into the Word Work Unit based on individual needs. Ongoing use of
Word Sorts will continue to help students explore words as they examine and interact with words in a variety of sorting activities. Throughout the unit the teacher should
model the activity (I do), students should try the activity as a class (we do), and students are then released to complete an activity independently (you do). Some teacher made
materials and lessons will be needed to supplement the use of the Houghton Mifflin resources. The Word Study Units outlined in Journeys follow a routine pattern of
activities:
 Day 1 Students will perform word sorts based on patterns or sounds within the words.
 Day 2 Students will participate in one of the following word activities: Guess My Category, Pattern Sorts, or Repeating the Sort.
 Day 3 Students will participate in one of the following word activities: Blind Writing Sort, Word Hunt, Guess My Category, or Open Sort.
 Day 4 Students will participate in one of the following word activities: Speed Sort, Blind Writing Sort, Buddy Sort, or Word Hunt.
 Day 5 Teachers will assess students’ understanding of the words.
Essential Questions
Enduring Understanding
 Knowledge of phonics leads to improved reading and writing with better accuracy, decoding, spelling and reading comprehension.
 Developing and applying phonics and word analysis skills to decode words with automaticity will help me better comprehend text.
Essential Questions
 How can vowel patterns help me read new words?
 How do understanding vowel sounds help me pronounce words?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
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21st Century Skills Standard and Progress Indicators:
Independently complete tasks.
Take turns speaking and doing in whole group settings.
Work collaboratively with peers to complete tasks.
Work collaboratively with partners to solve problems.
Apply critical thinking and problem-solving strategies during structured learning experiences.
Apply skills and knowledge through use of technology.
Application in Centers:
Word Sorts and routines are introduced in Unit 1. It is intended that the same sorts will be continued throughout the units so that students will be able to apply the various sorts
during independent practice at centers. Specific information about Word Sort Variations is found on pages 40-41 of the Literacy and Language Guide.
Word Sort Variations:
Repeating Sort, Open Sort, Blind Writing Sort, Guess My Category, Speed Sort, Word Hunt, Pattern Sort, or Buddy Sort
Activities for Making and Writing Words
Information about Tim Rasinski’s Making and Writing Words activity is included in the link below and includes a blank template. This activity can be introduced and used
throughout the unit in addition to or in place of some of the word sorts. (http://www.readingonline.org/articles/art_index.asp?HREF=/articles/rasinski/index.html)
Additional Journeys Resources:
Literacy and Language Guide - Word Study information can be found on pages 39-55.
Journeys Reading Toolkit – Provides foundational skill lesson in Phonemic Awareness and Phonics and Decoding. There are three skill stages of lessons. The teacher uses a
flip chart to deliver the instruction to small groups. The lessons have three parts: I Do, We Do, You Do, and a quick evaluation of the skill knowledge.
Journeys Interactive Whiteboard Lessons 2014 – There is a whiteboard lesson for each weekly lesson. There are 2 lessons for each week: Vocabulary Strategies and
Phonics.
Observation Checklist: There is an Observation Checklist for each weekly lesson. They are found in the Grab-and-Go Resources in the Assessment Booklet.
Additional Center Activities
Scavenger hunt—write words on sentence strips, place words around classroom, have students walk around the classroom, finding words that pertain to specific categories
Book hunt—have students search their independent books
Sparkle (students stand in circle, each student says a letter of a spelling word, after the word is spelled, the last student says the word, the next student says “Sparkle” and sits,
the cycle continues, the last student standing wins.
Body Spell game—create free account at Gonoodle.com—click Body Spell, put words in custom list, have students follow directions on program
Context cards—choose a card, read the word, read the sentence
Write the word, write it in a sentence, draw a picture
Build words using sounds (letter cards)
BrainPopJr
High Frequency Word Resource:
http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html
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Activities for Making and Writing Words
Information about Tim Rasinski’s Making and Writing Words activity is included in the link below and includes a blank template. This activity can be introduced and used
throughout the unit in addition to or in place of some of the word sorts. (http://www.readingonline.org/articles/art_index.asp?HREF=/articles/rasinski/index.html)
Additional Journeys Resources:
Literacy and Language Guide - Word Study information can be found on pages 39-55.
Journeys Reading Toolkit – Provides foundational skill lesson in Phonemic Awareness and Phonics and Decoding. There are three skill stages of lessons. The teacher uses a
flip chart to deliver the instruction to small groups. The lessons have three parts: I Do, We Do, You Do, and a quick evaluation of the skill knowledge.
Journeys Interactive Whiteboard Lessons 2014 – There is a whiteboard lesson for each weekly lesson. There are 2 lessons for each week: Vocabulary Strategies and
Phonics.
Observation Checklist: There is an Observation Checklist for each weekly lesson. They are found in the Grab-and-Go Resources in the Assessment Booklet.
Instructional Plan
Pre-assessment
Qualitative Spelling Inventory
DLO – SWBAT
Instructional Practice
Student
Strategies
Formative
Assessment
Reflection
Activities and Resources
Reflection
3
Week 1
SWBAT prove that words
that have short vowel
sound /≠/ is usually spelled
a followed by a consonant
and the long vowel sound
/∑/ can be spelled ai, ay,
ea, and CVCe as they
participate in various word
study activities.
SWBAT recognize and
spell high-frequency
words.
SWBAT decode multisyllable words.
Word Sorts
Students will
create a Word
Wall utilizing
words from the
Journey’s
Literacy and
Language Guide.
Students will
perform various
word sorts with
words that have
short a and long
a vowel sounds.
Students will
create flashcards
with words that
have short a and
long a vowel
sounds.
Students will
chunk words
with similar
patterns.
Using whiteboards to
have students spell
words and show
words that have short
vowels.
Word Sort activities
such guess my
category, blind
writing sorts or speed
sorts..
Exit slips for
vocabulary to include
the following:
 Asking students
for synonyms/
antonyms, or
examples vs. non
examples
 Asking students
for figurative and
literal meanings
Literacy and Language Guide p. 56-57
Lesson 1: Short a and Long a
Word Sort
Day 1—Model the Sort
Day 2—Guess My Category
Day 3— Blind Writing Sort
Day 3— Speed Sort
Day 5—Assess
Literacy and Language Guide p. 56-57
Lesson 1: Short a and Long a
The short vowel sound /≠/ is usually spelled a
followed by a consonant. The long vowel sound
/∑/ can be spelled ai, ay, ea, and CVCe.
Blade
Gray
Past
Afraid
Magic
Delay
Amaze
Drain
Maybe
Break
Sale
Hang
Stain
Glass
Raft
Jail
Crayon
Fact
Stale
Steak
Students will create
sentences utilizing
the weekly word lists
as they follow the
conventions for
writing in standard
English.
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Week 2
SWBAT prove that the
short vowel sound /∞/ is
usually spelled e followed
by a consonant and the
long vowel sound /∏/ can
be spelled ee, ea, and ie as
they participate in various
word study activities.
Word Sorts
SWBAT decode multisyllable words.
Students will
create a Word
Wall utilizing
words from the
Journey’s
Literacy and
Language Guide.
Students will
perform various
word sorts with
words that have
a short e and
long e.
Students will
create flashcards
with words that
have a short e
and long e.
Students will
chunk words
with similar
patterns.
Using whiteboards to
have students spell
words and show
words that have short
vowels.
Word Sort activities
such as pattern sorts
word hunt, or blind
writing sorts.
Exit slips for
vocabulary to include
the following:
 Asking students
for synonyms/
antonyms, or
examples vs. non
examples
 Asking students
for figurative and
literal meanings
Literacy and Language Guide p. 58-59
Lesson 2: V-C-e Spelling
Word Sorts
Day 1 - Model the Sort
Day 2 – Pattern Sort
Day 3 – Word Hunt
Day 4 – Blind Writing Sort
Day 5 – Assess
Literacy and Language Guide p. 58-59
Lesson 2: Short e and Long e
The short vowel sound /∞/ is usually spelled e
followed by a consonant. The long vowel sound
/∏/ can be spelled ee, ea, and ie.
West
Steep
Member
Gleam
Fresh
Freedom
Speed
Steam
Beast
Believe
Speck
Kept
Cheap
Pretend
Greed
Shelf
Least
Eager
Reason
Chief
Students will create
sentences utilizing
the weekly word lists
as they follow the
conventions for
writing in standard
English.
Interim Benchmark Assessment:
Observation Checklist
Spelling Assessment
Words in authentic writing
5
Week 3
SWBAT prove that the
short vowel sound /≤/ is
usually spelled i followed
by a consonant and the
long vowel sound /π/ can
be spelled i followed by a
consonant, igh, and CVC
as they participate in
various word study
activities.
SWBAT draw conclusions
about short and long vowel
patterns as they create
sentences with high
frequency words
SWBAT decode multisyllable words.
Word Sorts
Students will
create a Word
Wall utilizing
words from the
Journey’s
Literacy and
Language Guide.
Students will
perform various
word sorts with
words that have
short I vowel
sounds and long
I vowel sounds.
Students will
create flashcards
with words that
have long and
short I vowel
sounds that are
followed by a
consonant.
Students will
chunk words
with similar
patterns.
Using whiteboards to
have students spell
words and show
words that have short
I and long I vowels.
Word Sort activities
such as repeat the
sort, guess my
category, and buddy
sorts.
Exit slips for
vocabulary to include
the following:
 Asking students
for synonyms/
antonyms, or
examples vs. non
examples
 Asking students
for figurative and
literal meanings
Students will create
sentences utilizing
the weekly word lists
as they follow the
conventions for
writing in standard
English.
Literacy and Language Guide p. 60-61
Lesson 3: Short I and Long I
Word Sorts
Day 1 - Model the Sort
Day 2 – Repeat the Sort
Day 3 – Guess My Category
Day 4 – Buddy Sort
Day 5 - Assess
Literacy and Language Guide p. 60-61
Lesson 3: Short I and Long I
The short vowel sound /≤/ is usually spelled i
followed by a consonant. The long vowel sound
/π/ can be spelled i followed by a consonant, igh,
and CVC.
Skill
Crime
Grind
Tonight
Brick
Flight
Live
Chill
Delight
Build
Ditch
Decide
Witness
Wind
District
Inch
Sigh
Fright
Remind
Split
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Week 4
SWBAT apply the concept
that the short vowel sound
/≥/ is usually spelled o and
is followed by a consonant.
as they participate in
various word study
activities.
Word Sorts
SWBAT prove that the
long vowel sound /∫/ can be
spelled o followed by a
consonant, ow, oa, and
CVC as they create
sentences with high
frequency words
SWBAT recognize and
spell high-frequency
words.
SWBAT decode multisyllable words.
Students will
create a Word
Wall utilizing
words from the
Journey’s
Literacy and
Language Guide.
Students will
perform various
word sorts with
words that have
short o vowel
sounds and long
0 vowel sounds.
Students will
create flashcards
with words that
have long and
short o vowel
sounds that are
followed by a
consonant.
Students will
chunk words
with similar
patterns.
Using whiteboards to
have students spell
words and show
words that have short
o and long o vowels.
Word Sort activities
such as pattern sorts,
open sorts, or word
hunts.
Exit slips for
vocabulary to include
the following:
 Asking students
for synonyms/
antonyms, or
examples vs. non
examples
 Asking students
for figurative and
literal meanings
Students will create
sentences utilizing
the weekly word lists
as they follow the
conventions for
writing in standard
English.
Literacy and Language Guide p. 62-63
Lesson 4: Short o and Long o
Word Sorts
Day 1—Model the Sort
Day 2—Pattern Sort
Day 3—Open Sort
Day 4—Word Hunt
Day 5--Assess
Literacy and Language Guide p. 62-63
Lesson 4: Short o and Long o
The short vowel sound /≥/ is usually spelled o
followed by a consonant. The long vowel sound
/∫/ can be spelled o followed by a consonant, ow,
oa, and CVC.
Block
Shown
Oatmeal
Wrote
Fellow
Scold
Coast
Odd
Locate
Slope
Throat
Host
Online
Shock
Solve
Known
Remote
Stock
Boast
Globe
Interim Benchmark Assessment:
Observation Checklist
Spelling Assessment
Words in authentic writing
7
Week 5
SWBAT analyze words
that sound alike but are
spelled differently and
have different meanings as
they participate in various
word study activities.
SWBAT prove that
homophones are words that
sound alike but have
different spellings and
meanings as they create
sentences with high
frequency words.
SWBAT decode multisyllable words.
Word Sorts
Students will
create a Word
Wall utilizing
words from the
Journey’s
Literacy and
Language Guide.
Students will
perform various
word sorts with
words that are
homophones.
Students will
create flashcards
with words that
sound alike but
are spelled
differently.
Students will
chunk words
with similar
patterns.
Using whiteboards to
have students spell
words and show
words that are
homophones.
Word Sort activities
such as repeating the
sort open sorts, or
blind writing sorts.
Exit slips for
vocabulary to include
the following:
 Asking students
for synonyms/
antonyms, or
examples vs. non
examples
 Asking students
for figurative and
literal meanings
Literacy and Language Guide p. 64-65
Lesson 5: Homophones
Word Sorts
Day 1 - Model the Sort
Day 2 – Repeat the Sort
Day 3 - Open Sort
Day 4 - Blind Writing Sort
Day 5 - Assess
Literacy and Language Guide p. 64-65
Lesson 5: Homophones
Homophones are words that sound alike but have
different spellings and meanings.
Wait
Weight
Heard
Herd
Days
Daze
Heel
Heal
Peak
Peek
Sent
Cent
Scent
Feet
Feat
Vain
Vane
Vein
Miner
Minor
Students will create
sentences utilizing
the weekly word lists
as they follow the
conventions for
writing in standard
English.
Summative Word Work Assessment
Observation Checklist
Summative Performance Assessment
Benchmark Assessment
.
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