Download TPS Grade 3 Unit 4 Word Work

Word Work Unit 4
Grade Level: Third
Timeframe: 5 weeks
Unit Overview: 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 the /k/ and /kw/ sounds, vowel sounds associated with the
and
sound, vccv syllabication, words with double
consonants, and words spelled with ough and augh. In addition, students will continue to review and build upon their high-frequency words from the Dolch list. 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.
Essential Questions
Enduring Understanding
 Developing strategies to decode words and understand phonemic patterns will enable me to decipher words I don’t know.
 Knowledge of Phonemic awareness includes the ability to isolate, blend and manipulate sounds in spoken words.
Essential Questions
 How does an understanding of word patterns ensure that I am able to figure out words I don’t know?
 How does conventional spelling and parts of a word promote a common understanding of vocabulary?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words..
d. Read grade-appropriate irregularly spelled words.
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific vocabulary, including words and phrases that signal spatial and
temporal relationships (e.g., After dinner that night we went looking for them).
21st Century Skills Standard and Progress Indicators:
Independently complete tasks.
Take turns speaking and doing in whole group settings.
Work collaboratively with peers to complete tasks.
Work collaboratively with partners to solve problems.
Apply critical thinking and problem-solving strategies during structured learning experiences.
Apply skills and knowledge through use of technology.
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Dolch Word List
Week 1: spell, change, such, without
Week 2: place, years, children, important
Week 3: close, though, second, being
Week 4: answer, letters, paint, animals
Week 5: Review previous weeks words: spell, change, such, without, place, years, children, important, close, though, second, being, answer, letters, paint, animals
Application in Centers:
Word Sorts were 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:
Blind Writing Sort, Speed Sort, Guess My Category, Word Hunt, Pattern Sort, Open Sort
Activities for Dolch Word List (High Frequency Words):
Various routines and activities were provided in units one and two for introducing and practicing words from the Dolch Word list. It is intended that the same activities will be
continued in this word work unit.
Activities for Making and Writing Words
Information about Tim Rasinski’s Making and Writing Words activity is included in the link below and includes a blank template. This activity can be introduced and used
throughout the unit in addition to or in place of some of the word sorts. (http://www.readingonline.org/articles/art_index.asp?HREF=/articles/rasinski/index.html)
Additional Journeys Resources:
Literacy and Language Guide - Word Study information can be found on pages 39-55.
Journeys Reading Toolkit – Provides foundational skill lesson in Phonemic Awareness and Phonics and Decoding. There are three skill stages of lessons. The teacher uses a
flip chart to deliver the instruction to small groups. The lessons have three parts: I Do, We Do, You Do, and a quick evaluation of the skill knowledge.
Journeys Interactive Whiteboard Lessons 2014 – There is a whiteboard lesson for each weekly lesson. 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
2
Week 1
SWBAT apply concepts
related to the consonant
sound of /k/ to recognize
that the sound can be
spelled as k, ck, or c. as
they participate in various
word sorts.
SWBAT prove that qu
combination stands for the
/kw/ sound as they
participate in various word
sorts and word study
activities.
SWBAT recognize and
spell high-frequency
words.
SWBAT decode multisyllable words.
 Word Sorts
 Centers
 Interactive Word
Wall
 Daily Opening
Routines
 Journeys
Students will
create a Word
Wall utilizing
words from the
Dolch list as well
as the Journey’s
Literacy and
Language Guide.
Students will
perform various
word sorts with
words that have
consonant sound
of /k/ to
recognize that
the sound can be
spelled as k, ck,
or c.
Students will
create flashcards
with words that
have consonant
sound of /k/ to
recognize that
the sound can be
spelled as k, ck,
or c.
Students will
chunk words
with similar
patterns.
Using whiteboards to
have students spell
words and show
words that have
consonant sound of
/k/ to recognize that
the sound can be
spelled as k, ck, or c
from the Journey
book or words from
the Dolch List.
Word Sort activities
such as pattern sorts
or open 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. 90-91
Lesson 18: Spelling the /k/ and /kw/ sounds.
Word Sort
Day 1—Model the Sort
Day 2—Pattern Sort
Day 3—Guess My Category
Day 3—Open Sort
Day 5—Assess
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Spell
Change
Such
Without
Literacy and Language Guide p. 90-91
Lesson 18: Spelling the /k/ and /kw/ sounds.
The consonant sound /k/ can be spelled k, ck, or c.
The letter q is usually followed by the letter u. The
qu combination stands for the sound /kw/ as in
quick.
Shark
Check
Queen
Circus
Flake
Crack
Second
Squeeze
Quart
Squeak
Quick
Coldest
Africa
Mexico
3
Week 2
SWBAT apply concepts
related to the sound of
to recognize that the
sound can be spelled oo,
ew, or ue and the
sound is usually spelled oo
as they participate in
various word study
activities.
SWBAT recognize and
spell high-frequency
words.
 Word Sorts
 Centers
 Interactive Word
Wall
 Daily Opening
Routines
 Journeys
SWBAT decode multisyllable words.
Students will
create a Word
Wall utilizing
words from the
Dolch list as well
as the Journey’s
Literacy and
Language Guide.
Using whiteboards to
have students spell
words and show
words with words
that make the sound
of
or words from
the Dolch word list.
Literacy and Language Guide p. 92-93
Lesson 19: Vowel Sounds in spoon and wood
Word Sorts
Day 1 - Model the Sort
Day 2 - Pattern Sort
Day 3 - Speed Sort
Day 4 - Blind Writing Sort
Day 5 – Assess
Students will
perform various
word sorts with
words that make
the sound of
as they
recognize that
the sound can be
spelled oo, ew,
or ue and the
sound is
usually spelled
oo.
Word Sort activities
such as pattern sorts
speed sorts, or blind
writing sorts.
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Students will
create flashcards
with words that
make the sound
of
or words
from the Dolch
word list.
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
Place
Years
Children
Important
Literacy and Language Guide p. 92-93
Lesson 19: Vowel Sounds in spoon and wood
The
sound in spoon can be spelled oo, ew, or
ue. The
sound in wood is usually spelled oo.
Mood
Wooden
Drew
Smooth
Blue
Balloon
True
Crooked
Chew
Tooth
Hooves
Cool
Food
Pooch
Students will
chunk words
with similar
patterns.
Interim Benchmark Assessment:
Dolch Word List
Observation Checklist
Spelling Assessment
Words in authentic writing
4
Week 3
SWBAT analyze spelling
patterns while dividing
words with a vowelconsonant-consonantvowel spelling pattern into
syllables as they
participate in various word
study activities.
SWBAT recognize and
spell high-frequency
words.
SWBAT decode multisyllable words.
 Word Sorts
 Centers
 Interactive Word
Wall
 Daily Opening
Routines
 Journeys
Students will
create a Word
Wall utilizing
words from the
Dolch list as well
as the Journey’s
Literacy and
Language Guide.
Students will
perform various
word sorts with
words that have
a vowelconsonantconsonant-vowel
spelling pattern.
Students will
create flashcards
with words that
have a vowelconsonantconsonant-vowel
spelling pattern
or words from
the Dolch word
list.
Students will
chunk words
with similar
patterns.
Use whiteboards to
have students spell
words and show
words with words
with words that have
a vowel-consonantconsonant-vowel
spelling pattern or
words from the
Dolch word list.
Literacy and Language Guide p. 106-107
Lesson 26: VCCV Syllabication
Word Sorts
Day 1 - Model the Sort
Day 2 – Guess My Category
Day 3 - Blind Writing Sort
Day 4 - Open Sort
Day 5 - Assess Dolch Word List: Introduce high
frequency words from list and add to the word
wall.
Word Sort activities
such as open sorts or
blind writing sorts.
Close
Though
Second
Being
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. 106-107
Lesson 26: VCCV Syllabication
When a word has the vowel-consonant-consonantvowel spelling pattern, divide the word into
syllables between the two consonants. Look for
spelling patterns you know in each syllable.
Person
Helmet
Until
Carpet
Monday
Enjoy
Forget
Problem
Sunday
Garden
Order
Mistake
Umpire
Herself
5
Week 4
SWBAT analyze spelling
patterns while dividing
words with a vowelconsonant-consonantvowel spelling pattern into
syllables as they
participate in various word
study activities.
SWBAT recognize and
spell high-frequency
words.
 Word Sorts
 Centers
 Interactive Word
Wall
 Daily Opening
Routines
 Journeys
SWBAT decode multisyllable words.
Students will
create a Word
Wall utilizing
words from the
Dolch list as well
as the Journey’s
Literacy and
Language Guide.
Students will
perform various
word sorts with
words that have
a vowelconsonantconsonant-vowel
spelling pattern.
Students will
create flashcards
with words that
have a vowelconsonantconsonant-vowel
spelling pattern
or words from
the Dolch word
list.
Students will
chunk words
with similar
patterns.
Use whiteboards to
have students spell
words and show
words with words
with words that have
a vowel-consonantconsonant-vowel
spelling pattern or
words from the
Dolch word list.
Literacy and Language Guide p. 108-109
Lesson 27: Words with Double Consonants
Word Sorts
Day 1—Model the Sort
Day 2—Pattern Sort
Day 3—Guess My Category
Day 4—Open Sort
Day 5--Assess
Word Sort activities
such as pattern sorts
or open sorts.
Answer
Letters
Paint
Animals
Exit slips for
vocabulary to include
the following:
Literacy and Language Guide p. 108-109
Lesson 27: Words with Double Consonants
When a word has the vowel-consonant-consonantvowel spelling pattern, divide the word into
syllables between the two consonants. Look for
spelling patterns you know in each syllable.
 Asking students
for synonyms/
antonyms, or
examples vs. non
examples
 Asking students
for figurative and
literal meanings
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Jelly
Bottom
Pillow
Happen
Butter
Lesson
Cherry
Sudden
Arrow
Dollar
Hello
Rabbit
Letter
Button
Interim Benchmark Assessment:
Dolch Word List
Observation Checklist
Spelling Assessment
Words in authentic writing
6
Week 5
SWBAT connect that
spelling patterns associated
with ough and augh can
stand for more than one
sound as they participate in
various word study
activities.
SWBAT recognize and
spell high-frequency
words.
SWBAT decode multisyllable words.
 Word Sorts
 Centers
 Interactive Word
Wall
 Daily Opening
Routines
 Journeys
Students will
create a Word
Wall utilizing
words from the
Dolch list as well
as the Journey’s
Literacy and
Language Guide.
Use whiteboards to
have students spell
words with spelling
patterns associated
with ough and augh
or words from the
Dolch word list.
Literacy and Language Guide p. 110-111
Lesson 28: Words with ough and augh
Word Sorts
Day 1 - Model the Sort
Day 2 - Pattern Sort
Day 3 - Open Sort
Day 4 - Blind Writing Sort
Day 5 - Assess
Students will
perform various
word sorts with
words that have
spelling patterns
associated with
ough and augh.
Word Sort activities
such as pattern sorts
open sorts, or blind
writing sorts.
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Students will
create flashcards
with words that
have spelling
patterns
associated with
ough and augh.
or words from
the Dolch word
list.
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
Spell
Close
Change
Though
Such
Second
Without
Being
Place
Answer
Years
Letters
Children Paint
Important Animals
Literacy and Language Guide p. 110-111
Lesson 28: Words with ough and augh
The spelling patterns ough and augh can stand for
more than one sound: ough can stand for the /ô/,
/√/, or
sound; augh can stand for the /ô/ or /≠/
sound.
Students will
chunk words
with similar
patterns.
Taught
Thought
Rough
Laugh
Bought
Cough
Ought
Summative Word Work Assessment
Caught
Fought
Daughter
Tough
Through
Enough
Brought
Dolch Word Checklist
Observation Checklist
Summative Performance Assessment
Benchmark Assessment
.
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