Download Word Wall Words: went, could, because, she, ask Listed below are

Word Wall Words:
went, could, because, she, ask
Listed below are examples of whole and small group word wall, phonics, and
phonemic awareness activities. Notice not everything is every day! Whole group is
bulleted first with small groups labeled below them. Small group 1 is the above
level group, 2 is the average group, and 3 is a below level group.
o Monday: (WW) Introduce word wall words one at a time. Make any
observations. Allow students to make observations of the words. Have the
children write each word as you go. Have them use the word in a sentence so
that they are connecting the word to some sort of meaning and not just
practicing a skill isolation. (PH) For “she” and “ask,” have the children slowly
articulate the word and write each sound they hear. (PA) Play a 2-3 minute
game. Focus on she. Say words aloud. If the word rhymes with “she,” have
the students jump up. If it does not rhyme with “she,” have them squat
down.
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Group 1: Word work time = making “went” with magnets and breaking w
from ent. Write word on table and write in sentence. During book
introduction, have them find “went” in text before first read.
•
Group 2: Word work time = making “went” with magnets and writing on
table. During book introduction, have them find “went” before first
read.
•
Group 3: Use picture cards to do a sort of rhyming words. After
sorting, write the first letter of each picture.
o Tuesday: (WW) Go over each word again. Have the students write the word
3 times. They can do this in pencil or crayon or whatever to make it quick,
easy, and fun to help them overlearn the word. (PH) Again, work on slowly
articulating and hearing every sound in the words “she” and “ask.” (PA) Play
rhyming game again. Spend 2-3 minutes and change to the word “went” to
“bent,” “spent,” “was,” etc. Choose different movements for them to show
you to show if it rhymes or not.
LeeAnn Lewellen
Reading Intervention
Squires Elementary
•
Group 1: Word work time = making went with magnets and breaking
the “w” from ent. Practice changing the first part to make other
words like spent or bent. Try to choose a text with “went” or
something else with that big part “ent” in it.
•
Group 2: Word work time = making went with magnets and writing on
table. Practice breaking the word. Write a sentence with the word
“went” either on the table or in the writing notebook. During book
introduction, have them find went before first read.
•
Group 3: Use different picture cards to do a sort of rhyming words.
After sorting, write the first letter of each picture.
o Wednesday: (WW and PH) Write sentences with each word. Have the
students tell you a sentence for each word wall word. Early in the year,
write together and address phonics during this time. Scaffold help as
needed so that eventually they attempt on their own and then you write for
them to check themselves. This is also a good time to address grammar and
mechanics!!
•
Group 1: Word work time = Quickly review “went.” Go over another
sight word that they will encounter in text that you can also change
the first part to make a new word.
•
Group 2: Word work time = quickly review “went.” With this group you
will need to decide: are they ready to break it and change it to a new
word? If so give them the magnets “s” and “t” and have them make
the words you dictate. If not, practice learning other sight words
that they need.
•
Group 3: Use different picture cards to do a sort of rhyming words.
After sorting, write the first letter of each picture.
o Thursday: (WW and PH) Use Patricia Cunningham’s game of “Using Words
You Know”. Pick an exemplar word such as went. Find other words that have
the big part –ent. Record these being very intentional about showing
students how to change the first part to add a new word. Examples include
bent, spent, Kentucky, event, etc.
LeeAnn Lewellen
Reading Intervention
Squires Elementary
•
Group 1: Word work time = Quickly review “went.” Go over another
sight word that they will encounter in text that you can also change
the first part to make a new word.
•
Group 2: Word work time = quickly review “went.” With this group you
will need to decide: are they ready to break it and change it to a new
word? If so give them the magnet “b” have them make the word you
dictate. If not, practice learning other sight words that they need.
•
Group 3: Use different picture cards to do a sort of rhyming words.
After sorting, write the first letter of each picture.
o Friday: (WW) Do a practice test for them to assess their knowledge of the
words they have been learning. (PA) Hang the words on the wall and move
away from the words. Orally give students one of the words or a previous
word without them seeing the print. Brainstorm and record other words
that start or end with the same sound. For example for went: water,
Washington, William, west, etc.
•
Group 1: Word work time = Quickly review “went.” Go over another
sight word that they will encounter in text that you can also change
the first part to make a new word.
•
Group 2: Word work time = a review of what you have worked on for
the week. This may be focusing on the sight words you practiced or
making new words.
•
Group 3: Use different picture cards to do a sort of rhyming words.
After sorting, write the first letter of each picture.
LeeAnn Lewellen
Reading Intervention
Squires Elementary