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Table of Contents
Sample Family Letter
2
Lesson Sequence
3
Activities
4
Pattern Take Home Sheet
10
Word Study Units
11
Rules
34
Appendix
44
Sample Family Letter
Dear Families,
The Clinton Community School District is committed to the best possible
curriculum for all students. A team of teachers researched the best
practices for teaching spelling. This year the district will be
implementing those findings in all 1st through fifth grade classrooms.
The biggest difference you will notice is that children will NOT be
bringing home a traditional spelling list to study and memorize. Instead
we will be working with different spelling patterns at school. We will
send home information each unit of study letting you know the pattern
and several examples of words that fit that pattern. At school we will
work with that pattern each day through different learning activities. It
would be very helpful if you would keep the pattern that comes home in
a prominent place so you can work with your child for a bit each evening
with that pattern also. At the end of the unit of study we will check
the understanding of that pattern with each student through a writing
activity instead of the traditional list type of test.
There will be an emphasis on retaining and using each pattern after the
introductory period. So we will continue to spiral back and work with
each pattern as the weeks progress. The writing assignments are
designed not only to assess understanding of the current pattern but
also check for retention of former patterns.
Our goal is to teach children patterns that they can rely upon when
spelling words in their daily writing. Traditionally we have asked children
to memorize a list of words and for many children it is difficult for
them to transfer that learning to words that are not on the “list.” Our
hope is that we will increase children’s spelling vocabulary as well as
their ability to use those patterns to spell many more words.
Sincerely,
CCSD 3rd grade team
Lesson Sequence
Suggested Word Study Lesson Sequence
Day
1
2
Suggested
activities for
days 3-?
(Descriptions
follow)
Teacher will introduce the unit:
Provide several words that demonstrate the patterns, contain the word
part, or follow the rule
In some cases teacher may need to include words that don’t follow the
pattern for students to complete a sort
Students will:
Sort words to determine rule, pattern, or word part meaning
Determine and clarify the rule or meaning (with teacher help)
Add words to the list that follow pattern or contain the word part
Review yesterday’s pattern, rule, or word part
Sort words again
Add new words to the sort
o Students may be assigned homework, as appropriate, to find words
to add
o Families and books may be helpful resources
Discuss how the new words reinforce what was learned on Day 1
Sorts:
T-chart sort
Making words: concretely with letters
Making words: cut apart and sort by similarities
Making words list: create words that fit that pattern
Word hunt: print, book, resources, room searches
Rhyming words
Be a mind reader
Guess the covered word
Apply in writing
Review assessment specific information. i.e. practice writing a definition
Dictating sentences: practicing words in context
Songs and poems
Homework sheet
Morning message that includes words that fit the rule, pattern, or word part
Dry erase boards
Other activities you’ve previously used for these skills can be used anytime after
the introductory lessons.
Last day
Assessment
Activities
Practice assessment
If an assessment is different than students are accustomed to, practice
may be beneficial. For example, in 4th and 5th grades assessments may
require students to write definitions of words that contain prefixes,
suffixes, or Greek word parts. Since students are not proficient in writing
definitions, a gradual release model will help students know what is
expected.
Making Words (concretely)
Students use a set of plastic letters to spell words that fit the pattern.
Depending on the pattern and the student’s level of independence, this can
be done several ways. The teacher can give words that fit the pattern orally
for the students to spell with the letters and then check together. You
then should take it to the linking level by having students practice writing
words that fit the pattern and then eventually practice writing them within
the context of a sentence. This can be done over several word study
practice sessions. Another option that works well it to discuss the current
pattern and then have children make words that fit the pattern with their
plastic letters and keep a written list as they make each word. You can then
share to create a large classroom list. Again, students can use the pattern
words that they find in written sentences. If plastic letters are not
available, letter cards used from Four Blocks making words activities can
also be used.
Songs/Poems
Many songs and poems are available that fit spelling patterns. They can be
found in language arts resource books, web sites, etc. A couple of good web
sites to get you started are www.carlscorner.us.com, and
www.canteach.ca/elementary. Be sure to share them with your grade level
peers when you find a good one!
SORTS
Letters, words, word parts, meanings, and types of words could be sorted
and classified into different groups based on similarities and differences.
You could sort words which fit the pattern and do not fit the pattern.
You could sort words within the pattern. For example, sort words
ending with –ang,- ing, -ong, -ung. (The pattern was-ng.)
You could have children use a T-chart to record words you have
dictated. The objective is to record the words under the correct
pattern. The students will be auditorily differentiating and then
applying the sounds/patterns when recording the words.
Ex.
-ang
-ing
-ong
-ung
sang
wing
song
lung
You could sort words by the types of word they are. For example,
sort by whether a word is a noun, verb, or adjective.
Dry Erase Boards
We use dry erase boards for assessments and practice. I give the students
words with patterns they are familiar with a day before the assessment. I
have the students write the words. Then I have the students show me their
work. They all hold their whiteboards up so I can see them. I do a quick
assessment of their understanding of particular patterns. If a student is
struggling I have them “buzz” in their pods. This is a term we use in class to
share with one another. I may have other students record the correct
spelling of a word on the large class whiteboard as we are going. Having the
students show their work also informs me of who needs reteaching or extra
time.
Guess the Covered Word
Guess the Covered Word is an activity which helps students learn to use
meaning, word length, and onsets to figure out words. As students engage in
this activity, they learn that none of the clues – meaning, beginning letters,
or word length – is helpful by itself but together they become a valuable
decoding strategy.
1. Write some sentences or a paragraph related to something students
are studying or some topic of general interest, on a piece of chart
paper.
2. Select one word per sentence which begins with consonant letters and
cover that word with two town self-adhesive notes. One note should
cover all the beginning letters up to the vowel (onset). The other note
should cover the rest of the word (rime).
3. Read each sentence aloud and have students make three or four
guesses without any letters revealed. Write down these guesses.
4. Remove the note that covers all the beginning letters. Erase any
guesses which are no longer possible. Have students make additional
guesses that make sense and have all the right beginning letters.
5. When the students cannot think of any more words that meet both
criteria, reveal the rest of the word and see if the correct word was
guessed.
Making Words
In this activity students learn that there are patterns in words, that little
change in the letters of a word changes it in a predictable way, and that
words can be sorted into patterns and then used to read and spell other
words.
1. Begin with a “secret” word – a word which can be made from all the
letters you will use.
2. Using the letters in the secret word, choose 12-15 words which will
give some easy and some harder words and several sets of rhymes.
3. Decide on the order in which words will be made, beginning with short
words and building to longer words. Write these words on index card
to use in the sorting and transferring parts of the lesson.
4. Write the letters on a strip – vowels first, then consonants, so as not
to give away the secret word.
5. To begin the lesson, give students the strips, have them write the
matching capital letters on the back, and let them cut or tear the
strips into individual letters.
6. Place large letter cards with the same letters in a pocket chart.
7. As student make each word, choose one student to come and make the
word with the big letters.
8. After all the words have been made, hade students sort by patterns
such as beginning sounds, rhyming words, prefixes, plurals, etc.
9. After all the words have been sorted, remind students that rhyming
words can help them read and spell other words. Show two new
rhyming words to students and have them use the rhymes to decode
the new words. Then, say two new rhyming words and have students
use the rhymes to spell the new words.
Whiteboards
Using whiteboards during word study can be a fun way for students to
practice the pattern and a great way for teachers to informally assess
students’ knowledge of the pattern. Whiteboards can be used individually or
in groups. If done in groups, one board and marker is given to each group.
Students can take turns writing words and showing them to the teacher.
When done in groups, students are able to discuss the spelling of the word
with their peers. The teacher gives students a word and they spell it on the
whiteboard. When everyone is finished they turn the board to show the
teacher. The teacher continues by giving students more words.
Resource Search
A resource search is a way for students to find the pattern used in real
world print that is used daily. Students use their notebooks or a sheet of
paper to collect their words. They are given time to search for the pattern
using resources in the room. Students may search in library books,
textbooks, dictionaries, and anything posted on the walls of the room.
Students collect as many words as they can and come back to share what
they have found.
Rhyming Words
Present a word from the unit. Ask students to list as many rhyming words as
they can think of. Evaluate the list, crossing off the words that do share the
spelling pattern. Talk about how knowing the pattern can help spell many
words. Repeat with other words from the list.
Teacher’s Message
Teacher writes a message to the class. This message might include an
agenda or miscellaneous information that students need to know for the day.
A teacher’s message is a great opportunity to include words that fit your
particular word study pattern. You may then ask students to circle or
underline those specific words and talk about their similarities or
differences.
Example: Spelling Pattern “ch”
Dear_____________,
Today is Thursday, March 23rd. We will have L.R.C. today and you will
have a chance to choose books that are a good fit and check them out. I
hope you have such a great day!
Your Teacher,
T-Charts
We use t-charts frequently. Whenever there are two categories that make
the same or similar sounds and they need to be sorted a t-chart is perfect.
For example, when sorting words that have “ai” or “ay” a t-chart is perfect.
Scratch paper from the recycle bin or a whiteboard is great to use to create
t-charts. This type of sorting is a great assessment tool as well.
“ai”
“ay”
paint
rain
Stain
play
stay
ray
may
Pattern Take Home
Sheet
Dear Parents,
This week in word study, I am working on the pattern
These words use this pattern:
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
**This paper will need to be returned on __________________.
Please keep it and continue practicing the pattern. Thank you!
Parent Signature
Word Study Units
Word Study Unit #1
-dge, -ge
Focus:
Rule:
Use –dge to spell the /j/ sound immediately
after 1 short vowel at the end of a 1 syllable
word
Use –ge to spell the /j/ sound immediately
after 1 long vowel at the end of a 1 syllable
word
badge, ledge, bridge, dodge, fudge
cage, page, stage, huge, rage
Activities:
1. –dge,-ge practice page – See Appendix
Assessment:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
page
ledge
rage
cage
fudge
The kids stood on the stage.
The boat went under the bridge.
We saw a huge spider on the wall.
Don’t budge in line.
The kids said the pledge at school.
Word Study Unit #2
-tch, -ch
Focus:
Rule:
Use –tch to spell the /ch/ sound immediately
after 1 short vowel at the end of a 1 syllable
word
Use –ch to spell the /ch/ sound immediately
after a long vowel team
Examples:
batch, stretch, notch, hutch, snatch
reach, coach, peach, roach, screech
Activities:
1.
Word Ladder – See Appendix
2.
Word Sort- See Appendix
Assessment:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
attach
match
screech
pouch
itch
My dad will pitch the ball to me.
I made a batch of cookies.
We found shells at the beach.
The dog will fetch the bone.
The coach had me hit the ball.
Word Study Unit #3
-ck, -k, -ke
Focus:
Rule:
Use –ck to spell the /k/ sound immediately
after one short vowel at the end of a 1 syllable
word
Use –k to spell the /k/ sound immediately
after 2 vowels with a long vowel sound
Use –ke to spell the /k/ sound at the end of a
word to make the long vowel sound
Examples:
back, clock, duck, stick, deck
croak, week, speak, cheek, beak
poke, bike, make, stroke, stake, strike
Activities:
1. Word Ladder – See appendix
2. Word Sort- See appendix
3. Making Words-See appendix
Assessment:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
back
croak
poke
clock
beak
I rode my bike to school.
The duck was in the pond.
Your movie is due in a week.
The milk shake was thick.
My neck hurts badly.
Word Study Unit #4
hard g/hard c
Focus:
Rule:
soft c/ soft g
The letters c/g have the hard sound before
a,o,u as in cat, coat, cub, gas, got, gum
The letters c/g have the soft sound (/s/ and
/j/) before e,i, and y as in cent, city, cycle,
gentle, gym, giant
Examples:
cat, coat, cub, gas, got, gum
cent, city, cycle, mice, gentle, gym, giant,
ginger
Activities:
1.
Making Words-See appendix
Assessment:
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
cent
magic
coat
ginger
gum
Please get out your pencil.
I pulled my brother in the wagon.
My aunt lives in the city.
I had a good birthday cake.
My mom will cook lunch soon.
Review Assessment #1
This assessment reviews units 1-4.
1. He did some magic on the stage for the kids.
2. I rode my bike to the beach for the afternoon.
3. My pencil broke when I was writing a story.
4. He made a batch of fudge for his family.
Word Study Unit #5-High Frequency Words
Study all of the high frequency words for the trimester for 1-2
weeks and then assess. These words do not follow a pattern.
They simply must be memorized. Assess as a “traditional” spelling
test, saying the words for the students and having them spell
each word on their paper.
There is a student copy of the list in the appendix. Make copies
of the list and send the list home with students.
1. great
2. break
3. steak
4. flood
5. blood
6. group
7. soup
8. calf
9. half
10.laugh
11. busy
Word Study Unit #6
Focus:
-igh, -ight
Rule:
Long I / silent -gh
Written “gh” has no sound of its own.
It’s never pronounced as it’s written.
Examples:
sigh, high, light, night, bright
Activities:
1.
Making Words – See Appendix
Use letters to make the following words: fire, hire, tire,
eight, fight, right, night, hinge, fringe, fright, firing, hiring,
tiring, finger, freight, inherit, fighter, fighting, frighten,
frightening
Assessment:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
high
light
sigh
fight
thigh
The sunset was a nice sight.
The stars come out at night.
The weather might be rainy today.
Her shirt was bright.
I hope you enjoy your plane flight.
Word Study Unit #7
Focus:
-aw, au
Rule:
Vowel diagraph
A combination of 2 vowels saying one sound
Examples:
awful, straw, sauce, author
Activities:
1. –au cloze sentences – See appendix
2. Word Sort- See appendix
Assessment:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
fawn
fault
August
awful
dawn
The baby just learned how to crawl.
My sister left the faucet on.
That book is written by a good author.
The hawk flew through the sky.
The rocket will launch tonight.
Word Study Unit #8
Focus:
-ew, ue, ui
Rule:
Vowel diagraph
A combination of 2 vowels saying one sound
Examples:
stew, chew, blue, true, suit, fruit
Activities:
1. Word Sort – See appendix
Assessment:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
argue
juice
chew
value
cashew
I have a bruise on my leg.
They will try to rescue the whale.
I gave my nephew a gift.
You will need to glue that together.
I ate fruit for lunch.
Word Study Unit #9
Focus:
ie
Rule:
Vowel digraph
A combination of 2 vowels saying one sound
The Long I sound of –ie will be at the end of
the word.
The Long E sound of –ie will be in the middle of
the word.
Examples:
tie, lie, pie
piece, niece, chief
Activities:
1. Word Sort- See appendix
2. –ie cloze sentences- See appendix
3. Guess the Hidden Word - Write each sentence on strips.
Cover the word with the pattern. Have students guess the word.
Then reveal on e letter, have students make another guess.
Reveal more letters and have the students guess. Continue until
the entire word is revealed.
A. I would like a piece of cake.
B. She learned how to tie her shoe.
C. We played catch at the baseball field.
D. He took a brief break from doing homework.
E. I ate two pieces of pie.
Assessment:
1. tie
2. chief
3. die
4. grief
5. shriek
6. I ate a big piece of pizza.
7. I saw my niece play soccer.
8. The farmer worked in his field.
9. I need to lie down.
10. The thief took the money.
Review Assessment #2
This assessment reviews unit 6-9.
1. His tie was red and blue.
2. I had a piece of pizza last night.
3. The hawk was sitting high in the tree.
4. We went to view the rocket launch.
Word Study Unit #10-High Frequency Words
Study all of the high frequency words for the trimester for 1-2
weeks and then assess. These words do not follow a pattern.
They simply must be memorized. Assess as a “traditional” spelling
test, saying the words for the students and having them spell
each word on their paper.
There is a student copy of the list in the appendix. Make copies
of the list and send the list home with students.
1. eye
2. guess
3. trouble
4. double
5. move
6. many
7. guy
8. buy
9. honor
10.honest
11. hour
Word Study Unit #11
Focus:
Rule:
Examples:
I before E, except after C
I before E, except after C
piece, believe, field, yield, niece, ceiling, receive,
deceive
Activities:
1. Booklet- See appendix
2. Poems
I before e,
Except after C.
If first the letter C you spy,
Put the e before the I.
I before E,
Except after C,
Or when sounded like A,
Like neighbor and weigh
Assessment:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
piece
ceiling
deceive
shield
niece
You should receive a letter in the mail.
I believe you can do well.
The sign tells the car to yield.
The thief stole the money.
The farmer planted corn in the field.
Word Study Unit #12
Focus:
1 syllable words with double consonants at the end
Rule:
At the end of a one syllable word the consonants l, f,
s, and z are usually doubled when they come directly
after a short vowel sound
Examples:
grass, staff, chill, bluff, tell
Activities:
1. Making Words-See appendix
Assessment:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
buzz
stiff
bliss
staff
bluff
You need to let the dessert chill.
The grass was wet.
I listen to jazz music often.
It is still warm out.
Tell me how to play the game.
Word Study Unit #13
Focus:
Rule:
Multisyllabic compound words
Two words put together to make a new word.
When separated the words must stand alone.
arrowhead, fingertip, motorboat, motorcycle
Assessment:
See appendix for assessment.
Word Study Unit #14
Focus:
Prefixes:
Pre = before
Re = again
Un = opposite of/not
Dis= not
Mis = wrongly
Examples:
preheat, reread, uncover, disappear, misplace
Assessment: For this assessment you can either read the
words to the students and have them write the meaning. Or
copy the assessment page for them to complete.
1. Teacher will read this:
Kids will write this:
2. Teacher will read this:
Kids will write this:
3. Teacher will read this:
Kids will write this:
4. Teacher will read this:
Kids will write this:
5. Teacher will read this:
Kids will write this:
preheat
to heat before
reread
to read again
uncover
not covered
disappear
to not appear
misplace
wrongly placed
Word Study Unit #15
Focus:
Suffixes:
-ness = state of/being
-less = without
-ful = full of
Examples:
kindness, careless, joyful
Assessment:
1. Teacher will read this:
Kids will write this:
2. Teacher will read this:
Kids will write this:
3. Teacher will read this:
Kids will write this:
4. Teacher will read this:
Kids will write this:
5. Teacher will read this:
Kids will write this:
fairness
being fair
helpful
full of help
careless
without caring
mindless
without mind
kindness
being kind
Word Study Unit #16-High Frequency Words
Study all of the high frequency words for the trimester for 1-2
weeks and then assess. These words do not follow a pattern.
They simply must be memorized. Assess as a “traditional” spelling
test, saying the words for the students and having them spell
each word on their paper.
There is a student copy of the list in the appendix. Make copes
of the list and send the list home with students.
1. guest
2. guard
3. guide
4. heart
5. hearth
6. rough
7. tough
8. enough
9. whole
10. wore
11. worn
Rules
1st Grade Word Study Rules
Letters and Sounds/ Word Parts
1. Short Vowels
Rule: In a cvc word the vowel is short
2. Clusters/Blends
Rule: Two or three consonants blended together but each consonant
keeps its own sound
3. Consonant Digraphs (th, sh, ch, ph, wh)
Rule: A combination of two letters making a single sound
4. Long vowel silent/magic “e”
Rule: Silent “e” at the end of a word makes the preceding vowel long
(the exceptions are most words ending in: -le, -ce, -se, -re, -ve)
5. Vowel Digraph “ee”
Rule: Two vowels that make one speech sound. They usually occur in
the middle of words
6. Vowel Digraph “ai/ay”
Rule: Two vowels that make one speech sound
ai usually appears in the middle of words like in “pain”
ay usually appears at the end of a syllable or words like in “may”
7. Vowel Digraph “oa/ow”
Rule: Two vowels that make one speech sound
oa is found at the beginning or middle of a word
ow can appear in the beginning, middle, or end of a word,
however, it is most commonly found at the end of a word or
syllable
8. Plural “s”
Rule: The plural form of most nouns is made by adding “s” to the end
of the word. It changes meaning to more than one.
9. Suffix “-ing”
Rule: Adding suffix “ing” to base words makes the verb a continuous
action
At the fist grade level there is no base word changing
10. Suffix “-ed”
Rule: Adding suffix “ed” to verbs can be pronounced three ways: /d/,
/ed/, /t/. It makes the verb past tense.
At the first grade level there is no base word changing
11. Plural “es”
Rule: Nouns ending in s, ch, sh, x, z add “es” to make them plural. It
changes the meaning to more than one.
12. R-Controlled
Rule: When a vowel is followed by an “r” in the same syllable it is “r”
controlled. It is neither long nor short.
2nd Grade Word Study Rules
Letters and Sounds
1. Short Vowels
Rule: In a cvc word the vowel is short
2. Consonant Digraphs (th, sh, ch, ph, wh)
Rule: A combination of two letters making a single sound
3. Long vowel silent/magic “e”
Rule: Silent “e” at the end of a word makes the preceding vowel long
(the exceptions are most words ending in: -le, -ce, -se, -re, -ve)
4. Vowel Digraph “ee”
Rule: Two vowels that make one speech sound. They usually occur in
the middle of words
5. Vowel Digraph “ai/ay”
Rule: Two vowels that make one speech sound
ai usually appears in the middle of words like in “pain”
ay usually appears at the end of a syllable or words like in “may”
6. Vowel Digraph “oa/ow”
Rule: Two vowels that make one speech sound
oa is found at the beginning or middle of a word
ow can appear in the beginning, middle, or end of a word,
however, it is most commonly found at the end of a word or
syllable
7. R-Controlled
Rule: When a vowel is followed by an “r” in the same syllable it is “r”
controlled. It is neither long nor short.
8. Two sounds of “y”
Rule: Single syllable the “y” says /i/. Multiple syllables the “y” says
/e/.
9. Two sounds of “oo”
Rule: “oo” makes two sounds the first is /oo/ as in moon. The second is
/oo/ as in book.
10. Vowel Digraph “oi” and “oy”
Rule: “oi” says /oi/ as in coil and is usually in the middle of a word. “oy”
says /oi/ as in boy and is usually at the end of a word.
11. Vowel Digraph “ow” and “ou”
Rule: Two vowels forming one new sound
12. Vowel Digraph “ea” long /e/
Rule: Two vowels forming one new sound. “ea” makes the long /e/…as in
beach.
13. Vowel Digraph “ea” short /e/
Rule: Two vowels forming one new sound. “ea” makes the short /e/…as
in head
14. Consonant Digraph “kn” and “mb” (silent letters)
Rule: Two letters that are put together to make a single sound. “mb”
at the end of a word sounds like /m/ at the beginning of a word “kn”
sounds like /n/
15. Final Consonant Blends “mp, nd, and nk”
Rule: Two or three consonants blended together but each consonant
keeps its own sound
16. Consonant Digraph “ng”
Rule: Two letters that are put together to make a single sound
Word Parts
17. Compound Words
Rule: Two words put together that make a new word. When separated
the words have to stand alone.
18. Contractions
Rule: Two words that are put together to make a shorter word by
leaving out certain letters and replacing them with an apostrophe.
19. Suffixes “er” and “est”
If the adjective
ends in:
Consonant + -y
do this:
change the –y to
an –i
remove the –e
and add:
For example:
happy> happier >
happiest
-er
Consonant + -e
late > later >
-est
latest
Consonant + vowel double the last
hot > hotter >
+ consonant
letter
hottest
Note: adjectives ending in –I are regular, except: cruel > crueller > cruellest
do this:
Change the –y to
an -i
and add:
20. Suffix “ly”
If the words
ends in:
-y
Any other letter
-ly
-ly
For example:
happy>happily
crazy>crazily
Careful>carefully
Bad>badly
Soft>softly
3rd Grade Word Study Rules
Letters and Sounds
1. Vowel Digraph “ie”
Rule: Two vowels that make one speech sound
ie as it appears “pie” (long i sound)
ie as it appears in “piece” (long e sound)
2. Digraph “ew/ue/ui”
Rule: Two letters that make one speech sound
ew as it appears in “chew”
ue as it appears in “blue”
ui as it appears in “juice”
3. Digraph “aw/au”
Rule: Two letters that make one speech sound
aw as it appears in “straw”
au as it appears in “sauce”
4. Long i/silent gh sound
Rule: Written “gh” has no sound of its own; it’s never pronounced as it
is written
igh as it appears in “sigh”
ight as it appears in “sight”
5. “ck/k/ke”
Rules:
ck: Use “ck” to spell the “k” sound immediately after one short
vowel at the end of a one syllable word, such as “snack” and
“deck”
k: Use “k” to spell the “k” sound immediately after a long vowel
team at the end of a one syllable word, such as “leak” and
“croak”
ke: Use “ke” to spell the “k” sound immediately after one long
vowel at the end of a one syllable word, such as “take” and
“strike”
6. “dge/ge”
Rules:
dge: Use “dge” to spell the “j” sound immediately after one
short vowel at the end of a one syllable word, such as “bridge”
and “dodge”
ge: Use “ge” to spell the “j” sound immediately after one long
vowel at the end of a one syllable word, such as “cage” and
“page”
7. “tch/ch”
Rules:
tch: Use “tch” to spell the “ch” sound immediately after one
short vowel at the end of a one syllable word, such as “batch”
and “stretch”
ch: Use “ch” to spell the “ch” sound immediately after a long
vowel sound at the end of a one syllable word, such as “reach”
and “coach”
8. “I before e”
Rules: i before e, except after c
9. syllable doubling
Rule: At the end of a one syllable word the consonants l, f, s, and z
are usually doubled when they come directly after a short vowel sound
examples: bluff, grass, chill, buzz
10. hard and soft c/g
Rules:
hard c and g: the letters c/g have the hard sound before a, o, u
as in cat, coat, cub, gas, got, gum
soft c and g: the letters c/g have the soft sound (/s/ and /j/)
before e,i, and y as in cent, city, cycle, gentle, gym, giant
Word Parts
11. Multi-syllabic Compound Words
Rule: Two words put together that make a new word. When separated
the words have to stand alone.
Examples: arrowhead, fingertip, motorboat
12. Prefixes: pre, re, un, dis, mis
13. Suffixes: ness, less, ful
4th Grade Word Study Rules
Letters and Sounds
1. Drop the final –e rule when adding –ed and -ing: When a base word
ends in a final e, drop the e before adding –ed or -ing (e.g., take,
taking; trade, traded).
2. Double-letter rule: In a one-syllable word with one short vowel (a
closed syllable) ending in one consonant, double the final consonant
before a suffix starting with a vowel (e.g., -ed, -er, -ing, -y, -ish). Do
not double the final consonant before a suffix starting with a
consonant (e.g., -ful, -est, -ly, -ment, -ness). Examples: fit, fitted,
fitful; sad, saddest, sadly; red redder, redness; and ship, shipping,
shipment.
3. Change final y to i rule: When a base word ends in y, change the y to i
before adding a suffix, unless the y is preceded by a vowel or unless
the suffix begins with i (-ing, -ish, -ist). Examples: cry, cried, crying;
copy, copied, copyist; and play, player, playing.
Word Parts
4. Prefixes (meanings)
over- too much (overdue)
in- not (invisible)
sub- under or below
de- down, away (deduct, decrease) not or opposite (deform,
deactivate)
under- below or less than (undercover)
5. Suffix –ible and –able rule
If the suffix is attached to a base word that can stand alone
(depend), it is usually spelled –able; if it is attached to a word rood
(cred), it is usually spelled –ible. Base words that end in e will usually
drop the e and add –able (desire/desirable); however, soft c or g
endings may be followed by –ible as in reducible and sometimes a final
e is retained to keep the soft sound, as in noticeable and manageable.
Syllabication
6. VCV Rule:
A consonant between two vowels tends to go with the second vowel
unless the first vowel is accented and short. Examples: bro’ken,
wag’on, e-vent’
7. VCCV Rule:
Divide two consonants between vowels unless they are a blend or
digraph. Examples: pic-ture, ush-er
5th Grade Word Study Rules
Letters and Sounds
Greek influences:
1. “k” sound is spelled “ch” (Example: character)
2. “f” sound is spelled “ph” (Example: pharmacy)
3. long “i” sound is spelled “y” (Example: dye)
French influences:
4. “sh” sound is spelled “ch” (Example: machine)
5. “k” sound is spelled “que” (Example: unique)
Word Parts
6. Greek
micro (small)
scope (to watch or see)
tele (distant)
phono/phon (sound)
auto (self)
bio (life)
graph (written or drawn)
cycle (wheel or circle)
meter (measure)
Syllabication
7. V•V (Vowel Team Rule)
Do not separate vowel teams.
Examples: loy•al, tai•lor, pea•nut
8. V•C + LE Rule
If the word ends in a consonant + le, divide before the consonant
(unless the consonant is part of a blend or digraph).
Examples: ta•ble, bi•cy•cle, mid•dle, pic•kle
9. V•C Rule
When a vowel is followed by a single consonant the consonant usually
begins the second syllable.
Examples: be•fore, to•ken, to•day, a•gain
10. VCC•CV & VC•CCV (Consonant Digraph & Blend Rule)
Do not separate consonant blends and digraphs.
Examples: ra•ther, pitch•er, ma•chine, buck•et, graph•ic
Appendix
Grade 5
7a.
7b. Letters
and sounds
le/el
Greek
letter
sounds
(ch,ph)
Greek
letter
sounds
(“y” as
long “i”)
French
influence
( -ch/sh),
(-que/k)
7c. Word
Stems
Greek
stems (
micro,
bio, auto,
tele,
phono,
photo,
hpter,
hemi,
geo,
chron,
ast,
scope,
graph,
cycle,
meter)
7d.
Syllabication
vcc/cv
vc/ccv
v/v
WORD STUDY SCOPE AND SEQUENCE
Grade 4
Grade 3
Grade 2
Grade 1
7a. High
frequency words
7b. Letters and
sounds
ible, able
homophones
7c. Word Parts
prefixes (
over, under,
sub, de, in
suffix
change “y”
to “i”
drop silent
“e”
7d. Syllabication
two syllable
double
consonant
vc/cv
baseword +
suffix
(like/ly)
prefix +
baseword
re/view
syllable
division
rules (v/cv,
vc/v, vc/cv)
7a. High
frequency
words
7b. Letters
and sounds
ie
ew/ui
aw/au
soft c/g
hard c/g
ck/k/ke
dge/ge
tch/ch
i before
e
syllable
doubling
ue
igh/ight
7c. Word
Parts
multisyllabic
compou
nd words
prefixes
(pre, re,
un, dis,
mis)
suffixes
(ness,
less, ful)
7a. High
frequency words
7b. Letters and
sounds
short vowels
magic “e”
digraphs (th,
ch, sh, ph,
wh)
ow/oa
two sounds
of “y”
two sounds
of oo
oy/oi, ai/ay,
ow/ou
ea (long e)
ea (short e)
ar, or, ir, ur
kn, mb
ng, mp, nd,
nk
ee
7c. Word Parts
contractions
compound
words
er/est
7a. High
frequency
words
7b. Letters
and sounds
short
vowels
(cvc)
clusters
with s, l,
r
long
a,i,o,u,
vowels
(cvce)
digraphs
(th, sh,
ch)
ee, ai/ay,
oa/ow
plural
nouns (s)
plural es
(ch, sh,
x, s, z)
or, ar
7c. Word
parts
ing, ed
KDG
7a.
7b. Letters and
sounds
consonants
3rd Grade Word Study
High Frequency Words
**These words do not follow a pattern. They simply must be memorized.
1st Trimester
2nd Trimester
3rd Trimester
great
eye
guest
break
guess
guard
steak
trouble
guide
flood
double
heart
blood
move
hearth
group
many
rough
soup
guy
tough
calf
buy
enough
half
honor
whole
laugh
honest
wore
busy
hour
worn
3rd Grade High Frequency Words
3rd Grade High Frequency Words
1st Trimester
1st Trimester
We have been focusing on teaching spelling
by patterns and not by memorization.
However, there are just some words in the
English language that follow NO spelling
pattern. Therefore, these DO have to be
memorized. Each trimester we will have a
group of words that students need to
concentrate on memorizing.
We have been focusing on teaching spelling
by patterns and not by memorization.
However, there are just some words in the
English language that follow NO spelling
pattern. Therefore, these DO have to be
memorized. Each trimester we will have a
group of words that students need to
concentrate on memorizing.
1. great
1. great
2. break
2. break
3. steak
3. steak
4. blood
4. blood
5. flood
5. flood
6. group
6. group
7. soup
7. soup
8. calf
8. calf
9. half
9. half
10. laugh
10. laugh
11. busy
11. busy
52
3rd Grade High Frequency Words
3rd Grade High Frequency Words
2nd Trimester
2nd Trimester
We have been focusing on teaching spelling
by patterns and not by memorization.
However, there are just some words in the
English language that follow NO spelling
pattern. Therefore, these DO have to be
memorized. Each trimester we will have a
group of words that students need to
concentrate on memorizing.
We have been focusing on teaching spelling
by patterns and not by memorization.
However, there are just some words in the
English language that follow NO spelling
pattern. Therefore, these DO have to be
memorized. Each trimester we will have a
group of words that students need to
concentrate on memorizing.
1. hour
1. hour
2. honest
2. honest
3. honor
3. honor
4. buy
4. buy
5. guy
5. guy
6. many
6. many
7. move
7. move
8. double
8. double
9. trouble
9. trouble
10. guess
10. guess
11. eye
11. eye
53
3rd Grade High Frequency Words
3rd Grade High Frequency Words
3rd Trimester
3rd Trimester
We have been focusing on teaching spelling
by patterns and not by memorization.
However, there are just some words in the
English language that follow NO spelling
pattern. Therefore, these DO have to be
memorized. Each trimester we will have a
group of words that students need to
concentrate on memorizing.
We have been focusing on teaching spelling
by patterns and not by memorization.
However, there are just some words in the
English language that follow NO spelling
pattern. Therefore, these DO have to be
memorized. Each trimester we will have a
group of words that students need to
concentrate on memorizing.
1. heart
1. heart
2. hearth
2. hearth
3. whole
3. whole
4. rough
4. rough
5. tough
5. tough
6. enough
6. enough
7. wore
7. wore
8. worn
8. worn
9. guard
9. guard
10. guest
10. guest
11. guide
11. guide
54
dge, ge practice
Unit 1
Name: ____________
pa______
le______
ra______
ba______
fu______
bri______
sta______
do______
hu______
bu______
ple______
ju______
ge
ge
ge
ge
dge
dge
dge
dge
dge
dge
dge
dge
dge, ge practice
Unit 1
Name: ____________
pa______
le______
ra______
ba______
fu______
bri______
sta______
do______
hu______
bu______
ple______
ju______
ge
ge
ge
ge
dge
dge
dge
dge
dge
dge
dge
dge
55
Unit 2
batch
batch
batch
beach
beach
beach
itch
itch
itch
pouch
pouch
pouch
hutch
hutch
hutch
screech
screech
screech
match
match
match
snatch
snatch
snatch
roach
roach
roach
coach
coach
coach
pitch
pitch
pitch
fetch
fetch
fetch
attach
attach
attach
56
ck, ke, k practice
Unit 3
Name: ____________
ba______
croa______
po______
clo______
bea______
bi______
du______
stri______
spea______
ma______
sti______
wee______
ck
ck
ke
ke
k
k
ck
ck
ke
ke
k
k
ck, ke, k practice
Unit 3
Name: ____________
ba______
croa______
po______
clo______
bea______
bi______
du______
stri______
spea______
ma______
sti______
wee______
ck
ck
ke
ke
k
k
ck
ck
ke
ke
k
k
57
Word Study Unit #3 – Making Words Lesson
Teacher Cards – copy, cut apart and use in pocket chart as you are doing the
Making Words lesson.
pet
pit
sit
set
kick
pick
tick
sick
sock
poke
spoke
stick
stock
socket pocket
picket picketpockets
58
Student letter cards – copy one set of letters for each student.
Students will cut apart and use to make words on their desk.
i e o
k c k
p
t
p
s
c
59
Word Study Unit #4 – Making Words Lesson
Teacher Cards – copy, cut apart and use in pocket chart as you are doing the
Making Words lesson.
use
gum
mug
rug
gem
germ
game
tame
true
menu
urge
surge
argue amuse anger
range
nature mature
magnet urgent strange
mustang aruguments
60
Student letter cards – copy one set of letters for each student.
Students will cut apart and use to make words on their desk.
a
n
u e
s t
r
g m
61
Word Study Unit #6– Making Words Lesson
Teacher Cards – copy, cut apart and use in pocket chart as you are doing the
Making Words lesson.
fire
hire
tire
eight
fight
right
night
hinge fringe
fright firing hiring
tiring finger freight
frighten frightening
62
Student letter cards – copy one set of letters for each student.
Students will cut apart and use to make words on their desk.
i
h
i
t
e
n
f
n
r
g
g
63
Unit #7
Name:______________
-au sentences
Word Box
faucet
August
sauce
author
launch
fault
1. The rocket will ____________________ on Friday.
2. I made some really good spaghetti _________________ for supper.
3. Patricia Polacco is my favorite ____________________ of books.
4. We start school in ______________________ each year.
5. Please turn off the __________________ so the water isn’t running.
6. It isn’t my _____________________ that my brother fell down!
Name:______________
-au sentences
Word Box
faucet
August
sauce
author
launch
fault
1. The rocket will _________________ on Friday.
2. I made some really good spaghetti _____________ for supper.
3. Patricia Polacco is my favorite ____________________ of books.
4. We start school in _____________________ each year.
5. Please turn off the _________________ so the water isn’t running.
6. It isn’t my ____________________ that my brother fell down!
64
au, aw practice
Unit #7
Name:________________
f____n
f_____lt
____ful
d_____n
cr____l
f_____cet
____thor
h____k
l____nch
s_____ce
str_____
____gust
au
au
au
aw
aw
aw
au
au
au
aw
aw
aw
au, aw practice
Unit #7
Name:________________
f____n
f_____lt
____ful
d_____n
cr____l
f_____cet
____thor
h____k
l____nch
s_____ce
str_____
____gust
au
au
au
aw
aw
aw
au
au
au
aw
aw
aw
65
Unit 8
stew
stew
stew
stew
blue
blue
blue
blue
bruise
bruise
bruise
bruise
clue
clue
clue
clue
threw
threw
threw
threw
juice
juice
juice
juice
drew
drew
drew
drew
true
true
true
true
suit
suit
suit
suit
glue
glue
glue
glue
view
view
view
view
66
Unit 9
tie
tie
tie
tie
niece
niece
niece
niece
pie
pie
pie
pie
field
field
field
field
piece
piece
piece
piece
tie
tie
tie
tie
chief
chief
chief
chief
shriek
shriek
shriek
shriek
die
die
die
die
thief
thief
thief
thief
67
Unit 9
Name:_________________
Word Study –ie Sentences
tie
niece
brief
shriek
die
pie
field
1. Drew needs to learn how to ________________ his shoes.
2. I know I will ________________ if I ever see a ghost.
3. Farmer Joe plowed the _________________ to get ready to plant corn.
4. The plants will start to ________________ when it gets colder.
5. My sister and ________________ came over to visit last night.
6. I had to visit with the principal for a ________________ moment.
7. For desert, I had a big piece of apple ________________.
Name:________________
Word Study –ie Sentences
tie
niece
brief
shriek
die
pie
field
1. Drew needs to learn how to ________________ his shoes.
2. I know I will ________________ if I ever see a ghost.
3. Farmer Joe plowed the _________________ to get ready to plant corn.
4. The plants will start to ________________ when it gets colder.
5. My sister and ________________ came over to visit last night.
6. I had to visit with the principal for a ________________ moment.
7. For desert, I had a big piece of apple ________________.
68
Word Study Unit #12 – Making Words Lesson
Teacher Cards – copy, cut apart and use in pocket chart as you are doing the
Making Words lesson.
elf
fly
sly
shy
yes
yell
sell
fell
fill
hill
Jill
lily
fish
shell
shelf
flesh
jelly
hilly
silly
fishy
flies
jellyfish
69
Student letter cards – copy one set of letters for each student.
Students will cut apart and use to make words on their desk.
e
f
y
s
i
h
j
l
l
70
Unit 13
Name: ________________________
MULTISYLLABIC COMPOUND WORDS
DIRECTIONS: Use one word from each column to make a new
compound word. Write the compound word on the line.
motor
washer
________________________
finger
berry
________________________
jaw
cracker
________________________
arrow
cycle
________________________
motor
tip
________________________
dish
thing
________________________
fire
ball
________________________
grass
boat
________________________
lumber
head
________________________
basket
hopper
________________________
every
breaker
________________________
straw
jack
________________________
71
Name:________________
Unit 13
Compound Word Assessment
Part 1 Directions: Choose a word from column one and column two and put them together to
form a compound word. Write the word on the line below.
Column #1
Column #2
arrow
hopper
jaw
cracker
grass
cloth
fire
head
basket
breaker
motor
jack
lumber
cycle
table
ball
1. _____________________________________
2. ____________________________________
3. ____________________________________
4._____________________________________
5._____________________________________
6. ____________________________________
7._____________________________________
8. ____________________________________
Part 2 Directions: Use the clues below to make a compound word.
9. the tip of your finger ____________________
10. something that washes dishes _____________
72
Resource List
1. Words Their Way by Donald R. Bear, Marcia
Invernizzi , Shane Templeton, Francine Johnston
2. Reading Teacher’s Book of Lists by Edward
Bernard Fry Ph.D., Jacqueline E. Kress, Ed.D.,
Dona Lee Fountoukidis, Ed.D.
3. Daily Word Ladders by Timothy Rasinski
4. Unlocking Literacy by Marcia Henry
5. Continuum of Literacy Learning by Gay Su Pinnell,
Irene C. Fountas
6. Words Their Way- Word Sorts for Within Word
Pattern Spellers by Donald R. Bear, Marcia
Invernizzi , Shane Templeton, Francine Johnston
73