NEISD Words Block Timeline
Structure of the Block
The purpose of this block is
to ensure that children read, spell, and use high-frequency words correctly,
and they they learn the patterns necessary for decoding and spelling.
(10 minutes DAILY)
The students will read and spell high-frequency words using
the Word Wall.
Segment 2: Decoding/Spelling Activity
Procedure for Word Wall Instruction:
1. Add 5 new words per week
2. Begin by giving each child a half sheet of paper numbered 1-5.
3. Call out the first word and have children focus on that word.
4. Read the words and have students cheer the words DAILY.
5. Students write the words on their paper as the teacher writes
the words on the board (or overhead), emphasizing correct letter formation.
6. Repeat the procedure for the remaining words.
7. After saying, looking at, cheering, and writing the words,
guide the children in checking spelling and handwriting by drawing around
the shapes of the words.
Wall for Second Grade
||too (too late!)
||they're (they are)
* Starred words are words which appear on the first grade list,
but are those that second graders still have trouble spelling.
|**Underlined words are words with patterns which students use
to spell lots of rhyming words. These are underlined as above on
the word wall.
||Tips for Classroom
- Write the words on colored sheets of paper.
- Make the letters large enough to read from any place in the classroom.
- Use a thick black marker to write the words.
- Cut around the outline of the letters.
- Word Wall Words should include:
- high-frequency words
- at least one example for the common sounds of each letter
- at least one example for the sound for ch, sh, th, wh, qu,
ph, wr, kn
- less common c (city) and g (gym) sounds
- the most common blends: bl, br, cl, cr, dr, fl. fr, gr.
pl, pr, sk, sl, sm, sn, sp, st, tr
- a crash, make,
rain, played, car, saw,
e went, eat, green,
i into, ride,
right, girl, thing
o not, those,
float, or, outside, boy,
shook, school, how, slow
u bug, use,
y why, very
- the most commonly written contractions: can't,
didn't, don't, it's, that's, they're, won't
- common homophones: to/too/two; there/their/they're;
- example words with s, ed, and ing