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Goals of the Words Block:
| GOALS |
OBJECTIVES
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ACTIVITIES
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| Goal 1: |
The students will learn the correct spelling for
high-frequency, irregularly spelled words. (See list below.) |
Word Wall Words, Be a Mind Reader, The Wheel,
Wordo, What's My Rule? |
| Goal 2: |
The students will learn how to decode and spell
one- and two- syllable words based on patterns from words they
already know. Students who can cat can also read
hat, mat, and chat. |
Using Words You Know, Making Words, Word Sorts
& Hunts, Reading/Writing Rhymes |
| Goal 3: |
The students will learn that spelling rhymes is
not as easy as decoding them because some rhymes have two spelling
patterns. The reader has to develop a visual checking system
to learn to use a dictionary when he is unsure about which pattern
looks right. (right/bite) |
Word Sorts & Hunts, Reading/Writing Rhymes,
What Looks Right? |
| Goal 4: |
The students will learn that many "big"
words are just smaller words combines as compounds or with endings,
prefixes, and suffixes. Many polysyllabic words can be decoded
and spelled if students look for meaningful "chunks"
they know. |
Word Wall, Making Words, Using Words You Know,
Word Sorts & Hunts |
| Goal 5: |
The students will learn to use cross checking while
reading and a visual checking system while writing to apply what
they are learning as they engage in meaningful reading and writing. |
Guess the Covered Word, What Looks Right?, Applying
Strategies while Reading and Writing, Rivet |
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.
Segment 1:
Word Wall
(10 minutes DAILY)
The students will read and spell high-frequency words using the
Word Wall.
(Words and procedures are listed below.)
Segment 2: Decoding/Spelling Activity
(20 minutes)
Procedures 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 word and have students cheer the words DAILY.
5. Students write the word on their paper as the
teacher writes the word 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 words,
guide the children in checking spelling and handwriting by drawing around
the shapes of the words.
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Example:
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High-Frequency Word
List for Third Grade
| about |
don't |
its |
said |
very |
| again |
enough |
journal |
schools |
want |
| almost |
especially |
knew |
something |
was |
| also |
everybody |
know |
sometimes |
wear (cap) |
| always |
everything |
laughed |
terrible |
weather (cloud) |
| another |
except |
let's |
that's |
went |
| anyone |
exciting |
lovable |
their |
we're (we are) |
| are |
favorite |
myself |
then |
were |
| beautiful |
first |
new (old) |
there (here) |
what |
| because |
friendly |
no (yes) |
they |
when |
| before |
general |
off |
they're (they are) |
where |
| buy (sell) |
getting |
one (#1) |
thought |
whether |
| by |
governor |
our |
threw (ball) |
who |
| can't |
have |
people |
through |
whole |
| city |
hidden |
prettier |
to |
winner |
| could |
hole (donut hole) |
prettiest |
too (also) |
with |
| community |
hopeless |
pretty |
trouble |
won |
| confusion |
I'm |
probably |
two(#2) |
won't |
| countries |
impossible |
question |
unhappiness |
wouldn't |
| didn't |
independent |
really |
until |
write (pencil) |
| discover |
into |
recycle |
usually |
your |
| doesn't |
it's (it is) |
right |
vacation |
you're (you are) |
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Tips for Classroom
Word Walls: |
- 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:
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most frequently misspelled words at 3rd grade level
(because, they, enough, laughed)
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most commonly confused homophones (to/too/two,
write/right, and they're/there/their)
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most common contractions (they're, can't,
wouldn't, I'm, and its)
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most common compound words (everybody, everything,
sometime, into, and something)
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a word beginning with each letter (including examples
for the s sound of c and the j sound of g)
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examples for the common endings and suffixes (s,
es, ed, ing, ly, er, or, ful,
less, ness, en, able, ible, tion,
sion), with common spelling changes (drop e, change
y to I, double the final consonant)
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examples for the most common prefixes (un,
re, dis, im, in)
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