Jaimie Radford
Word Study Plan Artifacts
This artifact is comprised of four separate artifacts. The first artifact represents a balanced literacy professional development I
attended that focused on word study. This professional development addressed what word study is, what elements are necessary for a
good word study program, and then showed us how to plan an effective word study lesson. This professional development took place
in April of 2009.
The second artifact is a copy of the PLC (Professional Learning Community) Minutes at the beginning of the 2009-2010
school year. It shows that I proposed a change in our word study program to my colleagues, to obtain their feedback, and collaborate
about how to change the word study program.
The third artifact is the actual proposal I presented to my PLC. It shows that our old method of doing word study was fairly
ineffective in each of the three classes. It acknowledges what some of the problems were, and lists ways in which we could change it.
The fourth artifact is the 2009-2010 Word Study Plan my PLC created. We used the ideas discussed at the balanced literacy
professional development, and Fountas and Pinnell, as well as our own ideas to form a year-long word study plan for the current
school year.
We have implemented the plan as a PLC this year, and as of this past week, here are our class averages:
Ms. Singh’s Class: 88%
Ms. Ducanis’ Class: 95%
Mrs. Lumsden’s Class: 93%
Ms. Radford’s Class: 92%
Balanced Literacy Professional Development
April 7, 2009
1. Interactive Read Aloud
a. Fountas and Pinnell Word Study Lessons: Phonics, Spelling, and Vocabulary.
b. Pages 1-6. Why teach Wordy Study? How should we teach Word Study?
c. Turn and Talk
d. 3-5 Word Study should focus on Letter/Sound Relationships, Spelling Patterns, High Frequency Words, Word Meaning
and Vocabulary, Word Structure, and Word Solving Actions.
2. Planning an Effective Word Study Lesson
a. Pre-Assessment: How to analyze a pre-assessment
b. Using a Word Study Lesson Plan Outline
c. Use Fountas and Pinnell as a resource
3. Planning a Word Study Unit
4. Sharing Word Study Units
5. Assignments:
a. Sign up for coaching (Word Study Lesson)
b. Fountas and Pinnell Guided Readers and Writers Chapter 8: Planning Effective Minilessons and Conferences.
3rd grade PLC Meeting
September 9, 2009
Members present: Amanda Lumsden, Jaimie Radford, Kristin Ducanis, Sheila Singh, Melissa Stopa, Courtney Mills, Anne Bradshaw,
Sonya Adams
12:20 – 12:40 – Discussion with Specialists
o When are they taking kids for LLI?
o Who is going with which teacher?
o When are benchmarking for reading?
o Small discussion with teachers and specialists…
12:40 – 1:00 – Developing team norms
o See attachment
1:00 – 1:45 - Discussion of Curriculum maps – to be continued…
Math
o
o
o
o
o
What are we going to teach in the first quarter? Second? Third? Fourth?
How are we going to get it all in before quarterly benchmarks?
Teach addition and subtraction as is
Condense multiplication lessons, supplement with arrays lesson
HOW DO WE GET THIS ALL IN???
o Courtney with advice for how to get it in (from other grade levels)
o Mini Lesson with Interactive video/Learning Bridge (15 – 20 mins); Guided Practice with a SmartBoard lesson; Whole
group with flexible strategies via white board, etc (5-10 mins); Independent practice and small group instruction (30
mins); Quick Check (modify as needed) (5 mins)
o Schedule for supplemental instruction from Courtney:
 Monday – Ducanis (Courtney, Vernonique, Adon, Adrian, Nathan); Tuesday – Lumsden (Hannah, Jamie,
Michala); Wednesday – Singh (Kenan, Kaeley, Ryan, Jared); Thursday – Radford (Angelito, Jordan, Karla,
Silvia, Christopher)
 Small group from each class for Courtney to work with during Independent practice time
 Remedial time for lowest 3rd grade kids – Wed. from 1:30 – 2:15
1:45-2:20- Word Study Revamp
o Jaimie’s Word Study Proposal Plan
o See Attachment
My Word Study Proposal
The Old:
1. Our current word study program:
a. Picking a random focus each week.
b. Giving students 5 words that are the same. Having students pick five more words with the same principle and
from their personal dictionaries.
c. Problems:
i. There is no consistency or pattern in the weekly principles.
ii. There is no way to keep track of what words the students are picking themselves (students are picking
the same words week after week!)
iii. Each student has different words. Difficult to assess. Students don’t know any of the same words.
iv. Students are cheating during buddy study assessments.
v. Activities have no variation (Same set of 4 activities each week: Look, say, cover, write, check, dictionary,
magnetic letters, writing letters/sentences with words).
vi. No consistency from class to class.
2. Proof it isn’t working:
d. Sheila’s average test scores: 79 %
e. Amanda’s average test scores: 76 %
f. Jaimie’s average test scores: 75%
g. Not much improvement shown in writing samples.
h. Complaints from 4th grade teachers about students’ spelling.
The New:
1. What would be different:
a. Students get the same set of words each week that follow a principle.
b. There would be three levels of words to differentiate (2nd grade word list, 3rd grade word list, 4th grade word list).
c. A plan is created, assigning specific word study principles for each week.
d. Each word study principle has activities for each day so that the students are doing the same activities week after week.
e.
f.
g.
h.
i.
Students don’t assess one another.
Students would be learning a lot of the same words (good word base for when they go to fourth grade!)
Using researched activities, developmentally appropriate principles and activities from Fountas and Pinnell.
Students would learn 15-18 words each week instead of ten.
Homework will align with the principles.
Ephesus Elementary School
Third Grade
Word Study Plan
2009-2010
Week
Lesson
Focus/
Principle
Monday
Lesson
Tuesday
Lesson
Wednesday
Lesson
Thursday
Lesson
Friday
Lesson
Word
List:
Below
Grade
Level
Word
List:
On Grade
Level
Word List:
Above
Grade Level
1
SP1:
Recognizing
words with
short vowel
sounds; SP3:
Recognizing
word patterns
with Long
Vowel
Sounds; LS 8:
Recognizing
long vowel
patterns, eeE
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Word Sort.
Students sort
words into
columns:
short e, long
e, ee.
Teach Crazy
Eights Game
Test
p. 103 in F &
P WS Book
Students play
crazy eights
game with
long e and
short e
sounds.
She
Free
Men
End
When
Next
Left
Help
Please
Believe
Many
Very
Been
Seen
She
Between
Three
Easy
Sea
Leave
Then
Else
Edge
When
Tenth
Empty
Sketch
Easy
Eager
Sneakers
Mean
Fifteen
Receive
Piece
Believe
Spelling
People
Squeeze
SP1:
Recognizing
words with
short vowel
sounds; SP 3:
Recognizing
Minilesson:
Introducing
the
principle.
Brainstorm
Blind Sort
with short I,
long I, and
Y.
Teach
students to
make a word
search.
Students
complete
word search
activity.
Test
My
I
Is
Try
Life
p. 161 in F &
p.153 in F & P
Pitch
Drink
Swim
Life
While
I
Since
Which
Inch
String
Title
Shrimp
2
3
4
word patters
with long
vowel
sounds;- I
a list of
words that
fit that
principle.
P WS book.
WS book.
SP1:
Recognizing
words with
short vowel
sounds; SP 3:
Recognizing
word patterns
with long
vowel
sounds; LS 8:
recognizing
long vowel
patterns, ow,
oa; SP 5:
Recognizing
word patterns
with the short
o sound- O
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Smart Board
Word sort.
Words are
scrambled on
the Smart
Board.
Students
come up and
sort them
into columns
of short o or
long o.
Teach
students how
to play the
game Battle.
SP1:
Recognizing
words with
short vowel
sounds;
Recognizing
Minilesson:
Introducing
the
principle.
Brainstorm
Teach the 2 –
Way Sort.
Students
write
“Ukelele” on
the top of
Students do
the 2 way sort
independently.
My
Light
Buy
Eye
Which
Find
Why
Kind
Try
Picnic
Mind
Wild
Decide
Why
Skyscraper
Buy
Right
Lightning
Write
Cypress
Bicycle
Students play
the game
Battle with
one another.
Test
So
Most
Off
Fox
Stop
Pocket
Hold
Told
Often
Grow
Throne
So
Most
Almost
Both
Open
Also
Frog
Octopus
Stop
Strong
Wrong
Copy
Cloth
Problem
October
Whole
Explode
Control
Shown
Bowl
Bottom
Smoky
Coach
Throat
Toast
Doughnut
Foe
Look, Say,
Cover, Write,
Check
Test
Use
New
Us
You
Such
Under
Such
Much
Young
Touch
Use
Blush
Crutch
Crunch
Grumpy
Much
Umpire
p. 169 in F &
P WS book.
word patterns
with unique
vowel sounds
(long u); SP
3:
Recognizing
word patterns
with long
vowel
sounds- U
a list of
words that
fit that
principle.
one column
and “Under”
on top of
another
column.
They will
sort the
words that
share the
same sound.
5
SP1:
Recognizing
words with
short vowel
sounds; LS 8:
Recognizing
long vowel
patterns, ai,
ay; SP 3:
Recognizing
word patters
with long
vowel
sounds- A
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Students will
circle the
letter/s in
their word
list that
create either
the short a or
long a sound.
Teach
expectation
for sentences
using the
words.
Sentences
should not be
simple (It is a
fact.) They
should be at
least 7 words
long. Teacher
models, and
guided
practice.
Students
choose ten
words to
write
sentences
with.
Test
6
LS 9:
Recognizing
double
consonants in
words
Minilesson:
Introducing
the
principle.
Brainstorm
Teach
students
word grid
game.
Students play
word grid
game.
Double
consonant
pass and play.
In groups of
4, students
compete to
Test
p. 109 in F &
Your
You
Unit
Cute
Few
New
Fuel
Human
Music
Uncle
None
Does
Fuel
Cute
Cubicle
Human
Future
Usual
Uniform
Used
Beautiful
Ask
Than
Ape
Make
Any
Said
Ask
Stand
Catch
Eight
Afraid
Away
Always
Playing
Waved
Takes
Than
Great
They
Prey
Fact
Began
Clasp
Rapid
Able
Later
Space
Stranger
Grade
Display
Main
Explain
Freight
Neighbor
Weigh
Vein
April
Ankle
Happy
Funny
Carry
Pretty
Silly
Missed
Willing
Balloon
Spelling
Pretty
Still
Follow
Matter
Summer
Million
Dollar
Scissors
7
8
WS 12:
Noticing and
using the past
tense with –
ed and ing
LS 3:
Recognizing
words with
ending
consonant
digraphs; LS
a list of
words that
fit that
principle.
P WS book
come up with
words with
double letters
the quickest.
One group
member
writes a word
and then
passes it to
his/her team.
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Choose the
correct suffix
in a sentence.
Students will
get sentences
and they will
have to
decide if the
word should
have an –ing
or an –ed
ending.
Teach
students how
to play
“Trumps”
Minilesson:
Introducing
the
principle.
Brainstorm
Teach
students “Go
Fish” with
digraph
sounds ch,
sh, th, wh.
Students play
“Go Fish”
with diagraph
sounds.
Off
Added
Letter
Different
Pattern
Middle
Mississippi
Zipper
Carry
Cattle
Address
Office
Suppertime
Blizzard
Penny
Wrapper
Wallet
Occurrence
Village
Collide
Battle
Students play
“Trumps”
Test
Going
Coming
Timed
Moved
Having
Swimming
Getting
Coming
Having
Doing
Ended
Happened
Happening
Started
Joked
Received
Smiling
Smiled
Running
Going
Lived
Living
Rattled
Rattling
Studied
Studying
Traveled
Traveling
Changed
Changing
Appeared
Appearing
Raced
Racing
Hoped
Hoping
Wrapped
Wrapping
Students play
digraph
Bingo.
Test
Think
Chip
Dash
Who
With
Children
Search
Teacher
Reached
Think
Together
Attach
Where
Sandwich
Change
Watch
Singer
p. 389 in F &
P WS book.
p. 83 in F & P
WS book.
4:
Recognizing
words with
beginning
and ending
digraphs
a list of
words that
fit that
principle.
Must specific
if the digraph
is in the
beginning or
the end.
p. 87 in F &
P WS book.
9
10
WS 6:
Recognizing
parts in
compound
words; WS
14: Using
compound
words to
understand
meanings
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Teach
Compound
Rummy
W S 10:
Noticing and
using
abbreviations;
WS 1:
Summarizing
Minilesson:
Introducing
the
principle.
Brainstorm
Matching
Game. On
the Smart
Board
students
match the
Students play
Compound
Rummy
Teach and
play “Battle”
Students play
Crazy Eights
with
compound
words.
Student’s
play
Contraction
Concentration
p. 381 in F &
Slippery
Spring
Gather
These
Thread
Athlete
Worth
Thirsty
Whisper
Whistle
Awhile
Nowhere
Test
Into
Away
Upon
Today
Maybe
Into
Today
Without
Something
Become
Upon
Myself
Everybody
Everyone
Maybe
Outside
Basketball
Skateboard
Earthquake
Anyone
However
Everything
Himself
Birthday
Herself
Somewhere
Afternoon
Chalkboard
Daydream
Downstairs
Grandparents
Breakfast
Outfield
Scarecrow
Nobody
Dragonfly
Keyboard
Test
I’ll
I’m
It’s
Let’s
Don’t
Don’t
Didn’t
I’ll
I’m
It’s
Let’s
Didn’t
That’s
They’re
You’re
Couldn’t
Haven’t
p. 395 F & P
WS book.
p. 363 F & P
WS book.
With
Where
Everywhere
Short
Push
Finish
Sure
Who
Whole
11
12
Contractions
a list of
words that
fit that
principle.
contractions
to their
original
form.
p. 345 F & P
WS book
P WS book
WS 7:
Forming
Plurals of
Words that
Add es; WS
8: Forming
Plurals with
Words
Ending in Y;
WS 9:
Forming
Plurals with
words ending
in f, fe, or lf
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Three Way
Sort with s,
es, and ies.
Students form
teams and
race to change
singular forms
to their plural
form. The
team that does
it the quickest
with the most
correct, will
win.
Students use
magnetic
letters with a
partner to
form plurals
to singular
words.
Test
WS 13:
Forming new
words by
adding –er;
WS 20:
Forming
Minilesson:
Introducing
the
principle.
Brainstorm
Students pick
5 sets of
words
(bigger,
biggest is
one set) and
Students
decide in pairs
if they need to
add an er or
just an r to
make the
Students
decide in
pairs if they
need to put an
iest in place
of a y, or if
Test
p. 369 in F &
P WS book
They’re
We’re
Doesn’t
O’clock
Won’t
Wouldn’t
That’s
Can’t
Who’s
O’clock
We’re
Isn’t
I’m
It’s
Who’s
They’d
Could’ve
They’ve
You’ll
Don’t
Aren’t
Toys
Lives
Kisses
Tries
Loves
Ladies
Surprises
Toys
Shoes
Cries
Studies
Stories
Boxes
Kisses
Snakes
Boys
Halves
Lives
Loaves
Friends
Leaf
Leaves
Wolf
Wolves
Potato
Potatoes
Roof
Roofs
Family
Families
Library
Libraries
Journey
Journeys
Hero
Heroes
Ditch
Ditches
Longer
Nicest
Smarter
Biggest
Safer
Smaller
Strongest
Longer
Nicer
Bigger
Largest
Cleaner
Cleanest
Bigger
Biggest
Earlier
Earliest
comparisons
with –er, est
a list of
words that
fit that
principle.
draw pictures
to show the
comparison
of the words.
word past
tense.
they just add
est.
13
LS 6:
Identifying
words with
different
vowel sounds
(oo); LS 7:
Identifying
other vowel
sounds (oo);
SP 7:
recognizing
word patterns
with unique
vowel sounds
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Look, Say,
Cover,
Write, Check
Students go
through their
list of words
and circle the
letter/s that
make the /oo/
sound.
Students form
the words on
their word list
with magnetic
letters.
Test
14
LS 7:
Identifying
other vowel
sounds (oi)
Minilesson:
Introducing
the
principle.
Brainstorm
Students sort
the words by
“oy” or “oi”
Students
determine
which of the
words are
spelled
correctly.
Students
unscramble
their spelling
words on the
Smart Board.
Test
Loudest
Tiniest
Funnier
Prouder
Smarter
Meanest
Tougher
Safest
Heaviest
Quicker
Quickest
Busier
Busiest
Rougher
Roughest
Heavier
Heaviest
Happier
Happiest
Lazier
Laziest
Look
Put
Room
True
Blue
Looked
Good
Brook
Football
Cookie
Stood
Full
Put
Food
School
Truth
Room
True
Chew
Due
Shoes
Clues
Wound
Junior
Truth
Duty
News
Through
Few
Who
Schoolroom
Whose
Conclusion
June
Shampoo
Cruel
Choose
Ruin
Oink
Coin
Point
Boil
Spoil
Pointing
Oily
Boy
Voice
Oyster
Voyage
Voice
Oyster
Voyage
Annoy
Choice
Avoid
a list of
words that
fit that
principle.
15
Recognizing
words with
the suffix –
less, -ful, -ly
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Discuss how
the suffixes
change the
word.
Students
write
definitions
for the word.
I.E. Joyful =
full of joy.
Students
write
sentences
using their
spelling list.
Test
Useful
Slowly
Joyful
Useless
Softly
Useful
Quietly
Slowly
Carefully
Careless
Quickly
Useless
Worthless
Fearless
Joyful
Softly
Wonderful
Bashful
Thankful
Exactly
Hopeless
Careless
Homeless
Tireless
Hopeful
Fearful
Cheerful
Careful
Graceful
Happily
Friendly
Angrily
Swiftly
Suddenly
Darkness
Goodness
Sadness
Kindness
Teach
students
“Follow the
Path”
Students play
“Follow the
Path”
Test
Redo
Undo
Unkind
Rewind
Unable
Unwrap
Rewrap
Unable
Rewrite
Undone
Redone
Disappear
Disappoint
Disagree
Dishonest
Unable
Uncertain
Hopeless=
Having no
hope
WS 21:
Recognizing
words with a
prefix un-;
WS 22:
Recognizing
Minilesson:
Introducing
the
principle.
Brainstorm
Discuss how
the prefixes
change the
word and
have students
write
Appoint
Enjoy
Moisture
Noise
Drown
Amount
Fountain
Crowded
Southwest
Thousand
Flour
Pronounce
Students act
out the words
in their
spelling list.
Quickly= in
a quick way.
16
Loyal
Joined
Coin
Choice
Poison
Destroy
Enjoy
Choose
Bruise
p. 427 F & P
words with a
prefix re-
a list of
words that
fit that
principle.
definitions
for the
words.
WS book.
17
LS 10:
Recognizing
consonant
letters with
different
sounds (c, g,
th, ch)
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Students do a
word search
of their
spelling list
words.
Students sort
words by
whether they
have a soft c,
hard c, soft g
or hard g
sound.
Students fill
in the blanks
in sentences
with their
spelling
words.
Test
18
Recognizing
word patterns
with the /f/
sounds (f, ph,
gh)
Minilesson:
Introducing
the
principle.
Brainstorm
Students
compete to
come up with
the greatest
number of
words that
Students use
the word lists
they created
on Tuesday to
sort the words
by f, gh, ph.
Students
circle what
makes the /f/
sound in the
words.
Test
Unkind
Unlucky
Unusual
Untidy
Review
Revise
Relocate
Rewind
Redo
Unbeaten
Uncomfortable
Unkind
Unknown
Rewrite
Review
Rebuild
Recall
Misbehave
Misuse
Misunderstand
Misspell
City
Gone
Age
Huge
Face
City
Cereal
Face
Could
Guess
Huge
Age
Danger
Goose
Gone
Coast
Clean
Guard
Giant
Carton
Cinder
Circle
Cardinal
Cereal
Cycle
Concert
Dancer
Celebrate
Twice
Dangerous
Strange
Ledge
Damage
Geography
Gentle
Signal
Regular
Sugar
Friend
Tough
Phone
Life
Laugh
Phone
Photograph
Orphan
Alphabet
Graph
Nephew
Enough
Tougher
Fifty
Pharmacy
Alphabet
Nephew
19
LS 12:
Taking apart
words with
open
syllables; WS
3:
Recognizing
words with
open
syllables
a list of
words that
fit that
principle.
have the /f/
sound.
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Students will
do a 2-way
sort of words
based on if
they have the
first syllable
stressed or
the second
syllable
stressed.
Teach Word
Plot game
Recognizing
the schwa
sound in
words
Minilesson:
Introducing
the
principle.
Brainstorm
Students
circle the
sounds in
their words
that make the
schwa sound.
Test
We
Hello
Over
Dear
Even
April
Babies
Over
Hello
Even
We
Silent
Tiny
Menu
Future
Dear
Raise
White
Used
Those
Lazy
Volcano
Flavor
Piano
Recent
Really
Item
Pilot
Triangle
Climate
Gigantic
Program
Obey
Puny
Prepare
Vacant
Pulley
Menu
Students find
the words that
are
misspelled
and spell
them
Test
Of
Some
Other
Nice
Read
Disagree
Again
Given
Other
Money
Problem
Across
Alone
Among
Brother
Again
Front
p. 352 F & P
WS book.
Students
divide their
spelling words
into syllables.
Trophy
Paragraph
Telephone
Photograph
Giraffe
Forest
Figure
Refrigerator
Draft
Phrase
Traffic
Chief
Students play
Word Plot
Game
p. 121 F & P
WS book.
20
Enough
Father
Half
Friday
Cough
Tough
Favorite
Laugh
Friend
a list of
words that
fit that
principle.
21
22
correctly.
LS 14:
Recognizing
words with rinfluenced
vowels; SP
15:
Recognizing
word patters
with rinfluenced
vowels
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Students
complete a
word search
for the words
on their
spelling list.
WM/V:
Exploring
Homophones
Minilesson:
Introducing
the
principle.
Brainstorm
Students
choose five
words and
draw what
each of the
word looks
Students play
“Follow the
Path” with rinfluenced
vowel words.
p. 211 F & P
WS book
Students fill in
the blanks
with the
correct form
of the word.
Students fill
in the missing
letters (or, er,
ar, ur, ir) to
make spelling
words.
Banana
Appear
Compass
Pedal
Given
Heaven
Mountain
Ocean
Cousin
Purchase
Often
Color
Test
Girl
Word
Here
Learn
Were
Word
Work
World
Were
First
Girl
Turned
Learn
Bird
Fire
Here
Nurse
Jury
Stirred
Wear
Early
Earth
Search
Service
Wonder
Surface
Curly
Shirt
Thirty
Doctor
Sailor
Shower
Bakery
Another
Barber
Collar
Worse
World
Test
Our
Hour
There
Their
They’re
Our
Hour
There
Their
They’re
Brake
There
Their
They’re
Principal
Principle
Right
For example,
Doct-or.
Students play
concentration.
They must
match the
correct word
to the correct
Does
Of
Some
Laid
Change
Tired
Read
Nice
Lower
a list of
words that
fit that
principle.
like.
picture.
Break
Here
Hear
Male
Mail
Meet
Meat
Pair
Pear
Write
Wait
Weight
Morning
Mourning
Sweet
Suite
Root
route
23
WM/V:
Recognizing
and using
synonyms
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Mini-lesson
on how to
use the
thesaurus.
Students use
the thesaurus
to find more
synonyms for
their words.
Students use
words in a
sentence.
Test
Sad
Unhappy
Drop
Fall
High
Tall
Little
Small
Listen
Hear
Bright
Shining
Pretty
Beautiful
Close
Near
Ready
Alert
Safe
Secure
Outside
Exterior
Careful
Cautious
Polite
Courteous
Choose
Select
Dangerous
Risky
Remember
Recollect
Disease
Sickness
24
WM/V:
Recognizing
and using
antonyms
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
Review on
how to use
the
thesaurus.
Students use
the thesaurus
to find
antonyms for
their words.
Students play
concentration.
They must
match
antonyms.
Test
Dead
Alive
Good
Bad
Best
Worst
Never
Always
Admit
Deny
Question
Answer
Asleep
Awake
Bitter
Sweet
Calm
Troubled
Danger
Advantage
Disadvantage
Beginning
Ending
Bravery
Cowardice
Build
Demolish
Capable
Incapable
Cheap
Expensive
Courteous
Safety
Rude
25
WM/V
Recognizing
Homographs
Minilesson:
Introducing
the
principle.
Brainstorm
a list of
words that
fit that
principle.
In groups,
students
determine
the two
meanings for
each of the
words on
their spelling
lists.
Mini-lesson
on how to use
the dictionary.
Students use
the dictionary
to find the
definitions for
some of their
spelling
words.
Test
Read
Does
Tear
Bark
Bank
Desert
Does
Lead
Minute
Present
Tear
Clear
Leaves
Spring
Season
Watch
Organ
Board
Change
Sign
Address
Conflict
Separate
Patient
Cricket
Discard
Number
Project
Resume
Wound
Putting
Polish
Entrance
Object
Perfect
26
HF 1:
Recognizing
high
frequency
words with 3
or more
letters
Minilesson:
Introducing
the high
frequency
words
Students do a
word search
for the
spelling
words on
their lists.
Students
Make Say
Check, Mix
Students pick
5 words and
write
sentences
using them.
Test
Only
Does
Know
Them
Year
About
Again
Almost
Always
Because
Before
Enough
Exciting
Sometimes
Something
Weather
Thought
People
Another
Laughed
Although
Another
Anything
Around
Beautiful
Because
Believe
Beneath
Between
Breathe
Brought
Caught
Certain
Clothes
Complete
HF 2:
Recognizing
high
frequency
Minilesson:
Introducing
the high
Students use
magnetic
letters to
spell out
Students play
concentration
to find words
that match
Students
complete a
word search
for each of
Test
Such
Would
Friend
Here
Myself
Lovable
Knew
Wear
Decided
Different
Discussed
Doesn’t
27
p. 223 F & P
WS book
words with 4
or more
letters
frequency
words.
their words
with a
partner.
using their
high
frequency
words.
their words.
Play High
Frequency
Word Lotto.
Students find
3 or more
definitions for
words using a
dictionary.
These
Want
School
Through
Getting
Favorite
First
Friendly
Have
Except
Impossible
Wouldn’t
Either
Embarrassed
Enough
Especially
Excellent
Experience
Familiar
Favorite
Field
Friends
Humorous
Test
First
Have
You’re
Until
That’s
Threw
Question
Really
Doesn’t
Until
Usually
You’re
Whole
Whether
Could
Pretty
Probably
What
New
That’s
Immediately
Interesting
Knowledge
Language
Necessary
Neighbor
Particular
People
Probably
Receive
Recommend
Serious
Together
Usually
Whether
Give
students
time to
practice
the
spelling
words.
3rd grade
Spelling
Bee
NA
NA
NA
NA
NA
NA
They
unscramble
them for one
another.
HF 3:
Recognizing
words with 5
or more
letters
Mini
lesson:
Introducing
the high
frequency
words.
Students play
Word Grid
Game with
one another.
29
Practice for
the Spelling
Bee
Give
students time
to practice
the spelling
words.
Give students
time to
practice the
spelling
words.
Give students
time to
practice the
spelling
words.
30
Spelling Bee
Give
students a
list of
words
learned
throughout
the year.
Give
students
time to
Class
competitions:
Top 3
Class
competitions:
Top 3 winners
Class
competitions.
Top 3
28
p. 235 F & P
WS book
practice the
spelling
words.
winners from
group A are
determined.
from group B
in each class
are
determined.
winners from
group C in
each class are
determined.