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.