Unit Overview Content Area: English Language Arts Unit Title: Word Study (Phonics, Spelling and Vocabulary) Timeline: Ongoing Target Course/Grade Level: Fifth Grade Unit Summary: Word Study is a student-centered approach to phonics, spelling, and vocabulary instruction that actively engages the learner in constructing concepts about the ways words work. This is accomplished through the use of phonemic (sound), visual (look), semantic (meaning), linking, and research strategies. Students are taught at their developmental level using activities that allow them to examine words for sound, pattern, and meaning relationships enabling them to develop strategies to apply in their own writing. Primary interdisciplinary connections: Technology, Speech and Language 21st century themes and skills: Creative Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills; -flexibility and adaptability, initiative and self-direction, social skills, productivity and accountability, leadership and responsibility. Anchor Standards: Reading Foundational Anchor Standards are not recognized in the Common Core. L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Learning Targets/Activities Domain: Foundational Skills Cluster: Phonics and Word Recognition, Vocabulary Acquisition and Use Standard # Standards RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.5.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.2.e Spell grade-appropriate words correctly, consulting references as needed. L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both in print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Unit Essential Questions How do letter sounds and patterns help a reader identify unknown words? How can context clues be used to understand new words? How can parts of a word help determine the meaning of a new word? Unit Enduring Understandings Phonics involves the relationship between sounds and their spellings Developing a broad vocabulary deepens comprehension and allows for more precise communication. Vocabulary is acquired through reading, writing, speaking and listening. Unit Learning Targets Students will ... Apply the knowledge of root words and affixes to read unfamiliar multi-syllabic words. (RF.5.3) Use combined knowledge of all letter-sound correspondences to accurately read unfamiliar multisyllabic words in and out of context. (RF.5.3.a) Decode words using known syllabication patterns. (RF.5.3.a) Use Greek and Latin affixes and roots to accurately read and determine the meaning of unfamiliar multisyllabic words in and out of context. (RF.5.3.a, L.5.4.b) Spell grade-appropriate words correctly, properly utilizing references as needed. (L.5.2.e) Use print and digital resources to determine or clarify the spelling, pronunciation, and/or meaning of key words and phrases. (L.5.2.e, L.5.4.c) Demonstrate the understanding of a word utilizing knowledge of other known, related words and their relationship to one another (synonyms, antonyms, homographs). (L.5.5.c) Learning Activities Word sorts Word ladders Matching/memory games Syllable sorts Literature and rhymes Word wall activities/games Bingo, tic-tac-toe games Literacy centers Word work/spelling Making words Flexible grouping Dictation Modeling Evidence of Learning Formative Assessments Student participation Anecdotal records Teacher observation Performance tasks: sorting, literacy centers Quizzes Student writing pieces Summative Assessments DRA Work station checklist/folders Checklists Dictation Running records Group discussions Developmental Spelling Assessment Spelling/Vocabulary tests Running Records miscue analysis RESOURCES/TECHNOLOGY Teacher Instructional Resources: Read Alouds/Mentor Texts Poems/songs Florida Center for Reading Research Making Words, Cunningham, Hall and Heggie Words Their Way: Pearson Learning Group Vocabulary Games for the Classroom, Carlton and Marzano Building Academic Vocabulary, Marzano Integration of Technology: SmartBoard, document camera Technology Resources: Click the links below to access additional resources used to design this unit: www.pinterest.com www.teacherspayteachers.com www.havefunteaching.com http://www.sadlier-oxford.com/prof_development.cfm Full article on incorporating vocabulary into the general ed classroom http://www.sadlier-oxford.com http://wik.ed.uiuc.edu/index.php/Phonic_awareness http://www.proteacher.com/070171.shtml http://tc.readingandwritingproject.com http://www.ed.gov/teachers/how/tools/initiative/summerworkshop/valdes/index.html http:/www.readingresource.net/websiteforkids.htm http://www.plattscsd.org/oak/smartboard/phonemic.htm Opportunities for Differentiation: Learning centers/station (specific to level of phonetics instruction) Flexible grouping VAKT modeling Leveling sorting activities Teacher Notes: Phonics instruction must be instructed in a systematic and explicit manner to be effective. Phonics instruction must follow a logical sequence that introduces simple and common relationships and builds in complexity.