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
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Student participation
Anecdotal records
Teacher observation
Performance tasks: sorting, literacy centers
Quizzes
Student writing pieces
Summative Assessments
 DRA
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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.