Unit 2, Week 5 - Word Work Plans
There’s Nothing Like Baseball
Focus: o, a, ow, oe Words with the Long o sound
Spelling Words p. 265C grow, mow, crow, toe, goes, toast, soap, foam, told, most (review: light, mind)
High Frequency Words: between, few, example
Decodable Reader: Three Goats and a Troll, 265D
Fluency Passage: On level Workbook for home practice. Students tear out the page and place it in a page protector in their
home/school folder. Students work on it all week at home, Teacher reviews it on Thurs. and Friday during Indep. reading
conferences
Story Vocabulary Words: uniform, practices, starting, tryouts, coach
*Oral Fluency Words: (John Henry) energetic, conquer, exhausted, hero, physical, 267E
Monday:

Vocabulary – Read story John Henry (genre – Folk Tale) on Oral Vocab. Cards, pg. 264K, Day 1 of Vocab. lesson

Word Work –265A, Introduce long o, o, oa, ow, oe. Use attached large phoneme manipulation Cards on board
or pocket chart (Students use white boards and markers to make the words while a student comes up to try.) for
practice making words with oa, ow, oe, and o.

Grammar – 267C, Transparency 46, Grammar Book, p. 46 Plurals (can be done as morning work)

High Frequency Words – Introduce, Chant &Check, Define, describes attributes and uses each high frequency
word in a sentence. Make High Frequency cards.
Tuesday:

Vocabulary – Day 2 Word Associations of Vocab. Lesson or 267E in TE for John Henry

Work Work Activity: Building words–Students use cut out letters and take turns calling out a word to make with
the letters. Students may make a Sorting Chart and sort O, OA, OW, or OE words as they build them with their partners.

Grammar – Transparency 47, Possessives (Introduce during Writing Block)
Wednesday:

Vocabulary – Day 3: Making Choices and Questions, Reasons, and Examples (p. 285D)

Work Work Game:
Two to four children can play this game. Each player takes a playing piece (any object or counter). The first
player rolls the number cube to find out how many squares to move from the path’s start. The child reads aload
the word on that square and identifies the long o spelling pattern, o, oa, ow, or oe. Then the player points to
another word with the same spelling pattern. If the player finds a match, he or she can roll again. If not, the
next player takes a turn. Play continues until someone finishes the course.

Grammar – Apostrophies, Transparency 48
Thursday:

Vocabulary –Vocabulary Day 4 (Relating Words and Synonym Stretch or 285N for Oral Vocabulary

Work Work –Cooperative Learning Activity (use white boards) Students work in pairs using Spelling word cards.
While one partner reads the words one at a time, the other partner should ‘slide through’ the sounds of the
word and write the word. The partner who read the word should check and prompt his friend to touch each
letter as he maps (points to each letter and says the sound) the word to insure that the correct letter matches
the phoneme. Students can then practice alphabetizing their word cards Each player chooses 5 cards and puts
them in ABC order.

Grammar – transparency 49, proofreading. 289C- for mini lesson and think aloud.
Friday:

Vocabulary – Assess: Have students do a 4-square for one of their words. (word, definition, picture, sentence)
or brief teacher made assessment.

Work Work –Play Silent Spelling* Give Spelling test during Writing Block. 291C

Grammar – Transparency 50, Review Plurals and Possessives Grammar Practice Book p. 50
*Silent Spelling: Students sit in groups of 4 with 1 white board and 1 pen. Teacher says a word from the spelling list. First
student writes first letter and passes board. 2nd student writes next letter and on and on until the word is spelled. If a
student sees that a word is spelled wrong, he or she may change only one letter on their turn. When all members think the
word is correct, they hold up the word. This game is SILENT!!
Long o Long o Long o Long o
spelled
spelled
spelled
spelled
o
ow
oe
oa
Long i
Long i
Long i
Long i
spelled
spelled
spelled
spelled
o
ow
oe
oa
Long o Long o Long o Long o
spelled
spelled
spelled
o
ow
oe
spelled
oa
Long o Long o Long o Long o
spelled
spelled
spelled
o
ow
oe
spelled
oa
Spelling: grow, mow, crow, toe, goes, toast, soap, foam, told, most Extra Words: low, told, goat, bow, foe, road, load
Tuesday’s Activity
g
r
m
c
t
p
f
l
d
o
oa
b
s
t
oe ow
Spelling: grow, mow, crow, toe, goes, toast, soap, foam, told, most, toad, low, road, goat, boast, bow, foe, load,
g
r
m
c
t
p
f
l
d
o
oa
b
s
t
oe ow
Spelling: grow, mow, crow, toe, goes, toast, soap, foam, told, most, toad, low, road, goat, boast, bow, foe, load,
g
r
m
c
t
p
f
l
d
o
oa
b
s
t
oe ow
Spelling: grow, mow, crow, toe, goes, toast, soap, foam, told, most, toad, low, road, goat, boast, bow, foe, load,
between
few
example
between
few
example
Wednesday’s Game Cards
grow
toe
soap
most
goat
load
mow
goes
foam
toad
boast
show
crow
toast
told
low
road
sold
d r ow
m c r
t oe g
o t t
p s oa
f m l
Wednesday’s game
cold
coal
START
Go ahead 2
spaces
Miss one turn
bold
moat
Go back 2 spaces
foe
cold
coat
Go back 2
spaces
low
toe
Miss one turn
Go ahead 2
spaces
Go ahead 2
spaces
END
foam
Shortcut
Pass
Go back 2
spaces
woe
Take the
Shortcut
post
Pass
Take an extra
turn
coast
grow
Take an extra
turn
host
Go ahead 2
spaces
woe
boat
Take an extra
turn
hold
jello
blow