Unit Overview
Content Area: English Language Arts
Unit Title: Word Study (Phonics, Spelling, and Vocabulary)
Target Course/Grade Level: 3rd Grade
Timeline: Ongoing
Unit Summary: The approach to studying words – their meanings, spellings, and
foundations – is different than the prior spelling programs of years past. Word
knowledge supports reading and transfers to writing. Reading skills include
phonics, word structure, word recognition, word meaning, and vocabulary development.
Writing skills include spelling, vocabulary, usage and syntax, and conventions. All are
included in this unit.
Primary interdisciplinary connections: Science, Social Studies, Math, Writing, Art, Music, Health and
Physical Education, 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 for Language:
Vocabulary Acquisition and Use
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.
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: Reading Foundations, Language
Cluster: Phonics and Word Recognition, Vocabulary Acquisition and Use,
Standard #
Standards
RF.3.3.a-d
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational
suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words.
L.3.4.b-d
Determine or clarify the meaning of unknown and multiple-meaning word and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies.
b. Determine the meaning of the new word formed when a known affix is added to a
known word (e.g., agreeable/disagreeable, comfortable/uncomfortable,
care/careless, heat/preheat).
c. Use a known root word as a clue to the meaning of an unknown word with the
same root (e.g., company, companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or
clarify the precise meaning of key words and phrases.
L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and
domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).
Unit Essential Questions
Unit Enduring Understandings
 How does conventional spelling promote
 Phonics involves the relationship between sounds
common understanding?
and their spellings
 How do letter sounds and patterns help a reader  The knowledge of vocabulary leads to deeper
identify unknown words?
understanding of text
 How can context clues be used to understand
 Vocabulary is acquired through reading, writing,
new words?
speaking and listening.
 How can parts of a word help determine the
meaning of a new word?
 Why is it important to learn new vocabulary
words?
Unit Learning Targets
Students will ...
 Identify and know the meaning of the most common prefixes and derivational suffixes. (RF.3.3.a)
 Decode words with common Latin suffixes. (RF.3.3.b)
 Decode multisyllable words. (RF.3.3.c)
 Read grade-appropriate irregulary spelled words. (RF.3.3.d)
 Determine the meaning of a new word formed when a known affix is added to a known word. (L.3.4.b)
 Use a known root word as a clue to help understand an unknown word with the same root. (L.3.4.c)
 Use print and digital resources to determine or clarify the meaning of key words and phrases. (L.3.4.d)
 Identify real-life connections between words and their use. (L.3.4.b)
 Distinguish shades of meaning among related words and describe states of mind or degrees of certainty.
(L.3.4.c)
 Use words that signal spatial and temporal relationships (eg. After dinner that night we went looking for
them) (L.3.6.)
Learning Activities
 Flexible grouping
 Word study: sound/picture/object/word
sorts
 Guided reading/small group work

Matching and memory games with
 Writer’s Workshop: Shared, Modeled and
vocabulary words/pictures
Independent
 class dictionary
 Morning message
 Language Experience Charts
 Classroom discussions
 Mini-lessons
 Oral presentations
 Literacy/work stations
 Reading/writing responses
 Journals
 Dictionary work
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 Mentor texts/ read alouds
 Songs, poems, literature and rhymes
 Daily oral language
Word walls (interesting words, content
words, sight words, etc.)
 Guess My Word
 Making words
 Word Building Puzzles and Activities
 Word Sorts
Evidence of Learning
Formative Assessments
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Quizzes
Performance Tasks (sorts)
Group discussions
Oral Presentations
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Word lists
Running records
Writing Samples
Dictation
Summative Assessments
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Spelling Tests (Pre and Post)
Vocabulary Tests
DRA
Rubrics
RESOURCES/TECHNOLOGY
Teacher Instructional Resources:
 Spelling, Grammar and Vocabulary texts
 A Curricular Plan for the Writing Workshop: Grade 3 Lucy Calkins
 A Curricular Plan for the Reading Workshop: Grade 3 Lucy Calkins
 Children Dictionaries
 Write Source
 Vocabulary Games for the Classroom, Carlton and Marzano
 Building Academic Vocabulary, Marzano
 Fundations, Wilson Language
 Read Alouds/Mentor Texts
 Poems
 Reading First by Creative Teaching Press
 Phonemic Awareness Handbook by Anthony D. Fredericks
 Florida Center for Reading Research
 Making Words, Cunningham, Hall and Heggie
 Words Their Way: Pearson Learning Group
 Phonics from A to Z: A Practical Guide by Wiley Blevins
 Rebecca Sitton Spelling
Integration of Technology:
Smart Board; Elmo projector; Classroom computers; Lap Top Cart; Computer Lab
Technology Resources:
Click the links below to access additional resources used to design this unit:
www.pinterest.com
www.teacherspayteachers.com
www.havefunteaching.com
www.abcya.com
www.starfall.com
http://www.proteacher.com/070171.shtml
http://tc.readingandwritingproject.com
http:/www.readingresource.net/websiteforkids.htm
http://wvde.state.wv.us/strategybank/vocabulary.html
http://www.vocabularya-z.com/
http://www.myvocabulary.com/
http://www.merriam-webster.com/word-of-the-day/
http://www.merriam-webster.com/game/index.htm
http://www.sadlier-oxford.com/prof_development.cfm
 (Sadlier Professional Development Series)
www.onelook.com
www.americancorpus.org
www.etymonline.com
www.wordsmith.org
www.verbivore.com/rllink.htm
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.plattscsd.org/oak/smartboard/phonemic.htm
Opportunities for Differentiation:
Learning centers/stations
Flexible grouping
VAKT modeling
Leveling of sorting activities
Teacher Notes: