LOWER DAUPHIN SCHOOL DISTRICT
Mary Klinger
1/1/2007

Example of Direct Teaching Using a Word Sort. . . . . . . . . . . . . . . . . . . . . . . . . . 3
EATS Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Word Study Preview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Making Connections with Text. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Sort and Rhyme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Blind Sort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Speed Sort. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Group Foldable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Word Worm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Odd One Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Discovery Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Change a Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Write and Draw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Rhyme Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Sort, Alphabetize, Write. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Card Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Hink Pinks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Scrapbooking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Be a Mind Reader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
List, Group and Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Feature Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Spelling Sparkle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Break It Up! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Chalk Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Making Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Give One – Get One. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Circle Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Erase a Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Newspaper Word Hunt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Mystery Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Using Analogy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Starts Like Ends Like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Word Sort Cards Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Grid Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
List, Group and Label Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Discovery Log Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Preview Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Starts Like Ends Like Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
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Direct Teaching of Word Study Features using a Word Sort
Example of Direct Teaching: (Feature J)
Activator: Write these words on the board.
ARF! ARF!
WOOF!
BOW-WOW
Ask what these words have in common and why there are three different sounds for a dog barking.
Word Walk: Preview all words ahead of time to be sure students can read them. The words can be displayed on a pocket chart.
Direct Teaching:
The suffix “ed” at the end of a word can make three different sounds. Look at these three key words: hunted looked
Listen to the three different sounds of “ed”.
(id) (t) showed
(d)
I will add three more words to the chart. Listen as I say each word slowly.
Read each new word and read the key word to emphasize the target sounds. wanted stopped rolled
Continue to add words to the list, asking students to help read the words and match the sounds to the key words.
Distributed Summarizing: Using numbered heads, ask students to observe the lists to see if they can tell how the three groups are different. #1 – What did you observe? #2 – How are the groups of words different? Record students’ observations.
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Guided Practice: Ask students to create a three column chart, listing the three key words at the top. Give students a mixed list of “ed” words OR ask students to find words in a text OR ask students to think of “ed” words. Students can work in partners to sort the words into the three columns.
Summarize: (The most important thing…)
The most important thing to remember today is … the suffix “ed” at the end of a word can make three different sounds, /id/, /t/, and /d/ but it is always spelled “ed”.
EATS
E ssential Question
 focus the learning
A ctivate
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 link prior knowledge motivate learner relate to something learner understands
T each
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 model and explain the feature organize information through graphic organizers and charts apply and shape skills through distributed guided practice use summary point writing provide feedback transition to independent practice
S ummarize learner summarizes and answers the essential question
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Word Study Preview - to introduce a new Word Study List
Name _____ Date ____
SAY SPELL COVER WRITE CHECK
1. ________ _________ ________
2. ________ _________ ________
3. ________ _________ ________
4. ________ _________ ________
5. ________ _________ ________
6. ________ _________ ________
7. ________ _________ ________
8. ________ _________ ________
9. ________ _________ ________
10.________ _________ ________
Prepare foldables to hold the preview sheet with a flap to fold over the first column.
1. Use the three column Preview sheet
2. Read the first word.
3. Students SAY the word.
4. Students SPELL the word together with the teacher.
5. Students COVER the word by folding the left flap over the page.
6. Students WRITE the word in the second column on their own.
7. Students unfold and CHECK the word. If it is not spelled correctly in the 2 nd column, students then write the word correctly in the 3 rd column.
8. Continue until all words are completed.
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Word Study Activities: from Word Journeys by Kathy Ganske and other sources
1. Making Connections with Text - After reading a text, ask students to find words that match a feature that they are currently working on. Students should write the words on word cards and sort the cards. Words can then be written on a graphic organizer and labeled.
Example: The Magic School Bus Inside the Earth by Joanna Cole a C e ate slate stale cupcake shale lakes cave shapes grainy rain contain straight ai layers clay away stay ay
2. Sort and Rhyme - Ask students to sort the words on their word study list.
Then, switch onsets to make at least two more words for each category.
Example: Feature G2 – List 3 (bold words are made with onsets) short vowel with r long vowel with r oddball mark - shark spark depart – dart start modern – stern fern dare stair - blare square deer spear – clear cheer tire - wire squire store – more implore cute – mute flute
ONSETS: consonants bl br ch cl dr fl fr gl gr pl pr qu sc scr sh shr sk sl sm sn sp spl spr squ st str sw th thr tr tw wh
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3. Blind Sort – Prepare a word sort with key words on top of the pile. Ask students to work with a partner. Set key words out at the top of the columns. Place the rest of the word cards on a pile, face down. The first student will take a card and read the word, without the second student seeing the word. The second student will then point to show where to place the word. Words are placed in a pile to match each key word or category card. When finished, students spread out each pile to read and check the words. Then, the words are collected and the roles are reversed. Students should write a sentence to show what they learned. Blind sorts can also be completed by writing the words in columns.
Example: triple letter blends two letter blends single consonants splash slip soap stretch stick cot shrink
Vowel - R
CvC
vCe
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4. Speed Sort – Use this sort to practice with a word or picture sort that students are familiar with. This activity helps students to develop automaticity with the features. Students should work with a partner and will need to have a timer or stopwatch. Students should lay out the key words. The first student shuffles the word cards and then sorts them as quickly as possible as the second student is timing the sort. After the sorting time is recorded, the cards are reshuffled and the roles are reversed. Records can be posted in the classroom as goals to beat.
5. Group Foldable – Each reading group or table group chooses a feature and keeps track of words that come up in the classroom that belong to that feature. A large foldable can be made from poster board and posted on the wall. As new words come up in word study, read aloud, social studies, on the announcements, in math, etc. the words can be added to the foldable.
Reading groups or table groups can use their feature words to create word challenges for other students such as word sorts and word games. the sounds of “ed”
“id” “t”
“d” oddballs
/id/ /t/ drifted dressed started mixed
/d/ oddballs turned trained
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6. Word Worms – Students use graph paper to record words that have a feature in common. The head of the word worm is used to label the common category in the words. A new word worm is started for any new categories.
Example:
Feature H – long vowels
b a i t a b p a i n t l l r e a s a y a y long a words m o a t d o m e o o l w r o t e b o s l o w o a long o words p i l l o w
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7. Odd One Out – Students use their Word Study List and/or Word Study
Notebook to create oddity tasks for each other. Students should put three words together that share a common feature and one word that does not have the feature. Partners switch papers and identify the “odd one out” and tell why the chosen word does not fit with the others.
Example: Feature H2 – List 7
1. post
Spry has a long i sound while the others all have the long o sound.
2. wild snow post spry delight
Delight is the only word with two syllables. no glue
Delight is the only word that does not have a blend.
3. spry
4. stairway throat view glue snow
View, glue, and snow can all be used as a noun and a verb. Stairway can only be used as a noun. wild
The only word that uses two vowels is throat. no
8. Discovery Log – Students write what they learned from the daily word study activity in their word study notebook. Students can write about word meanings, phonics or spelling. These can also be recorded directly on word study pages.
March 16
In the word sort today I learned that
‘oy’ is usually used at the end of a word or syllable and ‘oi” is usually used in the middle of a word or syllable.
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9. Change-a-Letter – Students are given a starting word. Students can change the onset (beginning consonant, blend, or digraph) or rime (ending) or just the vowel. This activity is sometimes called Word Ladders or Word
Operations.
Example: Feature H - ai rain grain train trail mail main plain pain paid maid
Example: Feature I – tch match catch scratch batch hatch latch patch pitch stitch witch
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10. Write and Draw – Using the Word Study List, students write a sentence or draw a picture for each word. Students should write an interesting sentence which shows the meaning of the word. Teacher should model the type of sentence expected. For words that are illustrated, the picture also should show the meaning of the word. verb
Nonexample: I know a verb.
Example: The verb is a word that shows the action in a sentence.
Example: Feature G2 – List 11 squares barber - The barber is very careful when he trims and styles my hair. sphere – The sun is a sphere, a round object. trap – A trap catches an animal by springing shut quickly when the animal gets in the trap. cheerleader stare – My mother always said it is not nice to stare at someone so I just look briefly and then mind my own business. admire – I admire my mother because she raised seven children. I hope I can be just like her. enter desire – My greatest desire is to reach my goal of buying a new bike. information – I read a book about firefighters and learned a lot of new facts and information.
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11. Rhyme Time –Partners choose a starting word from their weekly Word
Study list. Students set a timer and write as many rhyming words as they can think of. When time is up, students check lists for words that are correct and check off (X) any words that are shared. One point is subtracted for each word that is spelling incorrectly. An expert or dictionary is used to check any unknown spellings. Each rhyming word that is not checked scores one point (need-seed). Words that rhyme by using a different spelling pattern score 2 points (need-read). Three to four rounds are played, with a new starting word for each round. This activity is best for single-syllable words.
For higher levels, multisyllabic words can be gathered instead of rhyming words, using the rime common to the starting word (bill - still, willing, illness, illustrate, thrilling, uphill)
Example:
Student 1: mind: kind blind
Student 2: mind: find X
X wind find
shined grind blind
X signed 4
X
Total points
3 ack ank eat ill ock ump ail ap ell in oke unk
Most Common Rimes ain ash est ake at ice ale ate ick ame aw an ay ide ight ine op ing ore ink ot ip uck it ug
12. Sort, Alphabetize and Write (SAW) – After students understand the sorting categories, they are given a set of words to sort. After sorting, students put the words in each category in alphabetical order and write them on a graphic organizer. This is especially good for homework or independent work.
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13. Card Games – Concentration, Go Fish, Rummy, Bingo, Matching
14. Hink Pinks – Hink Pinks are two one-syllable words that rhyme, such as “hot pot”. Students are asked to come up with as many Hink Pinks as possible for their words. Students may think of a clue and challenge the class.
For older students, try Hinkie Pinkies, two syllable words that rhyme. For a real challenge, try a Hinkety Pinkety!
Examples:
The finest exam – best test
Unusual piece of fruit – rare pear
The thing that hurts the most – main pain
The sniffles that won’t go away – old cold
Someone who shouts from the basement - cellar yeller
A gardener with good manners – charmer farmer
15. Scrapbooking – A favorite activity for some students is to look in old magazines for pictures that would fit a featured sound or spelling pattern.
This visual helps the students to connect the spelling feature to an image.
Stickers or drawings can also be used. Small books can be made to focus on a feature.
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16. Be a Mind Reader – Use a word wall, Word Study Notebook, or Word Study
List so that all students are looking at the same list. Ask students to number from one to five. The first clue is always “It’s on the ________
(i.e.: Word Wall).” Students should write a word each time that fits the given clues. Students can also write clues to challenge the class.
Example:
1. It’s on the word list. student’s answers
1. airplane
2. It has one syllable.
3. There is an r-blend in the beginning.
4. It has the same vowel sound as the word “day”.
5. It rhymes with “brain”.
2. stain
3. treat
4. trade
5. train
17. List, Group and Label – Students begin with a group of words that can be sorted into different categories. The number of categories should match the number of boxes on the paper. Students begin by finding two or three words that have a feature in common. These words are written in the first box and labeled. Students then look for another set of words that have something else in common and categorize these words in the next box.
Remaining words are sorted and the final category is identified. Scaffold this lesson by providing the categories or by placing some words in boxes.
Example: year dirt stir steer fair clear rare cheer bird care work sir
Long e with r year cheer steer clear
‘er’ sound
dirt stir sir bird work
Long a with r rare fair care
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18. Feature Analysis – Students analyze words by the features that are present. This is especially effective for longer words that may have several features. glance dodge hard g
X soft g
X hard c soft c
X silent e
X
X germ giant flag ounce
X
X
X
X X cell X
19. Spelling Sparkle – Students sit in a circle with a tub containing word cards for the feature being focused on. One student pulls out a card, reads the word, and uses it in a sentence. The student passes the tub to the next student, who says the first letter of the word. The tub passes around the circle as each student says the next letter of the word. When the word is finished, the next person says “sparkle” and chooses a new word.
20. Break it Up! – After a word sort, students should draw a line between the onset and rime and cut the words apart. With a partner, students sort the words into an onset pile and rime pile. Students take turns picking cards to make words. This could be modified by splitting words instead into blends and vowel pairs or by syllables. Teachers can scaffold this activity by drawing the lines between the word parts or by making a mat to place word parts on showing where some of the word parts belong. in ill ow thr shr thr ifty shr imp thr ead shr ink thr ough shr iek thr ew thr shr th th th th ink ought
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21. Chalk Talk – Divide the chalkboard or white board into sections with a key word or feature at the top of each section. Distribute four pieces of chalk or markers. On “go” students are to go up to the board and add a word to one of the sections. They then pass the chalk/marker to another student.
The next student adds a word and play continues until time is up. The rule is that you may not add a word that is already in play. At the end of the activity, students have an opportunity to suggest spellings corrections or to move a word to a different category.
Example:
22. Making Words – Use letter tiles, magnetic letters or foam letters.
Distribute the letters needed to make a series of words. Words lists for
Making Words can be found in a Making Words book by Cunningham OR teachers can create their own lists. Ask students to use the letters to make the words paying special attention to the order of the words. Word cards should be sorted and then used in writing.
Example:
Series of words focusing on “old” chunk: do, so, sod, cod, old, cold, clod, loud, sold, scold, colds, clods, could, cloud
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23. Give One Get One – Students begin with a T-chart with the feature to be worked on in the heading. Give students 2 minutes to list as many words as they can think of with that feature in it. Then, ask students to stand up and meet with 5 different people. With each person, they are to give a word and get a word. The new words are written on the right side of the paper. This activity can be continued with the Circle Map.
The Wedding of Q and U
GIVE ONE GET ONE
24. Circle Map – Using a list of words for a feature, ask students to look for ways the words can be sorted (or provide the categories for students).
Place the categories in the corners of the Circle Map and then gather the words in the quadrant in which they belong. Students can write the words in different colors to bring attention to the categories.
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qua que equal
quack quake quart quarter quick quill quiet
Q + U
quote
Oct. 16
Today in the Circle Map, I learned to how to spell “quiet” and “quite”. The only difference is the last two letters!
24. Erase a letter – Write a Word Study Word on the white board. Ask students to turn away while you erase a letter. When students turn around ask them to write the word correctly on their own white boards. To make this more challenging, write three words on the board that share a common feature and erase or add a letter. Ask students to write the words correctly. l i k
25. Newspaper Word Hunt – Students circle words with a particular feature and then cut and paste OR write the words on a graphic organizer. Students enjoy writing these words on the white board too. This is a great way to see who understands the feature. Observe the following example:
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Which words do not really fit in this category? What does this student need?
26. Mystery Circles – Use hula hoops or large circles on the chalkboard. Begin by sorting words in front of students. Ask students to see if they can tell what categories you are using. (It is wise to prepare for this before hand!)
Then ask students to place the next word in the correct place or to think of other words to add to the sort. This can become very challenging when a variety of features are used.
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27. Using Analogy – Teach children to use known words to solve longer words.
Help children to split a word into syllables and then identify a known word which uses the same spelling pattern as a rime.
Example: en-vel-ope en as in vel ten
as in bell ope as is hope
28. Starts Like Ends Like – Students choose five words from the Word Study
List, Word Wall, or Word Study Notebooks. The words are listed in the first column. Students then think of other words that begin with the same onset and other words that end with the same rime.
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