Word+Work


 * Daily Five: **

**Word Work Guidelines & Activities **

**//“The goal is to teach our children to become word solvers…to read for meaning and to communicate in writing.” //**

//(Fountas & Pinnell, 1998) //

**__Best Practices for Word Work: __**

 Focusing on words and how parts of words represent meaning are critical to the literacy development of a child. The term “word work” refers to more than simply learning words; it helps students learn how the written language works. Word work involves talking about words, analyzing words, sorting words, taking words apart, connecting words with other words and building words. Through these actions, students learn words in a strategic manner that helps them be more successful readers and writers.

 In Daily Five, teachers try to provide word work opportunities that focus on spelling, phonics, and vocabulary. While there are many different ways to incorporate word study, it is important to remember a few key concepts about using word work activities in a Daily Five setting:

**__Resources that Support Best Practices __** **__in Word Work: __**
 * Word work is meant to be an opportunity for students to practice a skill that’s already been taught; the activities should not be a “first experience” for students. Spending time practicing spelling helps students become better readers and writers.
 * While it’s important to select activities for practice, we still want students to experience some sort of challenge to the task at hand. In other words, we don’t want the word work to be so easy that no thinking or “stretching of the mind” is needed (i.e. don’t have a student practice a list of sight words that he/she can already read).
 * Focus on creating opportunities that are hands-on, engaging and applicable that promote literacy skills of the students you teach.
 * Find activities that are generative. This helps with the ease of preparing activities, adds rigor as needed, and instills a familiar routine for students to follow. (See “//Open-Ended Activities”// that follow.)
 * For guidance, use the //Guided Reading & DRA Text Levels// continuum (see section titled, “Phonics, Word Study, Word Recognition”) to help select appropriate activities that match your students’ needs.

> > > http://www.bbc.co.uk/schools/wordsandpictures/index.shtml > > > > **Open-Ended Activities (for all levels) **
 * o //Florida Center for Reading Research //<span style="font-family: 'Century Schoolbook',serif;"> website @ []
 * o //<span style="font-family: 'Century Schoolbook',serif;">Read, Write, Think //<span style="font-family: 'Century Schoolbook',serif;"> website @ __[|www.readwritethink.org/search/?resource_type=16&type=32]__
 * <span style="font-family: 'Century Schoolbook',serif;">Construct a Word (K-2)
 * <span style="font-family: 'Century Schoolbook',serif;">ABC Match (K-2)
 * <span style="font-family: 'Century Schoolbook',serif;">Picture Match (K-2)
 * <span style="font-family: 'Century Schoolbook',serif;">What’s in the Bag (K-2)
 * <span style="font-family: 'Century Schoolbook',serif;">Word Family Sort (K-5)
 * <span style="font-family: 'Century Schoolbook',serif;">Eye on Idioms (3-5)
 * <span style="font-family: 'Century Schoolbook',serif;">Flip a Chip (6-8)
 * o <span style="font-family: 'Century Schoolbook',serif;">“The Sisters” website @ [|www.thedailycafe.com]
 * o //<span style="font-family: 'Century Schoolbook',serif;">Making Words //<span style="font-family: 'Century Schoolbook',serif;"> by Cunningham
 * o //<span style="font-family: 'Century Schoolbook',serif;">Systematic, Sequential Phonics They Use //<span style="font-family: 'Century Schoolbook',serif;">by Cunningham
 * o //<span style="font-family: 'Century Schoolbook',serif;">Words Their Way //<span style="font-family: 'Century Schoolbook',serif;">by Templeton & Bear (a great resource for picture, letter, and word sorts)
 * o //<span style="font-family: 'Century Schoolbook',serif;">The Continuum of Learning //<span style="font-family: 'Century Schoolbook',serif;"> by Fountas/Pinnell (pgs. 223-341)
 * o //<span style="font-family: 'Century Schoolbook',serif;">Literacy Work Stations //<span style="font-family: 'Century Schoolbook',serif;">by Diller
 * o //<span style="font-family: 'Century Schoolbook',serif;">Practice with Purpose //<span style="font-family: 'Century Schoolbook',serif;"> by Diller (pgs. 87, 92-99 &198-199 – Personal Word Walls)
 * <span style="font-family: Verdana,arial,helvetica;">A great site for K-2 ** students ** to practice reading skills is **Starfall.com**. Students can [[image:http://www.powayusd.com/projects/edtechcentral/literacy/images/everyday185x40a[1].gif width="185" height="40" align="left" link="@http://www.starfall.com/"]]**practice letter recognition **or work through the ** Learn ** ** To Read books, ** ** games, and resources**. The site also has support for ** parents** and ** teachers** who are using the site.
 * http://www.wrsd.net/literacy/WWlaunch.cfm
 * 1) <span style="font-family: 'Century Schoolbook',serif;">1. __<span style="font-family: 'Century Schoolbook',serif;">Word Sorts __<span style="font-family: 'Century Schoolbook',serif;"> = Select certain spelling patterns and a list of words. Have students sort the words into categories (i.e. examples below):
 * **<span style="font-family: 'Century Schoolbook',serif;">Short a ** || **<span style="font-family: 'Century Schoolbook',serif;">Long a ** ||
 * <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">hat || <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">make ||
 * <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">map || <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">wait ||
 * <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">Pan || <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">play ||


 * **<span style="font-family: 'Century Schoolbook',serif;">1 Syllable ** || **<span style="font-family: 'Century Schoolbook',serif;">2 Syllables ** || **<span style="font-family: 'Century Schoolbook',serif;">3 Syllables ** ||
 * <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">he || <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">faster || <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">wonderful ||
 * <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">go || <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">crying || <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">carefully ||
 * <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">sit || <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: center;">planter ||  ||
 * 1) __<span style="font-family: 'Century Schoolbook',serif;">Picture Sorts __<span style="font-family: 'Century Schoolbook',serif;"> = Sort pictures according to initial sounds, vowels, word endings, categories, rhyming, vocabulary, or grammar.
 * 2) __<span style="font-family: 'Century Schoolbook',serif;">Word Study Notebooks __<span style="font-family: 'Century Schoolbook',serif;">= Students study certain words by phonetic pattern or word element to internalize the spelling of a word. Then students document their work in their Word Study Notebook. A consistent routine is taught on how to use their notebooks with words that change over time. (See section titled, “//Word Study Notebook Routine.//”)
 * 3) __<span style="font-family: 'Century Schoolbook',serif;">Making Words = __<span style="font-family: 'Century Schoolbook',serif;">Select a single, long word (i.e. “imagination”), cut the letters apart, and have students create smaller words such as: “man, main, gain, tin, ton, not, got.” Write the words in a word study notebook.
 * 4) __<span style="font-family: 'Century Schoolbook',serif;">Memory Games __<span style="font-family: 'Century Schoolbook',serif;"> = Have students read a word card and try to locate its match according to the synonym, homonym, contraction, definition, singular/plural, sight word.

**<span style="font-family: 'Century Schoolbook',serif; font-size: 18pt;">A Continuum of Word Work Experiences ** **<span style="font-family: 'Century Schoolbook',serif; font-size: 16pt;">Word Work for Emergent Readers: **

**<span style="font-family: 'Century Schoolbook',serif; font-size: 16pt;">Word Work Examples for Early Readers: ** **<span style="font-family: 'Century Schoolbook',serif; font-size: 16pt;">Word Work Examples for Transitional Readers: ** <span style="display: block; font-family: 'Century Schoolbook',serif; text-align: left;"> Use letters tiles or letter cards to make it tactile. **<span style="font-family: 'Century Schoolbook',serif; font-size: 14pt;">Word Work Examples for Fluent Readers: **
 * 1) __<span style="font-family: 'Century Schoolbook',serif;">Student Names on Word Cards __<span style="font-family: 'Century Schoolbook',serif;"> = Sort cards by beginning/ending letters, number of letters, or by syllables.
 * 2) __<span style="font-family: 'Century Schoolbook',serif;">Letter/Word Hunt __<span style="font-family: 'Century Schoolbook',serif;"> = Search for specific letters, spelling patterns and/or sight words. Record findings in a word study notebook.
 * 3) __<span style="font-family: 'Century Schoolbook',serif;">Letter Matching __<span style="font-family: 'Century Schoolbook',serif;">= Students match letters. Make it tactile with magnetic letters, letter rods, letter cards or tiles.
 * __<span style="font-family: 'Century Schoolbook',serif;">Basic Word Family Practice __<span style="font-family: 'Century Schoolbook',serif;"> = Practice reading and writing word family words on white boards, with magnetic letters, letter cards, phonogram cards, cubes with chunks, and word puzzles (i.e. “pl-ay”)
 * __<span style="font-family: 'Century Schoolbook',serif;">Jumbled Sentences __<span style="font-family: 'Century Schoolbook',serif;"> = Use Wright Skills. Introduce a sentence, unscramble it, and record it in a word study notebook. You may also use sentences from the GHGR shared or guided reading books.
 * __<span style="font-family: 'Century Schoolbook',serif;">Sentence Pattern Chart = __<span style="font-family: 'Century Schoolbook',serif;">Sort words to be placed on the sentence pattern chart. Write a sentence using the words.
 * __<span style="font-family: 'Century Schoolbook',serif;">Read, Make, Write __<span style="font-family: 'Century Schoolbook',serif;"> = Select high-frequency words for students to learn. For each word, have students do the following routine:
 * <span style="font-family: 'Century Schoolbook',serif;">Read and say the word out loud.
 * <span style="font-family: 'Century Schoolbook',serif;">Make the word using magnetic letters or tiles.
 * <span style="font-family: 'Century Schoolbook',serif;">Write the word and check to make sure the spelling is correct.
 * __<span style="font-family: 'Century Schoolbook',serif;">Word Family Practice __ = Practice reading and writing word family words on white boards, with magnetic letters, letter cards, phonogram cards, cubes with chunks, and word puzzles (i.e. “ch-air” or “p-ow-er-ful”). Record words in word study notebook.
 * __<span style="font-family: 'Century Schoolbook',serif;">Making Words __ = Select a single, long word (i.e. “imagination”), cut the letters apart, and have students create smaller words such as: “man, main, gain, tin, ton, not, got.” Write the words in a word study notebook.
 * __<span style="font-family: 'Century Schoolbook',serif;">Look, Say, Cover, Write, Check __ = Select challenging words for students to learn. For each word, have students do the following routine
 * <span style="font-family: 'Century Schoolbook',serif;">Look at the word.
 * <span style="font-family: 'Century Schoolbook',serif;">Say the word out loud.
 * <span style="font-family: 'Century Schoolbook',serif;">Cover up the word.
 * <span style="font-family: 'Century Schoolbook',serif;">Write the word.
 * <span style="font-family: 'Century Schoolbook',serif;">Check to see if the spelling is correct.
 * __<span style="font-family: 'Century Schoolbook',serif;">Vocabulary Calendar __<span style="font-family: 'Century Schoolbook',serif;"> = Provide a monthly calendar. Label each day with a word that you’ll discuss. Have student engage with activities related to the “word of the day” and record their answers in a word study notebook:
 * <span style="font-family: 'Century Schoolbook',serif;">Put all the words in week one, in ABC order.
 * <span style="font-family: 'Century Schoolbook',serif;">Locate all of the nouns/verbs/adjectives and categorize.
 * <span style="font-family: 'Century Schoolbook',serif;">Write all the words that have long vowel sounds.
 * <span style="font-family: 'Century Schoolbook',serif;">Write three words in a sentence.
 * __<span style="font-family: 'Century Schoolbook',serif;">Writing “Super Sentences __<span style="font-family: 'Century Schoolbook',serif;">” = Provide banks of words and phrases (i.e. nouns, verbs, adjectives…) listed on word cards. Have students read the words and create sentence

//<span style="font-family: 'Century Schoolbook',serif;">Stretch it //
 * __<span style="font-family: 'Century Schoolbook',serif;">Word Study Notebooks __ = Students use their personal notebooks to list, categorize and sort words.
 * __<span style="font-family: 'Century Schoolbook',serif;">Personal Word Walls __<span style="font-family: 'Century Schoolbook',serif;"> = Students create their own word walls listing interesting words, content-area words, or high frequency words that are challenging to spell. Students may add to their personal words walls as they engage in word study activities and use them as a resource for writing.
 * __<span style="font-family: 'Century Schoolbook',serif;">Frayer Model __<span style="font-family: 'Century Schoolbook',serif;"> = Have students use the Frayer Model graphic organizer to brainstorm words related to a concept. Select a concept students related to content-area studies.
 * //__<span style="font-family: 'Century Schoolbook',serif;">Sitton Spelling __//__<span style="font-family: 'Century Schoolbook',serif;"> Routines __<span style="font-family: 'Century Schoolbook',serif;"> = Use the following activities from Sitton to learn important or high frequency words:

//<span style="font-family: 'Century Schoolbook',serif;">Sort it //

//<span style="font-family: 'Century Schoolbook',serif;">Finish it //

//<span style="font-family: 'Century Schoolbook',serif;">Fix it //

//<span style="font-family: 'Century Schoolbook',serif;">Add it //

//<span style="font-family: 'Century Schoolbook',serif;">Find it //


 * __<span style="font-family: 'Century Schoolbook',serif;">Making & Writing Words __<span style="font-family: 'Century Schoolbook',serif;"> = Select a single, long word based on an area of study (i.e. “ecosystems”) or a particular spelling pattern (i.e. “oy, oi”). List specific letters and have students make words. Students should write and categorize the words in a word study notebook. Categories could include the following: verbs, nouns, pronouns, adjectives, rhyming words, number of syllables.
 * __<span style="font-family: 'Century Schoolbook',serif;">Suffix, Roots, or Prefix Sorting __<span style="font-family: 'Century Schoolbook',serif;">: Have students read and sort the (-er) words according to meaning such as the following:
 * <span style="font-family: 'Century Schoolbook',serif;">People who do something (i.e. //reporter, teacher//)
 * <span style="font-family: 'Century Schoolbook',serif;">Objects that do something (i.e. //pointer//)
 * <span style="font-family: 'Century Schoolbook',serif;">More (i.e. //heavier, smaller//)
 * <span style="font-family: 'Century Schoolbook',serif;">The last chunk (i.e. words that simply have //–er// as the last chunk)

**<span style="font-family: Century,serif; font-size: 16pt;">Word Study Notebook Routine ** **<span style="font-family: Century,serif;">Day 1 **

<span style="display: block; font-family: Century,serif; text-align: left;"> Students will work in partnerships to **//__sort words__//** into categories. They will copy down their responses in their //Word Study Notebooks//. Teach students the following routine:

**<span style="font-family: Century,serif; font-size: 14pt;">Day 2 **
 * 1) <span style="font-family: 'Times New Roman',serif;">1. <span style="font-family: Century,serif;">Read each word out loud and place the word card in a category based on the spelling pattern/rule.
 * 2) <span style="font-family: 'Times New Roman',serif;">2. <span style="font-family: Century,serif;">After finishing the word sort, copy the words into the Word Study Notebooks.
 * 3) <span style="font-family: 'Times New Roman',serif;">3. <span style="font-family: Century,serif;">Write an explanation stating why the words were sorted in a particular way.
 * 4) <span style="font-family: 'Times New Roman',serif;">4. <span style="font-family: Century,serif;">If time, have the partners sort the words a second time as fast as possible (this reinforces learning and helps establish “speedy processing”).

<span style="display: block; font-family: Century,serif; text-align: left;"> Students will engage in a **//__word hunt__//**, looking for words in a familiar book that have the same sound, pattern, or both. Try to find two or three words for each category. Add these words to the Word Study Notebook.

**<span style="font-family: Century,serif; font-size: 14pt;">Day 3 **

<span style="display: block; font-family: Century,serif; text-align: left;"> Students engage in a **//__writing sort__//**. Have a partner call out the spelling words in a random order while the other student __writes__ the words in their appropriate categories. If a word is misspelled, the misspelling should be fixed and practiced a second or third time.