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BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
WORD STUDY: To explore the intricacies of language and to investigate the meaning and structure of words, as well as the conventions and forms of the written language. Standards:
Essential Questions:
How are sounds represented by letters?
How do I figure out a word I do not know?
Why do readers need to pay attention to a writer’s choice of words?
Enduring Understandings:
Letters and letter combinations represent sounds.
Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text.
Words powerfully affect meaning.
Words Their Way-10 Principles of Word Study:
1 Look For What Students Use But Confuse 2. A Step Backward Is A Step Forward
3. Use Words Students Can Read 4. Compare Words “That Do” with Words “That Don’t”
5. Sort By Sounds and Sight 6. Begin With Obvious Contrasts
7. Don’t Hide Exceptions 8. Avoid Rules
9. Work For Automaticity 10. Return To Meaningful Text
Word Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (Bear 5th
ed., pgs. 87-90)
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
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Emergent Early Letter Name Characteristics 1. Scribbles letters and numbers 2. Lacks concept of word 3. Lacks letter–sound correspondence or represents most salient sound with single letters 4. Pretends to read and write
Letter Name Early Letter Name Characteristics 1. Represents beginning and ending sounds 2. Uses letter names to invent spellings 3. Has rudimentary or functional concept of word 4. Reads word by word in beginning reading materials Middle to Late Letter Name Stage Characteristics 1. Correctly spells initial and final consonants and some blends and digraphs 2. Uses letter names to spell vowel sounds 3. Spells phonetically, representing all salient sounds in a one-to-one, linear fashion 4. Omits most silent letters and pre-consonantal nasals in spelling (bop or bup for bump) 5. Finger points accurately and can self-correct when off track 6. Reads aloud slowly in a word-by-word manner
Within Word Pattern Within Word Pattern Characteristics 1. Spells most single-syllable short vowel words correctly 2. Spells most beginning consonant digraphs and two letter consonant blends 3. Attempts to use silent long vowel markers 4. Reads silently and with more fluency and expression 5. Writes more fluently and in extended fashion 6. Can revise and edit
Syllables & Affixes Characteristics 1. Spells most single-syllable words correctly 2. Makes errors at syllable juncture and in unaccented syllables 3. Reads with good fluency and expression 4. Reads faster silently than orally 5. Writes responses that are sophisticated and critical
Derivational Relations Characteristics 1. Has mastered high-frequency words 2. Makes errors on low-frequency multisyllabic words derived from Latin and Greek 3. Reads with good fluency and expression 4. Reads faster silently than orally 5. Writes responses that are sophisticated and critical
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
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Emergent Early Letter Name Word Study Focus 1. Develop oral language with concept sorts 2. Play with speech sounds to develop phonological awareness 3. Plan activities to learn the alphabet 4. Sort pictures by beginning sound 5. Encourage finger point memory reading of rhymes, dictations, and simple pattern books 6. Encourage invented spelling
Letter Name Word Study Focus-Early Letter 1. Collect known words for word bank 2. Sort pictures and words by beginning sounds 3. Study word families that share a common vowel 4. Study beginning consonant blends and digraphs 5. Encourage invented spelling Word Study Focus-Middle to Late 1. Sort pictures and words by different short vowel word families 2. Sort pictures and words by short vowel sounds and CVC patterns 3. Continue to examine more difficult consonant blends with pictures and words 4. Study pre-consonantal nasals and digraphs at ends of words 5. Sort pictures comparing short and long vowel sounds 6. Collect known words for word bank (up to 200)
Within Word Pattern Word Study Focus 1. Complete daily activities in word study notebook 2. Sort words by long and short vowel sounds and by common long vowel patterns 3. Compare words with r-influenced vowels 4. Explore less common vowels, diphthongs (oi, oy), and other ambiguous vowels (ou, au, ow, oo) 5. Examine triple blends and complex consonant units such as thr, str, dge, tch, ck
6. Explore homographs and homophones
Syllables & Affixes Word Study Focus 1. Examine plural endings 2. Study compound words 3. Study consonant doubling and inflectional endings 4. Study open and closed syllables and other syllable juncture issues 5. Explore syllable stress and vowel patterns in the accented syllable, especially ambiguous vowels 6. Focus on unaccented syllables such as er and le 7. Explore unusual consonant blends and digraphs
(qu, ph, gh, gu) 8. Study base words and affixes 9. Focus on two-syllable homophones and homographs 10. Join spelling and vocabulary studies; link meaning and spelling with grammar and meaning 11. Explore grammar through word study 12. Sort and study common affixes (prefixes and suffixes) 13. Study stress or accent in two-syllable words
Derivational Relations Word Study Focus 1. Focus on words that students bring to word study from their reading and writing 2. Join spelling and vocabulary studies; link meaning and spelling with grammar and meaning 3. Examine common and then less common roots, prefixes, and suffixes (e.g., ion) 4. Examine vowel and consonant alternations in derivationally related pairs 5. Study Greek and Latin word roots and stems 6. Focus on abstract Latin suffixes (ence/ance; ible/able; ent/ant) 7. Learn about absorbed or assimilated prefixes 8. Explore etymology, especially in the content areas 9. Examine content-related foreign borrowings
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
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Emergent Letter Name
Reading & Writing Activities 1. Read to students and encourage oral language activities 2. Model writing using dictations and charts 3. Encourage pretend reading and writing
Letter Name Reading & Writing Activities Early Letter Name 1. Read to students and encourage oral language activities 2. Secure concept of word by plenty of reading in predictable books, dictations, and simple rhymes 3. Record and reread individual dictations 4. Label pictures and write in journals regularly Middle to Late Letter Name: Reading & Writing Activities 1. Read to students 2. Encourage invented spellings in independent writing, but hold students accountable for features and words they have studied 3. Collect two- to three-paragraph dictations that are reread regularly 4. Encourage more expansive writing and consider some simple editing procedures for punctuation and high frequency words
Within Word Pattern Reading & Writing Activities 1. Continue to read aloud to students 2. Guide silent reading of simple chapter books 3. Write each day, writers’ workshops, conferencing, and publication
Syllable & Affixes Reading & Writing Activities 1. Plan read-alouds and literature discussions 2. Include self-selected or assigned silent reading of novels from different genres 3. Begin simple note taking and outlining skills, and work with adjusting reading rates for different purposes 4. Explore reading and writing styles and genres
Derivational Relations Reading & Writing Activities 1. Include silent reading and writing, exploring various genres 2. Develop study skills, including textbook reading, note taking, adjusting rates, test taking, report writing, and reference work 3. Focus on literary analysis
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
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Kindergarten
Reading Standards for Foundational Skills
RF.K.1a ,RF.K.1b,RF.K.1c
RF.K.1d, RF.K.2a,RF.K.2b,RF.K.2c,
RF.K.2d,RF.K.2e RF.K.3a,RF.K.3b,RF.K.3d
RF.K.4
Language Standards
L.K.1,L.K.1a,L.K.1b,L.K.1c L.K.1f,L.K.2,L.K.2c,L.K.1d, L.K.4,L.K.4,L.K.4a,L.K.4b, L.K.5,L.K.5a,L.K.5b,L.K.5c
L.K.6
Grade One
Reading Standards for Foundational Skills
RF.1.1, RF1.1a RF.1.2, RF1.2a, RF.1.2b,RF.1.2c,
RF.1.2d RF.1.3,RF.1.3a, RF.1.3b,
RF.1.3c, RF.1.3d, RF.1.3e, RF.1.3f
RF.1.4, RF.1.4a, RF.1.4b,
Language Standards L.1.1,L.1.1a,L.1.1b,L.1.1c
L.1.1e, L.1.1f L.1.2,L.1.2d, L.1.2e,
L.1.4,L.1.4a,L.1.4b,L.1.4c, L.1.5,L.1.5a,L.1.5b,L.1.5c
L.1.6
Grade Two
Reading Standards for Foundational Skills
RF.2.3,
RF.2.3a,RF.2.3b,RF.2.3c, RF.2.3d, RF.2.3e
RF.2.4, RF.2.4a, RF.2.4b, RF.2.4c,
Language Standards
L.2.1, L.2.1a,L.2.1b, L.2.1d, L.2.1e,
L.2.2, L.2.2c, L.2.2d, L.2.2e,
L.2.3, L.2.4, L.2.4a, L.2.4b, L.2.4c, L.2.4d,
L.2.4e, L.2.5, L.2.5a, L.2.6
Grade Three
Reading Standards for Foundational Skills
RF.3.3, RF.3.3a,RF.3.3b,
RF.3.3c,RF.3.3d, RF.3.4, RF.3.4a,RF.3.4b,
RF.3.4c
Language Standards
L.3.1, L.3.1a,L.3.1b,L.3.1c, L.3.1d,L.3.1e,L.3.1g,
L.3.2,L.3.2c,L.3.2e,L.3.2f, L.3.2g,
L.3.4,L.3.4a,L.3.4b, L.3.4c,L.3.4d,L.3.5,L.3.5a,
L.3.5b,L.3.6
Grade Four
Reading Standards for Foundational Skills
RF.4.3,RF.4.3a,RF.4.3b,
RF.4.3c
Language Standards
L.4.1, L.4.1b,L.4.1f,L.4.1g, L.4.2, L.4.2d,
L.4.4,L.4.4a,L.4.4b,L.4.4c, L.4.5,L.4.5b,L.4.5c,L.4.6
Grade Five
Reading Standards for Foundational Skills
RF.5.3,RF.5.3a,
RF.5.4,RF.5.4a,RF.5.4b, RF.5.4c,
Language Standards
L.5.2,L.5.2e, L.5.4,L.5.4a,L.5.4b,L.5.4c, L.5.5,L.5.5b,L.5.5c,L.5.6
Language Progressive Skills, by grade
(the following skills are
required to receive continued attention in the higher grades)
L.4.1,l.4.1f, L.4.1g
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
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To reinforce generalizations and students’ memory of words, to connect to reading and writing, and to build speed and accuracy, you can assign students a variety of follow-up activities and sorts mentioned and referenced below. (Words Their Way, Teacher Resource Guide pgs. 20-21).
Repeated Sorts: Open and Closed
Buddy Sorts
Blind Sorts
Writing Sorts
Blind Writing Sorts
Word Hunts
Brainstorming
Speed Sorts
Draw and Label/Cut & Paste
Word Study Notebook
ON-GOING: High Frequency Words
(see Appendix for grade level benchmarks) Tier 1: words of everyday speech
Tier 2: general academic words (e.g. relative, vary formulate, specificity, etc.) Tier 3: “domain-specific words”: specific to a field of study *CCSS to be determined according to student needs
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Behaviors and Understandings to Notice, Teach & Support Learners’
Magnetic Letters
Making & Breaking Words
Word Matters
Word Solver
Word Walls
Personal Word Walls/
My Words book
Elkonin Boxes
Word Maps
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
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DRA2 Word Analysis
Observation Survey
Writing Spree
Qualitative Spelling Inventories (QSIs)
Spell Checks
Reader’s & Writer’s Notebooks
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Word Matters (Fountas & Pinnell, 1998) Word Solver (Dufresne, 2002) Word crafting (Marten, 2003) Words Their Way (Bear, 2012) Words Their Way Teacher Resource Book (Pearson, 2012) Words Their Way Big Book of Rhymes (Pearson, 2012) Words Their Way Teacher Resource Book (Pearson, 2012) Words Their Way Library -Early Emergent, Letter Name, Within Word (Pearson, 2012) Words Their Way Word Study in Action Teacher Resource CD-Rom Words Their Way Word Study in Action Interactive DVD The Continuum of Literacy Learning K-8, (Fountas & Pinnell,2007)
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
21st
Century Themes and Skills
CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the
knowledge and skills acquired through experience and education to be more productive. They make
connections between abstract concepts with real-world applications, and they make correct insights about
when it is appropriate to apply the use of an academic skill in a workplace situation.
CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts,
ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate
in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are
excellent writers; they master conventions, word choice, and organization, and use effective tone and
presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and
speak clearly and with purpose. Career-ready individuals think about the audience for their communication
and prepare accordingly to ensure the desired outcome.
For information related to the 12 Career Ready Practices follow the link below.
http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf
Personal Financial Literacy 9.1
http://www.state.nj.us/education/cccs/2014/career/91.pdf
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
Career Awareness, Exploration, and Preparation 9.2
http://www.state.nj.us/education/cccs/2014/career/92.pdf
Career and Technical Education 9.3
http://www.state.nj.us/education/cccs/2014/career/93.pdf
8.1 Educational Technology
8.2 Technology Education, Engineering, Design,
and Computational Thinking - Programming
8.1.P.A.5 Demonstrate the ability to access and use resources on a computing device.
For NJ Technology Standards 8.1 and 8.2 follow the link below.
http://www.state.nj.us/education/cccs/2014/tech/8.pdf
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
Additional Differentiation/Accommodations/Modifications
Gifted and Talented English Language Learners Students with Disabilities Students at Risk of School Failure
(content, process, product and
learning environment)
Extension Activities
Conduct research and provide
presentation of cultural topics.
Design surveys to generate and analyze
data to be used in discussion.
Debate topics of interest / cultural
importance.
Authentic listening and reading sources
Modifications for Classroom
Modifications for
Homework/Assignments
Modified Assignments
Native Language Translation
(peer, online assistive technology,
translation device, bilingual
dictionary)
Extended time for assignment
completion as needed
Highlight key vocabulary
(appropriate accommodations,
instructional adaptations,
and/or modifications as
determined by the IEP or 504
team)
Modifications for Classroom
Pair visual prompts with verbal
presentations
Ask students to restate
information, directions, and
assignments.
Repetition and and practice
Modifications for Classroom
Pair visual prompts with verbal presentations
Ask students to restate information, directions,
and assignments.
Repetition and and practice
Model skills / techniques to be mastered.
Extended time to complete class work
Provide copy of classnotes
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
that provide data and support for
speaking and writing prompts.
Exploration of art and/or artists to
understand society and history.
Implement RAFT Activities as they
pertain to the types / modes of
communication (role, audience, format,
topic).
Anchor Activities
Use of Higher Level Questioning
Techniques
Provide assessments at a higher level of
thinking
Use graphic organizers
Model skills / techniques to be
mastered.
Extended time to complete class
work
Provide copy of classnotes
Preferential seating to be mutually
determined by the student and
teacher
Student may request to use a
computer to complete
assignments.
Establish expectations for correct
spelling on assignments.
Preferential seating to be mutually determined
by the student and teacher
Student may request to use a computer to
complete assignments.
Establish expectations for correct spelling on
assignments.
Extra textbooks for home.
Student may request books on tape / CD /
digital media, as available and appropriate.
Assign a peer helper in the class setting
Provide oral reminders and check student
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
Extra textbooks for home.
Student may request books on
tape / CD / digital media, as
available and appropriate.
Assign a peer helper in the class
setting
Provide oral reminders and check
student work during independent
work time
Assist student with long and short
term planning of assignments
Encourage student to proofread
work during independent work time
Assist student with long and short term
planning of assignments
Encourage student to proofread assignments
and tests
Provide regular parent/ school communication
Teachers will check/sign student agenda daily
Student requires use of other assistive
technology device
Modifications for Homework and
Assignments
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
assignments and tests
Provide regular parent/ school
communication
Teachers will check/sign student
agenda daily
Student requires use of other
assistive technology device
Modifications for Homework
and Assignments
Extended time to complete
assignments.
Student requires more complex
assignments to be broken up and
explained in smaller units, with
work to be submitted in phases.
Extended time to complete assignments.
Student requires more complex assignments
to be broken up and explained in smaller units,
with work to be submitted in phases.
Provide the student with clearly stated (written)
expectations and grading criteria for
assignments.
Implement RAFT activities as they pertain to
the types / modes of communication (role,
audience, format, topic).
Modifications for Assessments
Extended time on classroom tests and
quizzes.
Student may take/complete tests in an
alternate setting as needed.
Restate, reread, and clarify
directions/questions
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
Provide the student with clearly
stated (written) expectations and
grading criteria for assignments.
Implement RAFT activities as
they pertain to the types / modes
of communication (role, audience,
format, topic).
Modifications for Assessments
Extended time on classroom tests
and quizzes.
Student may take/complete tests
in an alternate setting as needed.
Restate, reread, and clarify
directions/questions
Distribute study guide for
classroom tests.
Distribute study guide for classroom tests.
Establish procedures for accommodations /
modifications for assessments.
BOE Approved 4/15 Cliffside Park Public Schools
PHONICS, WORD STUDY & SPELLING CURRICULUM MAP
Grades K-5
Word Study K-5
Establish procedures for
accommodations / modifications
for assessments.
