PHONICS, WORD STUDY & SPELLING CURRICULUM … · PHONICS, WORD STUDY & SPELLING CURRICULUM MAP ... spelling with grammar and meaning ... RF.1.3b, RF.1.3c, RF.1.3d, RF.1.3e, RF.1.3f

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)



Grades K-5

Word Study K-5

CH

AR

AC

TE

RIS

TIC

S O

F D

EV

EL

OP

ME

NT

AL

ST

AG

ES

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



Grades K-5

Word Study K-5

WO

RD

ST

UD

Y F

OC

US

F O

R D

EV

EL

OP

ME

NT

AL

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AG

ES

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



Grades K-5

Word Study K-5

RE

AD

ING

AN

D W

RIT

ING

AC

TIV

ITE

S F

OR

WO

RD

ST

UD

Y

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



Grades K-5

Word Study K-5

CO

MM

ON

CO

RE

ST

AT

E S

TA

ND

AR

DS

FO

R W

OR

D S

TU

DY

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


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


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


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


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


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



Grades K-5

Word Study K-5

SO

RT

AC

TIV

ITIE

S

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

AC

TIV

ITIE

S

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



Grades K-5

Word Study K-5

AS

SE

SS

ME

NT

DRA2 Word Analysis

Observation Survey

Writing Spree

Qualitative Spelling Inventories (QSIs)

Spell Checks

Reader’s & Writer’s Notebooks

CO

RE

IN

ST

RU

CT

ION

AL

MA

TE

RIA

LS

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)



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

http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf




Grades K-5

Word Study K-5

Career Awareness, Exploration, and Preparation 9.2


Career and Technical Education 9.3


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



http://www.state.nj.us/education/cccs/2014/tech/8.pdf



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)


Pair visual prompts with verbal

presentations

Ask students to restate

information, directions, and

assignments.

Repetition and and practice


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



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



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



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



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.



Grades K-5

Word Study K-5

Establish procedures for

accommodations / modifications

for assessments.

Documents

PHONICS, WORD STUDY & SPELLING CURRICULUM … · PHONICS, WORD STUDY & SPELLING CURRICULUM MAP ... spelling with grammar and meaning ... RF.1.3b, RF.1.3c, RF.1.3d, RF.1.3e, RF.1.3f