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Word Hunts:
Ask students to go through what they have read recently to find words fitting the patterns of study.
Homework:
Homework is especially appropriate for within word pattern stage spellers who need the extra practice.
Resources and Games:
Spelling City.com and other sites offer practice games and other activities.
Vocabulary instruction is usually not differentiated:
Differentiation that does occur usually is within small groups
Word study notebooks:
Word study section - Students record their weekly sort and other activities and can reflect on or summarize what they learn.
Vocabulary section – students record words from their reading or content area instruction.
Third section – can be for ongoing lists of homophones, homographs, and multiple meaning words and sentences or pictures.
cu-te, bo-at, su-it, lo-dge, i-tch
Vowels: Especially challenging
Some vowel sounds transfer but others do not
Strategies for teaching and assessing ELL students:
- Gather information on students’ native language and be able to discuss differences in sounds and spellings between their native language and English.
- Reduce the number of words.
- Pair words with pictures whenever possible.
- Discuss meanings of words in introduction and all week. Use gestures, actions, pictures and photographs to develop meaning.
- Have students create their own illustrations for words.
- Spend extra time.
- Pair ELL students with native English speakers.
- Model careful pronunciation.
- Accept variations in pronunciation due to regional and individual dialects.
- Reading materials from grades 1-4
- Text include leveled readers, picture books, poems, favorite books, three paragraph dictation
- Readers theater, expressive reading, fluency
- Independent reading helps with conferences
"Increasing reading rates without building the underlying word knowledge is a hollow victory." (p. 174)
- Less finger pointing; may become a hinderance
- Reading phrases
- Consideration for punctuation
- Reading silently
- 100 words a minute
- Many high frequency words do not follow common spelling patterns.
- Instead of focusing on memorization of these sight words include the odd patterns in word study with the regular patterns.
- Some will continue to remain problems.
Guidelines for teaching high frequency words:
Select 6-10 words for one week of each 9 weeks.
Post a cumulative list in alphabetical order in the classroom for reference.
Develop routines to help students examine and study the words carefully:
"They have taken flight but have limited elevation in their reading, and it does not take much to bring them down to frustration level or to cause them to be less fluent in their reading." (p. 173)
Bot
Bote
Bowt
Boot
Boat
- Read nearly all text encountered
- Read single-syllables accurately
- Increased fluency
- 2-3 syllable words with contextual support
Early within word pattern stage students…
Middle within word pattern stage students…
Late within word pattern stage students…
(it's spelled different
but sounds the same)
(it's spelled the same but
sounds different)
Types of word sorts for within word stage students:
- Picture Sorts contrasting long and short vowel teacher directed two-step sorts open sorts
Procedure for word sorts:
Demonstrate the sort.
Sort and check.
Reflect: Declare, compare, and contrast.
Extend: Provide independent work for the student to continue throughout the week.
New emphasis on meaning when building vocabulary knowledge, along with building vocabulary words within topics.
- Students should be able to read the words before being asked to sort them.
- Choose sorts that match students’ development and represent what they use and confuse.
- Help students find the patterns instead of teaching “rules” to follow.
- Sort by sound and by pattern.
- Include oddballs so students know they exist.
depends on state mandates, but used in this stage as a exploration and introduction with simple prefixes and suffixes
1. R-influenced vowels- attention on placement of "r"
herd, bird, fir, curd, girl/grill
2. Complex Consonants-three-letter blends along with vowel patterns
tack/take fetch/peach fudge/huge
lick/like notch/roach badge/cage
rack/rake patch/poach ledge/siege
smock/smoke sketch/reach ridge/page
1. Vowel Markers- ridE, plaY, snoW,
2. Many vowel sounds spelled many different ways along with many different patterns.
3. R-influnced words- caR, siR, eaRn
Diphthongs- brOWn, clOUd, bOIl, tOY
Ambiguous Vowels- neither long or short- caught, chalk, straw, thought
4. Dialects
5. Oddballs (words that have limited patterns)
6. Plethora of vowel sounds in English language