Word Work Unit 1
Grade Level: Second
Timeframe: 5 weeks
Unit Overview: This unit of Word Work will focus on the forming and use of irregular plural nouns and the meaning of compound words. The use of the Daily
Opening Routines for Word Play and Phonemic Awareness found in the Houghton Mifflin Teacher Edition will reinforce the consistent daily routines for
instruction, as well as provide additional phonemic awareness experience. Use of Word Sorts will help students explore words as they examine and interact
with words in a variety of sorting activities. Throughout the unit the teacher should model the activity (I do), students should try the activity as a class (we do),
and students are then released to complete an activity independently (you do). Some teacher made materials and lessons will be needed to supplement the use
of the Houghton Mifflin resources when teaching irregular plural nouns and compound words.
Essential Questions
How can I use what I know about words to figure out new words?
How can I make nouns into plural nouns?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
L.2.1b Form and use frequently occurring irregular plural nouns (ex. feet, children)
L.2.4d Predict the meaning of compound words based on grade two reading and content using the meaning of individual words (ex. birdhouse).
RF.2.3 a Read regularly spelled one syllable words correctly by distinguishing long and short vowel.
Supporting Standards:
RF 2.3 b, c, f Read high frequency, regular and irregular one and two syllable words by distinguishing long and short vowels.
L 2.4.c Apply the knowledge of common root words to understand the meaning of unknown words with the same root.
21st Century Skills Standard and Progress Indicators:
Independently complete tasks.
Take turns speaking and doing in whole group settings.
Work collaboratively with peers to complete tasks.
Work collaboratively with partners to solve problems.
Apply critical thinking and problem-solving strategies during structured learning experiences.
Apply skills and knowledge through use of technology.
Dolch Word List
Week 1: around, be, five, help, next, or, pull, take, until, walked
Week 2: bring, children, comes, do, family, like, make, those, use, with
Week 3: city, full, no, other, places, put, school, sing, think, this
Week 4: by, cheer, could, hello, hundred, mind, play, read, see, today
Week 5: Review Weeks 1-4
Application in Centers:
Word Sorts: It is intended that the same sorts will be continued in the second unit and that students will be able to apply the various sorts during independent
practice at centers. Specific information about Word Sort Variations is found on pages 40-41 of the Literacy and Language Guide.
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Word Sort Variations:
Blind Writing Sort, Speed Sort, Guess My Category, Word Hunt, Pattern Sort, Open Sort
Making and Writing Words
If Making and Writing words has been taught and used during direct instruction and shared practice in previous units, it can then be used as an independent
center activity.
Activities for Dolch Word List (High Frequency Words):
Various routines and activities were provided in units one and two for introducing and practicing words from the Dolch Word list. It is intended that the same
activities will be continued in the third unit.
Activities for Making and Writing Words
Information about Tim Rasinski’s Making and Writing Words activity is included in the link below and includes a blank template. This activity can be
introduced and used throughout the unit in addition to or in place of some of the word sorts.
(http://www.readingonline.org/articles/art_index.asp?HREF=/articles/rasinski/index.html)
Additional Journeys Resources:
Literacy and Language Guide - Word Study information can be found on pages 39-55.
Journeys Reading Toolkit – Provides foundational skill lesson in Phonemic Awareness and Phonics and Decoding. There are three skill stages of lessons.
The teacher uses a flip chart to deliver the instruction to small groups. The lessons have three parts: I Do, We Do, You Do, and a quick evaluation of the skill
knowledge.
Journeys Interactive Whiteboard Lessons 2014 – There is a whiteboard lesson for each weekly lesson in a unit. There are 2 lessons for each week:
Vocabulary Strategies and Phonics.
Observation Checklist: There is an Observation Checklist for each weekly lesson. They are found in the Grab-and-Go Resources in the Assessment Booklet.
Instructional Plan
Reflection
Pre-assessment
Qualitative Spelling Inventory
DLO - SWBAT
Instructional
Practice
Student Strategies
Formative Assessment
Activities and Resources
Reflection
2
Week 1
SWBAT use word attack
strategies to recognize
sounds of letter
combination.
SWBAT read and write
regularly spelled one
syllable words short
vowels /a/ and /i/.
SWBAT apply pattern
pronunciation
generalizations to read
CVC words.
SWBAT read highfrequency words.
Word Work
Word Wall
Word Sorts
Blind Writing Sort or
Making and Writing
Words
Journeys Resources:
Daily Opening Routines for Word Play and
Phonemic Awareness (Unit 1)
Day 1: TE 12-13
Day 2: TE 34-35
Day 3: TE 44-45
Day 4: TE 56-57
Day 5: TE 66-67
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Day 1: around, be
Day 2: five, help
Day 3: next, or, until
Day 4: pull, take, walked
Day 5: review all words
Suggested Word List: sad, dig, jam, glad,
list, win, flat, if, fix, rip, kit, mask
It is suggested that teachers follow the same
type of activities as suggested in the Literacy
and Language Guide 56-57: Word Study
Lesson 1. Pages provided suggested activities
to deliver instruction.
Day 1: model Word Sort
Day 2: Speed Sort
Day 3: Blind Writing Sort
Day 4: Open Sort
Day 5: assess using a Blind Writing Sort or
Making and Writing Words
NOTE: Making and Writing Words can be
substituted on one or more of the days for the
word sort activity.
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Week 2
SWBAT use word attack
strategies to recognize
sounds of letter
combination.
Word Work
Word Wall
Word Sorts
SWBAT read and write
regularly spelled one words
with short /o/, /u/, /e/.
SWBAT apply
pronunciation
generalizations to read
CVC.
SWBAT read highfrequency regular one
syllable words with long
and short vowels.
Blind Writing Sort or
Making and Writing
Words
Journeys Resources:
Daily Opening Routines for Word Play and
Phonemic Awareness (Unit 1)
Day 1: TE 108-109
Day 2: TE 132-133
Day 3: TE 142-143
Day 4: TE 154-155
Day 5: TE 164-165
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Day 1: bring, children
Day 2: comes, do, like
Day 3: family, make
Day 4: those, use, with
Day 5: review all words
Suggested Word List: wet, job, hug, wet,
rest, spot, mud, left, help, plum, nut, net, hot
It is suggested that teachers follow the same
type of activities as suggested in the Literacy
and Language Guide: Word Study Lesson 2.
Pages 58-59 provide suggested activities to
deliver instruction.
Day 1: Model Word Sort
Day 2: Guess My Category
Day 3: Open Sort
Day 4: Speed Sort
Day 5: Assess using a Blind Writing Sort or
Making and Writing Words
NOTE: Making and Writing Words can be
substituted on one or more of the days for the
word sort activity.
Interim Benchmark Assessment: Dolch Word List
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Week 3
SWBAT use word attack
strategies to recognize
sounds of letter
combination.
SWBAT read and write
regularly spelled one
syllable words with long
vowels /a/ and /i/.
SWBAT read highfrequency regular one
syllable words with long
and short vowels.
SWBAT apply
pronunciation
generalizations to read
CVC.
Word Work
Word Wall
Word Sorts
Lesson 3 Unit 1
Observation
Checklist (found in
Grab –and – Go!
Assessment Booklet)
Blind Writing Sort or
Making and Writing
Words
Journeys Resources:
Daily Opening Routines for Word Play and
Phonemic Awareness (Unit 1)
Day 1: TE 206-207
Day 2: TE 230-231
Day 3: TE 240-241
Day 4: TE 252-253
Day 5: TE 262-263
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Day 1: city, full
Day 2: no, other, places
Day 3: put, school, sing
Day 4: think, this
Day 5: review all words
Suggested Word List: cake, mine, plate,
size, ate, grape, prize, wipe, race, line, pile,
rake
Literacy and Language Guide: Word Study
Lesson 3, pages 60-61 provides suggested
activities to deliver instruction.
Day 1: Model Word Sort
Day 2: Repeat the Sort
Day 3: Blind Writing Sort
Day 4: Open Sort
Day 5: Assess using another Blind Writing Sort
or Making and Writing Words
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Week 4
SWBAT use the meaning
of known words to figure
out the meaning of
compound words.
Word Work
Word Wall
Word Sorts
SWBAT read and write
regularly spelled one
syllable words with short
and long vowels.
SWBAT read highfrequency regular one
syllable words with long
and short vowels.
Lesson 15 Unit 3
Observation
Checklist (found in
Grab –and – Go!
Assessment Booklet)
Blind Writing Sort or
Making and Writing
Words
High Frequency
Words
Lesson 4 Unit 1
.
Journeys Resources:
Daily Opening Routines for Word Play and
Phonemic Awareness (Unit 1)
Day 1: TE 304-305
Day 2: TE 332-333
Day 3: TE 342-343
Day 4: TE 354-355
Day 5: TE 364-365
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Day 1: by, cheer, could
Day 2: hello, hundred
Day 3: mind, play, read
Day 4: see, today
Day 5: review all words
Suggested Word List: doze, nose, rose, use,
pole, dose, cute, woke, mute, rode, role, tune
Literacy and Language Guide: Word Study
Lesson 15, pages 84-85 provides suggested
activities to deliver instruction.
Day 1: Model Word Sort
Day 2: Repeat the Sort
Day 3: Word Hunt
Day 4: Speed Sort
Day 5: Assess using a Blind Writing Sort or
Making and Writing Words
Interim Benchmark Assessment: Dolch Word List
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Week 5
SWBAT form and use
common irregular plural
nouns.
SWBAT read and write
regularly spelled one
syllable words with
consonant blends.
Word Work
Word Wall
Word Sorts
Lesson 5 Unit 1
Observation
Checklist (found in
Grab –and – Go!
Assessment Booklet)
Blind Writing Sort or
Making and Writing
Words
Journeys Resources:
Daily Opening Routines for Word Play and
Phonemic Awareness (Unit 3)
Day 1: TE 406-407
Day 2: TE 434-435
Day 3: TE 444-445
Day 4: TE 454-455
Day 5: TE 464-465
Dolch Word List: review all Unit 1 words
SWBAT read highfrequency regular one
syllable words with long
and short vowels.
.
Suggested Word List: spin, clap, grade, swim,
place, test, last, skin, glide, drag, just, stage
Literacy and Language Guide: Word Study
Lesson 5, pages 64-65 provides suggested
activities to deliver instruction.
Day 1: Model Word Sort
Day 2: Guess My Category
Day 3: Word Hunt
Day 4: Blind Word Sort
Day 5: Assess using a Blind Writing Sort or
Making and Writing Words
NOTE: Teacher made lessons and materials
are needed to teach irregular plural words
during this week.
(ex. feet, children)
Summative Word Work Assessment
Dolch Word Checklist
Observation Checklist
Summative Performance Assessment
Benchmark Assessment
.
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