Word Work Unit 1
Grade Level: Third
Timeframe: 5 weeks
Unit Overview: The first five weeks of school are essential in establishing rules and routines during word study. Unlike Reader’s and Writer’s Workshop only 30 minutes is
allotted in the schedule for explicit phonics and word work instruction. Make it fun! The use of the Daily Opening Routines for Word Play, Phonemic Awareness and High
Frequency Words found in the Houghton Mifflin Teacher Edition, as well as the Instructional Routine Cards from the Grab and Go Kit can serve as a resource to establishing a
consistent daily routine for instruction. The words within this unit have been selected because they are exemplars of sound, pattern, or meaning relationship of the unit’s focus
of study. Developing these skills in phonemic awareness will in turn better equip them to decipher words that they are unfamiliar with when they come across them in both
reading and writing. This unit of word study will focus largely on spelling words with short and long vowel sounds, prefixes, and the understanding how these patterns impact
the sound or meaning of a word. In addition, students will continue to review and build upon their high-frequency words from the Dolch list. Word work will continue outside
of the range of specific word study because students are continuously decoding and acquiring new words in their vocabulary. Strategies to support this acquisition should be
infused into the Word Work Unit based on individual needs. Ongoing use of Word Sorts will continue to 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.
Essential Questions
Enduring Understanding
 Knowledge of phonics leads to improved reading and writing with better accuracy, decoding, spelling and reading comprehension.
 Developing and applying phonics and word analysis skills to decode words with automaticity will help me better comprehend text.
Essential Questions
 How can vowel patterns help me read new words?
 How do understanding vowel sounds help me pronounce words?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
d. Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Form and use possessives.
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of
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strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/ disagreeable, comfortable/uncomfortable,
care/careless, heat/preheat).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
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: if, try, six, far
Week 2: cut, full, got, ten
Week 3: hold, pick, kind, own
Week 4: small, draw, done, hot
Week 5: hurt, keep, bring, fall
Application in Centers:
Word Sorts and routines are introduced in Unit 1. It is intended that the same sorts will be continued throughout the units so 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.
Word Sort Variations:
Repeating Sort, Open Sort, Blind Writing Sort, Guess My Category, Speed Sort, Word Hunt
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 this word work 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. 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.
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Instructional Plan
Pre-assessment
Qualitative Spelling Inventory
DLO – SWBAT
Instructional Practice
Week 1
SWBAT prove that words
that have short vowel
sounds /≠/, /∞/, /≤/, /≥/, /√/
and are usually spelled
with the letters a, e, i, o,
and u, followed by a
consonant as they
participate in various word
study activities.
SWBAT recognize and
spell high-frequency
words.
SWBAT decode multisyllable words.
Word Sorts
Student
Strategies
Formative
Assessment
Students will
create a Word
Wall utilizing
words from the
Dolch list as well
as the Journey’s
Literacy and
Language Guide.
Using whiteboards to
have students spell
words and show
words that have short
vowels or words from
the Dolch List.
Students will
perform various
word sorts with
words that have
short vowel
sounds /≠/, /∞/,
/≤/, /≥/, /√/ and
are usually
spelled with the
letters a, e, i, o,
and u, followed
by a consonant.
Students will
create flashcards
with words that
have short vowel
sounds.
Students will
chunk words
with similar
patterns.
Word Sort activities
such as repeating
sorts or blind writing
sorts.
Exit slips for
vocabulary to include
the following:
Reflection
Activities and Resources
Literacy and Language Guide p. 56-57
Lesson 1: Short Vowels
Word Sort
Day 1—Model the Sort
Day 2—Repeat the Sort
Day 3— Word Hunt
Day 3—Blind Writing Sort
Day 5—Assess
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
If
Try
Six
Far
 Asking students
for synonyms/
antonyms, or
examples vs. non
examples
Literacy and Language Guide p. 56-57
Lesson 1: Short Vowels
The short vowel sounds /≠/, /∞/, /≤/, /≥/, and /√/
are usually spelled with the letters a, e, i, o, and u,
followed by a consonant.
 Asking students
for figurative and
literal meanings
Crop
Plan
Thing
Smell
Shut
Sticky
Spent
Students will create
sentences utilizing
the weekly word lists
as they follow the
conventions for
writing in standard
English.
Reflection
Lunch
Pumpkin
Clock
Gift
Class
Skip
Swing
3
Week 2
SWBAT apply concepts
related to spelling words
that have vowel-consonante pattern as they participate
in various word study
activities.
Word Sorts
SWBAT prove that a word
that has long vowel sounds
/∑/, /π/, /∫/, and
can
be spelled using the vowelconsonant-e patterns as
they spell high-frequency
words.
SWBAT decode multisyllable words.
Students will
create a Word
Wall utilizing
words from the
Dolch list as well
as the Journey’s
Literacy and
Language Guide.
Using whiteboards to
have students spell
words and show
words that have long
vowel sounds or
words from the Dolch
word list.
Literacy and Language Guide p. 58-59
Lesson 2: V-C-e Spelling
Word Sorts
Day 1 - Model the Sort
Day 2 – Repeat the Sort
Day 3 - Blind Writing Sort
Day 4 – Speed Sort
Day 5 – Assess
Students will
perform various
word sorts with
words that have
long vowel
sounds /∑/, /π/,
/∫/, and
which can be
spelled using the
vowelconsonant-e
pattern.
Word Sort activities
such as repeating
sorts blind writing
sorts or speed sort.
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Students will
create flashcards
with words that
the long vowel
sounds /∑/, /π/,
/∫/, and
or
words from the
Dolch word list.
Students will
chunk words
with similar
patterns.
Exit slips for
vocabulary to include
the following:
 Asking students
for synonyms/
antonyms, or
examples vs. non
examples
 Asking students
for figurative and
literal meanings
Students will create
sentences utilizing
the weekly word lists
as they follow the
conventions for
writing in standard
English.
Cut
Full
Got
Ten
Literacy and Language Guide p. 58-59
Lesson 2: V-C-e Spelling
The long vowel sounds /∑/, /π/, /∫/, and
can
be spelled using the vowel-consonant-e pattern.
Spoke
Mile
Save
Excuse
Cone
Invite
Cube
Price
Erase
Ripe
Broke
Flame
Life
Rule
Interim Benchmark Assessment:
Dolch Word List
Observation Checklist
Spelling Assessment
Words in authentic writing
4
Week 3
SWBAT prove that short
vowel sounds are usually
spelled with a single vowel
followed by a consonant
and long vowel sounds can
be spelled with two vowels
together, with the vowelconsonant-e pattern, or
with an open syllable
(V/C) pattern as they
participate in various word
study activities.
SWBAT draw conclusions
about short and long vowel
pattern as they spell highfrequency words.
SWBAT decode multisyllable words.
Word Sorts
Students will
create a Word
Wall utilizing
words from the
Dolch list as well
as the Journey’s
Literacy and
Language Guide.
Use whiteboards to
have students spell
words and show
words with long and
short vowel sounds or
words from the Dolch
word list.
Literacy and Language Guide p. 66-67
Lesson 6: More Short and Long Vowels
Word Sorts
Day 1 - Model the Sort
Day 2 – Guess My Category
Day 3 - Speed Sort
Day 4 - Open Sort
Day 5 - Assess
Students will
perform various
word sorts with
words that have
short vowel
sounds and long
vowel sounds.
Word Sort activities
such as speed sorts,
or open sorts.
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Students will
create flashcards
with words that
have long and
short vowel
sounds and have
different vowel
consonant
patterns.
Students will
chunk words
with similar
patterns.
Exit slips for
vocabulary to include
the following:
 Asking students
for synonyms/
antonyms, or
examples vs. non
examples
 Asking students
for figurative and
literal meanings
Students will create
sentences utilizing
the weekly word lists
as they follow the
conventions for
writing in standard
English.
Hold
Pick
Kind
Own
Literacy and Language Guide p. 66-67
Lesson 6: More Short and Long Vowels
Short vowel sounds are usually spelled with a
single vowel followed by a consonant. Long vowel
sounds can be spelled with two vowels together,
with the vowel-consonant-e pattern, or with an
open syllable (V/C) pattern.
Math
Toast
Easy
Socks
Friday
Stuff
Paid
Cheese
June
Elbow
Program
Shiny
Piles
Sticky
5
Week 4
SWBAT apply the concept
that prefixes are a word
part that is added to the
beginning of a base word
which changes the meaning
of the base word, but
cannot stand alone as they
participate in various word
study activities.
Word Sorts
SWBAT prove that the
prefix re- means “again”;
the prefix un- can mean
“not” or “opposite of” as
they spell high-frequency
words.
SWBAT recognize and
spell high-frequency
words.
SWBAT decode multisyllable words.
Students will
create a Word
Wall utilizing
words from the
Dolch list as well
as the Journey’s
Literacy and
Language Guide.
Use whiteboards to
have students spell
words and show
words with prefixes
re- and un- or words
from the Dolch word
list.
Literacy and Language Guide p. 102-103
Lesson 24: The Prefixes re- and unWord Sorts
Day 1—Model the Sort
Day 2—Repeat the Sort
Day 3—Blind Writing Sort
Day 4—Speed Sort
Day 5--Assess
Students will
perform various
word sorts with
words that have
the suffixes
prefixes re- and
un-
Word Sort activities
such as repeating
sorts, blind writing
sorts, or speed sorts.
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Students will
create flashcards
with words that
have the prefixes
re- and un- or
words from the
Dolch word list.
Students will
chunk words
with similar
patterns.
Exit slips for
vocabulary to include
the following:
 Asking students
for synonyms/
antonyms, or
examples vs. non
examples
 Asking students
for figurative and
literal meanings
Students will create
sentences utilizing
the weekly word lists
as they follow the
conventions for
writing in standard
English.
Small
Draw
Done
Hot
Literacy and Language Guide p. 102-103
Lesson 24: The Prefixes re- and unA prefix is a word part that is added to the
beginning of a base word. The prefix changes the
meaning of the base word, but it cannot stand
alone. The prefix re- means “again”; the prefix uncan mean “not” or “opposite of.”
Unfold
Rejoin
Untie
Reheat
Unfair
Unclear
Repaid
Rewrite
Unhurt
Recheck
Unlucky
Unwrap
Reuse
Unsure
Interim Benchmark Assessment:
Dolch Word List
Observation Checklist
Spelling Assessment
Words in authentic writing
6
Week 5
SWBAT connect that
spelling patterns associated
with unstressed /ə/ at the
beginning of a word that is
often spelled a. or
unstressed /b≤/ sounds at
the beginning of a word is
often spelled be as they
participate in various word
study activities.
SWBAT recognize and
spell high-frequency
words.
SWBAT decode multisyllable words.
Word Sorts
Students will
create a Word
Wall utilizing
words from the
Dolch list as well
as the Journey’s
Literacy and
Language Guide.
Students will
perform various
word sorts with
words begin with
a- or be-.
Students will
create flashcards
with words that
have spelling
patterns
associated with
words beginning
with a- or b- or
words from the
Dolch word list.
Students will
chunk words
with similar
patterns.
Use whiteboards to
have students spell
words that begin with
a- or be- or words
from the Dolch word
list.
Word Sort activities
such as speed sorts
open sorts, or blind
writing sorts.
Exit slips for
vocabulary to include
the following:
Literacy and Language Guide p. 114-115
Lesson 30: Words that begin with a- or beWord Sorts
Day 1 - Model the Sort
Day 2 – Speed Sort
Day 3 - Open Sort
Day 4 - Blind Writing Sort
Day 5 - Assess
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Hurt
Keep
Bring
Fall
 Asking students
for synonyms/
antonyms, or
examples vs. non
examples
Literacy and Language Guide p. 114-115
Lesson 30: Words that begin with a- or beThe unstressed /ə/ at the beginning of a word is
often spelled a. The unstressed /b≤/ sound at the
beginning of a word is often spelled be.
 Asking students
for figurative and
literal meanings
Below
About
Belong
Around
Again
Alone
Because
Students will create
sentences utilizing
the weekly word lists
as they follow the
conventions for
writing in standard
English.
Summative Word Work Assessment
Above
Between
Alive
Behind
Begin
Along
Before
Dolch Word Checklist
Observation Checklist
Summative Performance Assessment
Benchmark Assessment
.
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