Word Work Unit 5
Grade Level: Third
Timeframe: 5 weeks
Unit Overview: 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 three letter consonant clusters, unexpected consonant spellings, and the understanding that a suffix is a word part
that is added to the end of a base word which adds meaning to the base 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 syllable patterns help me read new words?
 How can I use common syllabication patterns to decode words?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
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.
1
Dolch Word List
This list includes more words per week because the whole unit is a review of the Dolch Word List words that were covered within units 1-4
Week 1: if, try, six, far, about, clean, shall, light, another, even, following, large, spell, change, such, without
Week 2: cut, full, got, ten, drink, warm, carry, much, sometimes, while, thought, beginning, place, years, children, important
Week 3: hold, pick, kind, own, long, show, eight, better, family, between, school, next, close, though, second, being
Week 4: small, draw, done, hot, never, laugh, together, myself, began, answer, should, enough, answer, letters, paint, animals
Week 5: hurt, keep, bring, fall, only, seven, start, today, grow, leave, group, house, away
Application in Centers:
Word Sorts were 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, Buddy Sort
Additional Center Activities
Scavenger hunt—write words on sentence strips, place words around classroom, have students walk around the classroom, finding words that pertain to specific categories
Book hunt—have students search their independent books
Sparkle (students stand in circle, each student says a letter of a spelling word, after the word is spelled, the last student says the word, the next student says “Sparkle” and sits,
the cycle continues, the last student standing wins.
Body Spell game—create free account at Gonoodle.com—click Body Spell, put words in custom list, have students follow directions on program
Context cards—choose a card, read the word, read the sentence
Write the word, write it in a sentence, draw a picture
Build words using sounds (letter cards)
BrainPopJr
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.
2
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
Pre-assessment
Qualitative Spelling Inventory
DLO - SWBAT
Instructional Practice
Student
Strategies
Formative
Assessment
Reflection
Activities and Resources
Reflection
3
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 three
letter consonant
clusters or words
from the Dolch List.
Literacy and Language Guide p. 68-69
Lesson 7: Three-Letter Clusters
Word Sort
Day 1—Model the Sort
Day 2—Repeat the Sort
Day 3— Open Sort
Day 3—Blind Writing Sort
Day 5—Assess
SWBAT prove that
consonant clusters such as
scr, spr, str, and thr often
appear at the beginning of
words as they participate in
various word sorts and
word study activities.
Students will
perform various
word sorts with
words that have
three letter
consonant
clusters.
Word Sort activities
such as open sorts or
blind writing sorts.
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
SWBAT recognize and
spell high-frequency
words.
Students will
create flashcards
with words that
have three letter
consonant
clusters or words
from the Dolch
word list..
Week 1
SWBAT apply the concept
that when you hear two or
more consonant sounds
written together a
consonant cluster is present
as they participate in
various word sorts.
SWBAT decode multisyllable words.
Word Sorts
Center Activities
Word Wall
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
If
Try
Fix
Far
About
Clean
Shall
Light
Another
Even
Following
Large
Spell
Change
Such
Without
Literacy and Language Guide p. 68-69
Lesson 7: Three-Letter Clusters
When you can hear two or more consonant sounds
written together, this is a cluster. Consonant
clusters such as scr, spr, str, and thr often appear at
the beginning of words..
Three
Scrap
Street
Spring
Thrill
Scream
Strange
Throw
String
Scrape
Spray
Threw
Strong
Scratch
4
Week 2
SWBAT apply concepts
related to spelling words
that have an extra
consonant that is silent as
they participate in various
word study activities.
Word Sorts
Center Activities
Word Wall
SWBAT prove that a word
that starts with /n/ is
sometimes spelled kn and
/r/ is sometimes spelled wr.
And a word that ends with
the consonant sound /ch/ is
sometimes spelled tch. 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.
Students will
perform various
word sorts with
words that that
have an extra
consonant that is
silent at either
the beginning or
end of the word.
Students will
create flashcards
with words that
have an extra
consonant that is
silent at either
the beginning or
end of the word
or words from
the Dolch word
list.
Students will
chunk words
with similar
patterns.
Using whiteboards to
have students spell
words and show
words that have an
extra consonant that
is silent at either the
beginning or end of
the word or words
from the Dolch word
list.
Literacy and Language Guide p. 70-71
Lesson 8: Unexpected Consonant Spelling
Word Sorts
Day 1 - Model the Sort
Day 2 – Repeat the Sort
Day 3 - Blind Writing Sort
Day 4 – Guess My Category
Day 5 – Assess
Word Sort activities
such as blind writing
sorts or guessing my
category.
Cut
Full
Got
Ten
Drink
Warm
Carry
Much
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
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Sometimes
While
Thought
Beginning
Place
Years
Children
Important
Literacy and Language Guide p. 70-71
Lesson 8: Unexpected Consonant Spelling
Some consonant sounds can be spelled with an
extra consonant that is silent. At the beginning of a
word, /n/ is sometimes spelled kn and /r/ is
sometimes spelled wr. At the end of a word, the
consonant sound /ch/ is sometimes spelled tch.
Itch
Wreck
Knee
Patch
Wrap
Knot
Watch
Knife
Stretch
Write
Knew
Knock
Match
Wrong
Interim Benchmark Assessment:
Dolch Word List
Observation Checklist
Spelling Assessment
Words in authentic writing
5
Week 3
SWBAT prove that the
suffix adds meaning to the
base word, but it cannot
stand alone as they
participate in various word
study activities.
SWBAT draw conclusions
that the suffix -ful can
mean “full of” or “having”;
the suffix -ly can mean “in
a way that is”; the suffix er can mean “a person
who” as they spell highfrequency words.
SWBAT decode multisyllable words.
Word Sorts
Center Activities
Word Wall
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 words
with words that have
the suffixes –ful, -ly,
and -er or words from
the Dolch word list.
Students will
perform various
word sorts with
words that have
the suffixes –ful,
-ly, and -er.
Word Sort activities
such as speed sorts,
open sorts or buddy
sorts.
Students will
create flashcards
with words that
have the suffixes
–ful, -ly, and -er
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
Literacy and Language Guide p. 100-101
Lesson 23: The Suffixes –ful, -ly, and -er
Word Sorts
Day 1 - Model the Sort
Day 2 – Speed Sort
Day 3 - Open Sort
Day 4 - Buddy Sort
Day 5 - Assess
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Hold
Pick
Kind
Own
Long
Show
Eight
Better
Family
Between
School
Next
Close
Though
Second
Being
Literacy and Language Guide p. 100-101
Lesson 23: The Suffixes –ful, -ly, and -er
A suffix is a word part that is added to the end of a
base word. The suffix adds meaning to the base
word, but it cannot stand alone. The suffix -ful can
mean “full of” or “having”; the suffix -ly can mean
“in a way that is”; the suffix -er can mean “a
person who.”
Singer
Loudly
Joyful
Teacher
Fighter
Closely
Powerful
Farmer
Quickly
Careful
Friendly
Speaker
Wonderful
Truly
6
Week 4
SWBAT apply the concept
that the suffix -less means
“without,” and the suffix ness means “the condition
of” as they participate in
various word study
activities.
Word Sorts
Center Activities
Word Wall
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.
Students will
perform various
word sorts with
words that have
the suffixes –less
or –ness ending.
Students will
create flashcards
with words that
have the suffixes
–less or –ness
ending or words
from the Dolch
word list.
Students will
chunk words
with similar
patterns.
Use whiteboards to
have students spell
words and show
words with the suffix
-less means
“without,” and the
suffix -ness means
“the condition of” or
words from the Dolch
word list.
Word Sort activities
such as speed sorts,
blind writing sorts, or
open sorts.
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
Literacy and Language Guide p. 104-105
Lesson 25: The Suffixes –less and -ness
The suffix -less means “without,” and the suffix ness means “the condition of.”
Word Sorts
Day 1—Model the Sort
Day 2—Speed Sort
Day 3—Blind Writing Sort
Day 4—Open Sort
Day 5--Assess
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Small
Draw
Done
Hot
Never
Laugh
Together
Myself
Began
Answer
Should
Enough
Answer
Letters
Paint
Animals
Literacy and Language Guide p. 104-105
Lesson 25: The Suffixes –less and -ness
The suffix -less means “without,” and the suffix ness means “the condition of.”
Painless
Sickness
Sadness
Helpless
Thankless
Kindness
Hopeless
Darkness
Fearless
Thickness
Careless
Goodness
Spotless
Softness
Interim Benchmark Assessment:
Dolch Word List
Observation Checklist
Spelling Assessment
Words in authentic writing
7
Week 5
SWBAT connect that
spelling patterns associated
with er or le make the ər/
and /əl/ sound as they
participate in various word
study activities.
SWBAT recognize and
spell high-frequency
words.
SWBAT decode multisyllable words.
Word Sorts
Center Activities
Word Wall
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 with spelling
patterns associated
with er and le or
words from the Dolch
word list.
Students will
perform various
word sorts with
words that have
spelling patterns
associated with
er and le.
Word Sort activities
such as speed sorts
open sorts, or blind
writing sorts.
Students will
create flashcards
with words that
have spelling
patterns
associated with
er and le. 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
Literacy and Language Guide p. 112-113
Lesson 29: Words Ending With -er or -le
The sound /ər/ at the end of a word is often spelled
er. The sound /əl/ at the end of a word is often
spelled le
Word Sorts
Day 1 - Model the Sort
Day 2 – Speed Sort
Day 3 - Blind Writing Sort
Day 4 - Open Sort
Day 5 - Assess
Dolch Word List: Introduce high frequency
words from list and add to the word wall.
Hurt
Keep
Bring
Fall
Only
Seven
Start
Today
Grow
Leave
Group
House
Away
Literacy and Language Guide p. 112-113
Lesson 29: Words Ending With -er or -le
The sound /ər/ at the end of a word is often spelled
er. The sound /əl/ at the end of a word is often
spelled le
Apple
River
Little
October
Ladder
Summer
Purple
Summative Word Work Assessment
Later
November
Giggle
Uncle
Winter
Center
Double
Dolch Word Checklist
Observation Checklist
Summative Performance Assessment
Benchmark Assessment
.
8