Supporting Standard - 2(C) decode words using spelling patterns

Students use the relationship between letters and sounds, spelling patterns, and morphological analysis to decode written English.
K	1	2	3	4	5
3(C) recognized that new words are created when letters are changed, added or deleted	3(D) decode words with common spelling patterns      (-ink, -onk, -ick)	2(C) decode words by applying knowledge of common spelling patterns ( -ight, -ant)	1(C) decode words by applying knowledge of common spelling patterns ( -eigh,         -ought)
Decode words by applying knowledge of common spelling patterns

Activities:

• Word Study Cycle presented by the district coaches in 2011
1. Introduce the spelling pattern by choosing words for the students to sort
• Fits my pattern
• study the pattern
• create an anchor chart
• brainstorm other words that have the same pattern
2. Encourage students to discover the pattern in their reading and writing
• word hunts - add to a list by looking in texts
• generalize the pattern to new words - introduce words that may be unfamiliar or contain more syllables  (ight - delight, mighty, delightful, brightness)
• making words
• word sorts - sort the pattern words by 1-syllable/2-syllable, nouns/verbs/adjectives, initial sounds/ending sounds, real words/nonsense words
• base words/endings
3. Use reinfrocement activities to help the student to relate this pattern to previously acquired word knowledge
• choice board activities
• anchor stations
• Guess the covered words
• If you can spell
• stretching and writing
• what looks right
4. Teachers assess students' pattern knowledge authentically

• Month by Month Phonics
• Poetry Books by Tim Rasinski

Common Themes in Fiction

As a group, we discussed using these posters for anchor charts.  We felt that the discussion of themes and sorting our read alouds by theme (the read alouds you already do...don't go hunting for anything special)should be modeled through think alouds.   This will prepare them for the next year :)



This is a teacher's site, Beth Newington.  Once you follow the link, you will scroll down to Reading Workshop.  In that menu of choices click on Theme Study and Posters.

http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/

This is an example of the theme posters and how she uses them

If you have time to shop around, she has many other great ideas and resources.


Here are a few anchor charts we have used in the upper grades if it helps guide how you discuss theme.

Just a look forward....
(they have plenty of time to master this skill, just model it through think alouds this year)


One of  the 4th grade released sample questions:

Both the poem and the selection express the imortance of -
                a) thinking a out others
                b) making new friends
                c) being accepting of others
                d) overcoming challenges

One of the 3rd grade released sample questions:

What is the main message in the poem:
                a) It is important for owners to train their pets
                b) it is difficult to care for some pets
                c) dogs and people are very different
                d) pets and their owners can make each other happy

4(B) Context Clues - week 11

Reading/ Vocabulary Development Students understand new vocabulary and use it when reading and writing
K	1	2	3	4	5
	6(c) determine what words mean from how they are used in a sentence, either heard or read	5(B) use context to determine the relevant meaning of unfamiliar words or multiple meaning words	4(B) use context to determine relative meaning of unfamiliar words or distinguish among multiple meaning words and homographs	2(B) use the context of the sentence (e.g. in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words	2(B) use context (in-sentence restatement) to determine or clarify the meaning of any unfamiliar or multiple meaning words
Use the context of a sentence to determine the meaning of unfamiliar words Use the context of a sentence to determine the meaning of multiple meaning words

Activities:
Use the K/1 Linda Hoyt - Vocabulary page 151 - using Owen by Kevin Henkes
Use the K/1 Linda Hoyt - Context Clues page 155 - using Where The Wild Things Are by Maurice Sendak

Comprehension Tool Kit - Book 4 - Lesson 12 - Infer Meaning

Anchor Activities:




Possible Test Questions:

2nd 9 Weeks @ a Glance

	1	2	3	4	5	6	7	8	9
TEK	10	11	12	13	14	15	16	17	18
14(D) use text features	x			x	x
5(B) context clues		x					x
14(A) main idea - expository			x
14(B) locate facts			x	x
14(c) order of events			x
9(B) describe characters						x
Figure 19(D) make inferences						x
9(A) similarities/differences in plot/setting								x

Figure 19 (D) - Making Inferences - week 5, 8 & 9

19(D)
K	1	2	3	4	5
Make inferences based on the cover, title, illustrations, and the plot	Make inferences using about text and use textual evidence to support understanding
Make inferences about the text Use textual evidence to support understanding

Activities:

Anchor Activities:

Possible Test Questions:

14(C) - order of events - week 4, 5 & 7

Reading/ Comprehension of Informational Text/ Expository Text Students analyze, make inferences, draw conclusions about expository text and provide evidence from text to support their understanding
K	1	2	3	4	5
10(C) discus the ways authors group information in a text	14(C) retell the order of events in a text by referring to the words and/or illustrations	14(C) describe the order of events or ideas in a text	13(C) identify explicit cause and effect relationships among ideas in texts	11(C) describe explicit and implicit relationships among ideas in a text organized by cause/effect, sequence or comparison	11(C) analyze how the organizational patterns (cause/effect, compare/contrast, sequential order) influences the relationships among the ideas
describe the order of events  in a text describe the order of  ideas in a text

Activities:

Anchor Activities:

Possible Test Questions: