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
- 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
- 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
- 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
- Teachers assess students' pattern knowledge authentically
- Month by Month Phonics
- Poetry Books by Tim Rasinski
