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