Emergent Spellers

Children in the emergent stage are usually in Pre-K or Kindergarten. Children at this age are learning about the concept of print, as well as developing a sense of phonological awareness. At this stage, children also start to match some letters to sounds. Teachers encourage experimentation with writing and children learn to compare drawing and writing. Rhyming is introduced at this stage and sounds are pointed out to the students. Teachers point out writing and words that are present in real life. In Jello Powder writing students use kinesthetics to practice writing the letters of the alphabet and making the sounds the letter makes. This helps develop phonological awareness and print concepts. In the Farm Animal Sort, students are recognizing individual sounds in words they already know and working on phonological awareness by singling out sounds in words. In Making Letters students use bingo dabbers to create the letters of the alphabet and sound them out as they are making them, this creates phonological awareness and helps them understand the concept of print. In Grocery Store, students are looking at real life applications of writing and developing their concepts of print further using realistic examples and imitation.

Farm Animal Sort

Word Sorting

Grade: Pre-K or K Standards: PA 1.1.K.B: Employ word recognition techniques: Use association strategies to identify letters. Demonstrate phonological awareness through the segmenting and blending of phonemes. Use knowledge of letter sound correspondence (alphabetic principle) to decode words in context CCS 2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Objective: Students will match words with similar beginning sounds. Materials: Picture cards Sorting sheets Scissors,(or pre-cut out the cards) Activity: Glue Elmo, or other projecting device

This activity can be for a whole class, in small groups, or as a station. To use this for an individual student, all five sheets may be overwhelming if used all at once. Each group of students will receive the five sorting sheets and spread them out in an area where they have room to move. Each group will receive the picture cards, and scissors to cut out the picture cards. Students will be asked to sort the picture cards so that the beginning sounds match the animal on the sorting sheet. The teacher will walk students through the first few pictures using an Elmo or other projecting device. Students will stretch out the beginning sounds for each of the images, with the help of the teacher for three or four. Students will place the pictures on the correct cards, and ask for clarification on images they are not sure what the image is. The teacher will rotate around the room guiding the students progress. Each group will be asked to think of one other thing that starts with the same sound as each of the sheets.

Source: "Peterson's Pad." Peterson's Pad. N.p., n.d. Web. 19 Mar. 2012. <http://petersons-pad.blogspot.com/>.

Grocery Store
Dramatic Play

Grade: Pre-K Standards: PA CCS 1. Demonstrate understanding of the organization and basic features of print. o a. Follow words from left to right, top to bottom, and page by page. o b. Recognize that spoken words are represented in written language by specific sequences of letters. o c. Understand that words are separated by spaces in print. o d. Recognize and name all upper- and lowercase letters of the alphabet. 1.1.PK.A: Use a variety of text during play. 1.1.PK.B: Employ word recognition techniques: Associate some letters with their names and sounds. Differentiate letters from numbers. Identify familiar words in environmental print. 1.1.PK.C: Use new vocabulary when speaking.

Objective: Students will familiarize themselves with everyday print materials, and real world adult writing and communication through dramatic play. Materials: Play food Play money Toy cash register Shopping carts/baskets Shelves or boxes Scales Empty food containers that have been cleaned Receipt paper Pens Labels for the food Plastic bags Price labels

Activity: Day 1 Students will be asked what they saw the last time they went to the store with their parents. Students will give examples and stories of what they did. The teacher will make a list on the board of things they might need to create their own store. o Store vocabulary will be introduced and displayed Cash register Cashier Diary Checkout Groceries Bakery Aisles Customers Deli Shopping cart Produce

Students will help figure out how to set up the store. Students will help to set up the store in the classroom. Day 2-4 This will be a station.

Students will decide who needs to be in their store. A few students will work in the store while others are customers. o Students will rotate these roles. Students will practice using receipts, play money, and other materials found in stores.

Source: "Preschool Is Fun Planning Activities: *Dramatic Play." Preschool Is Fun Planning Activities. N.p., n.d. Web. 19 Mar. 2012. <http://preschool-is-fun.blogspot.com/search/label/*Dramatic%20Play>.

Making Letters Grade: Pre-K Standards: PA 1.1.PK.B: Employ word recognition techniques: o Associate some letters with their names and sounds. o Differentiate letters from numbers. 1.5.PK.F: Use age appropriate conventions of language when writing, with adult assistance. o Create letter forms using various materials. o Print letters in name using conventional print.

CCS Demonstrate understanding of the organization and basic features of print. o b. Recognize that spoken words are represented in written language by specific sequences of letters. o d. Recognize and name all upper- and lowercase letters of the alphabet.

Objective: Students will become familiar with the letters of the alphabet. Materials: Bingo markers Printable sheets for the letters are useful, but not required, you could easily just write the letters. (I will provide a few examples.)

Activity: Students will be given bingo markers and a letter. Students will use the bingo markers to write the letter by pressing the markers to the circles on the paper.

Source: "Uppercase Do-A-Dot Letters Shannon's Tot School." Shannon's Tot School. N.p., n.d. Web. 19 Mar. 2012. <http://totschool.shannons.org/?p=2112.>.

Jello Powder writing Grade: Pre-K Standards: PA 1.1.PK.B: Employ word recognition techniques: o Associate some letters with their names and sounds. o Differentiate letters from numbers. 1.5.PK.F: Use age appropriate conventions of language when writing, with adult assistance. o Create letter forms using various materials. o Print letters in name using conventional print.

CCS Demonstrate understanding of the organization and basic features of print. o b. Recognize that spoken words are represented in written language by specific sequences of letters. o d. Recognize and name all upper- and lowercase letters of the alphabet.

Objective: Students will gain practice writing their letters. Materials: Boxes of powdered jello A pan (cover with tinfoil for easier cleanup) Milk caps with the letters on them (whatever letters the students need to work on.) o The letters can be printed from the website if needed. Glue them on in advance.

Activity: Cover the pan in foil if desired. Place the letter tiles face down on the table. Make sure children wash their hands. Spread the jello powder out in the pan. Have the child pick two letter tiles, and then choose what one they want to practice writing. Instruct the child to write the letter using their finger. Have the child say the name of the letter as they are writing it. Show the child how to erase the letters by shaking the tray a bit. Continue practicing letters. When the child bores of the activity fold the foil up and throw it out, or rinse out the pan.

Source: Writing in Jello Powder Shannon's Tot School." Shannon's Tot School. N.p., n.d. Web. 19 Mar. 2012. <http://totschool.shannons.org/?p=5319>.

Letter Name - Alphabetic Spellers Letter name alphabet spellers begin to represent beginning and ending sounds. They learn diagraphs and blends at this stage. They invent their own spellings when they do not know how to spell something. They have concept of word, but it may not always be clear. They omit silent letters. This group includes students in K-1st grade. Teachers must model how to stretch out words and teach students to do so for themselves. They start studying short vowel word families at this stage. High frequency words are introduced. In the lesson titled Elkonin boxes, students are using Elkonin boxes to stretch out the sounds they hear in words. In Evaporate, and in Tiny Sight Words, students are practicing sight words. In Word Family Eggs, students are practicing short vowel families.

Tiny Sight Words

Letter name-Alphabetical Grade: Kindergarten or above Standards: PA 1.5.K.F: Use grade appropriate conventions of language when writing and editing, with adult assistance. Begin to form letters correctly. Use correct spacing Spell words modeled in classroom correctly. Begin to use capital letters correctly.

CCS 3. Know and apply grade-level phonics and word analysis skills in decoding words. o c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). o d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Objective: Students will recognize and become more familiar with sight words. Materials: Write it sheets (laminate them for best results) Dry erase markers Expo cleaner for cleanup Magnifying glasses

Activity: This would be best used as a station. Students will use magnifying glasses to enlarge the text in the bubbles. The students should recognize the word, say it, and practice writing it on the write it side.

Source: "K: double stuffed: Magnified Sight Words." K: double stuffed. N.p., n.d. Web. 20 Mar. 2012. <http://kdoublestuffed.blogspot.com/2011/03/magnified-sight-words.html>.

Evaporate!
Letter Name Alphabetical Grade: Kindergarten (or any, just change the words) Standards: PA 1.5.K.F: Use grade appropriate conventions of language when writing and editing, with adult assistance. Begin to form letters correctly. Use correct spacing Spell words modeled in classroom correctly. Begin to use capital letters correctly.

CCS 3. Know and apply grade-level phonics and word analysis skills in decoding words. o c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). o d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Objective: Students will practice using and writing common sight words. Materials: Chalkboard, small or large, doesnt matter A wet sponge White boards for the students Dry erase markers Erasers or paper towels

Activity: Source: "Peterson's Pad: spelling." Peterson's Pad. N.p., n.d. Web. 20 Mar. 2012. <http://petersonspad.blogspot.com/search/label/spelling>. The teacher will ask students to write a sight word from the week on their white board. New words can be introduced by writing them on the board (this can be adapted for spelling words). Students after writing the word on their white boards will be asked to show their boards to the teacher. The teacher will write the word with a wet sponge on the board. Students will be told to write the word as many times as they can before the word on the chalkboard evaporates. This can be repeated with as many words as needed or that need to be reviewed or introduced.

Word Family Eggs Letter Name - Alphabetic Grade: 1st or 2nd Standards: PA 1.5.K.F: Use grade appropriate conventions of language when writing and editing, with adult assistance. Begin to form letters correctly. Use correct spacing Spell words modeled in classroom correctly. Begin to use capital letters correctly.

CCS 3. Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Read common high-frequency words by sight Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Objective: Students will become familiar with word families. Materials: Prep: Write the word family on one side of the egg, write the beginning letters on the other side; so that when you turn the egg the words in the family are formed. Hide the eggs in the classroom. Easter Eggs Stickers or tape and paper

Activity: Have students find an egg in the classroom. Have students say the words in the word family that are on the egg they found, by twisting the egg so that words are formed. Have students write these words down on a piece of paper for added practice. Have students trade eggs with a neighbor and do the same thing again.

Source: "Living and Learning: Word Family Eggs." Living and Learning. N.p., n.d. Web. 19 Mar. 2012. <http://livingandlearningnow.blogspot.com/2009/03/word-family-eggs.html>.

R-Controlled Vowel Word Sort Within Words Grade: 1st-2nd Standards: PA 1.5.2.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use correct grammar and sentence formation.

CCS 3. Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words. Objective: Students will sort R-controlled vowel s using ir, ar, and or. Materials: Picture cards (if cut out in advance fine, otherwise students will need to cut them out and throw away trash.) Sorting Books Room to spread out materials

Activity: Ask students to sort the picture cards using the r-controlled vowels. Students will say the words out loud such as bird which is ir. Students will glue the word sort into their word sort book for future reference.

Source: The idea of word sort books is from: "Peterson's Pad: Sorting Book." Peterson's Pad. N.p., n.d. Web. 7 Apr. 2012. <http://petersonspad.blogspot.com/2011/09/sorting-book.html>.

Homophones Sllyables and Affix Spellers Grade: 3-5th Standards: PA 3rd- R3.A.1.1.1: Identify and/or interpret meaning of multiple-meaning words used in text. 4th- 1.1.4.C Use meaning and knowledge of words (e.g., homophones, homographs, root words) across content areas to increase reading vocabulary. 1.1.5.C Use meaning and knowledge of words (e.g., homophones, homographs, root words) across content areas to increase reading vocabulary. 5th - 1.5.3.F Use grade appropriate conventions of language when writing and editing.

CCS

L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Objective: Students will be able to recognize and distinguish between homophones. Word List: Would- wood Knew-new No know Rode - road There their Where wear Bye by Read red Blew blue Materials: Prep: Homophone cards Worksheet for answers Worksheet for expansion Right write Hear here Won one Bear bare Bee be Sun son Knot not Ate eight Hair hare See sea Maid made Flour- flower Too two I eye Pear pair Pause - paws

 Intro:

Students or teachers will need to cut out the homophone cards before starting.

As a class, sort the homonyms and have students explain the differences between the two words. Body: In small groups a matching game will be played. o o o o o First turn all cards over. The oldest person goes first. They choose two cards, if they match they keep them, if not they flip them both back over. Players continue this until they are out of cards. Students write down theirs and a partners words they found to be homophones on their sheets.

Expansion: Source: "Peterson's Pad." Peterson's Pad. N.p., n.d. Web. 20 Mar. 2012. <http://petersons-pad.blogspot.com/>. Have students complete the worksheet by circling the correct homophone for each image. Have students explain their answers.

Lids for Vowels

Grade: 2nd Standards: PA 1.5.2.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use correct grammar and sentence formation.

CCS 3. Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words. Objective: Students will become more competent with spelling with middle long vowel sounds in words. Materials: Prep: Write words that are missing the middle sound on a piece of construction paper. Leave out the vowels. Write the vowels on the bottle lids. To provide a challenge for the student, just have a collection with too many for the activity. To provide a better way of checking, provide the exact amount. Write the answers on the back, or have students write them down and hand them in later. Bottle lids Sticker paper (if desired) A permanent marker Construction paper

Activity: Hand out the construction papers with the words on them. o A and magic e long vowel sounds o Long e sounds Hand out or have students retrieve the lids. Ask students to find the middle sounds and place the correct lid where the vowel should be. Ask students to check themselves with a key, or write the words down to hand in.

Source: Inspired by "From Kindergarten With Love: More Lid Games." From Kindergarten With Love. N.p., n.d. Web. 19 Mar. 2012. <http://fromkindergartenwithlove.blogspot.com/2011/07/more-lid-games.html>.

Paint Card Word Families Within Words Grade: 1st or late K Standards: PA 1.5.2.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use correct grammar and sentence formation.

CCS 3. Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words. Materials: Prep: Write the word family on the paint cards with the square missing Write the beginning letter on the paint cards that are strips. Paint cards with a square in them Strips of paint cards

Objective: Students will become more familiar with the long vowel word families ail,-ake, -ank, -ell. Activity: Source: Jeni. "Paint Chip Samples Crafts for Kids Top Ten | Impress Your Kids." Craft Ideas, Parenting Tips, Biblical Worldview || Impress Your Kids. N.p., n.d. Web. 20 Mar. 2012. <http://impressyourkids.org/paint-chip-samples-crafts-for-kids-top-ten-tuesday/>. Students will retrieve the paint card sets. Students will practice saying the word families on the cards. Students will write down the word families. Students will try to think of other words they feel may be in that family.

Spelling Cheerleading Syllables and Affix spellers Grades: 4-8 Standards: PA R6.A.1.2.1: Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix. Note: Affixes will be limited to prefixes: pre-, dis-, mis-, non-, inter-extra-, post-, super-, sub-; suffixes: -less, -ble, -ly, -or, -ness, -ment, -er, -ship, -tion, en. CCS 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation to separate items in a series.* Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., Its true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?). Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly, consulting references as needed. Objective: Students will understand what to do when a word ends with y and when to change it when adding a suffix. Materials: Intro: Ask students to brainstorm words ending in Y, make a list. Ask students to brainstorm suffixes, make a list. Spelling Cheerleading poster Y-rule poster Word Sort

Through: Show students the Y poster, and go over it. Provide several examples. Display the Spelling Cheerleading Poster Go over the moves for each letter. Remind students they dont need to memorize the moves. Give a base word ending in y and write it on the board. Ask a student volunteer to offer a suffix, (cry- to -crying) Say the new word out loud and give students time to think about how to spell it.

Have the students cheer the new word. Repeat several times.

Beyond: DAY 2 Review the spelling generalization with students. Ask a student to explain it in their own words. Split the class into two groups. Pass out a copy of the word sort to each. Ask students to sort the words into the words which the y changes to an i and those it does not. Discuss why certain words were placed where they were or why not. Discuss other ways of sorting the words. Glue the words on a sheet of paper, and come up with their own generalization for the y rule.

Source: "Spelling Cheerleading: Integrating Movement and Spelling Generalizations - ReadWriteThink." Homepage-ReadWriteThink. Web. 20 Mar. 2012. <http://www.readwritethink.org/classroomresources/lesson-plans/spelling-cheerleading-integrating-movement-233.html?tab=4#tabs>.

Elkonin Boxes K Grade: K Standards: PA 1.5.2.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use correct grammar and sentence formation.

CCS 3. Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words. Objective: Students will be able to isolate beginning and ending sounds in words. Materials: Smart board White boards and markers for each student

Activity: On the Smartboard the teacher will place three boxes side by side. The teacher will choose a word such as ball. The teacher will ask students to stretch it out with her. The teacher will ask students what letter the word ball starts with. Students will be guided to say b. the teacher will write a b in the first box. Students will follow along on their white boards. The teacher will drag out the a in ball. The teacher will prompt students for the name of that letter. The teacher will continue with the l. The teacher will explain to student thats the ll makes the longer l sound. The teacher will ask for other examples where the ll may exist in words they know

Contractions and Compound Words Grade: 2nd Standards:

PA 1.1.2.B: Use knowledge of phonics and word recognition (e.g., root words, prefixes, suffixes, and syllabication) to decode and understand new words during reading. CCS Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words.

Objective: Students will be able to recognize and use compound words and contractions. Materials: Worksheet Yellow crayon

Activity: Review compound words. o Compound words are two words put together. o Can anyone give me any examples? Review contractions. o What do you do to make a contraction? o Can anyone give me an example? What does that mean? o What are the words we can add? Be Would Will Ask for examples of each. Ask students to find contractions on the worksheet. Ask students to highlight them in yellow. Ask students to think of others. Ask students where they may use them. Ask students to write a sentence at the bottom of the page.

Have Had

Source:

"Peterson's Pad." Peterson's Pad. N.p., n.d. Web. 20 Mar. 2012. <http://petersons-pad.blogspot.com/>.

Within Words Students at this stage are spelling most single syllable CVC vowels correctly. They know most of their blends and diagraphs. They use, but often get confused on common spelling patterns. Long vowel patterns are introduced, as well as silent letters. Students at this stage are working on diphthongs, rcontrolled vowels, and long vowel patterns. Children at this stage are usually in 1st to second grade. In Paint Card Word Families, students are working on long vowel word families and common spelling patterns. In Lids for Vowels students are working on common spelling patterns with words with silent letters. R-controlled vowels is a word sort allowing students to sort the vowel patterns in common words and helps them distinguish between spelling patterns. In the Making Words activity students are working on long vowel patterns and blends.

Syllable Affix Spellers Students at this stage spell most single syllable words correctly. They have errors at junctures between syllables and in unaccented syllables. Plurals and compound words are emphasized at this stage. Students are starting to explore unusual blends and diagraphs at this stage. Students are focusing on two syllable homophones, contractions and possessives. In contractions and compound words, students are working on identifying and using contractions and compound words. In Homophones, students will be working with common homophones and working on distinguishing between the two. In spelling cheerleading, students will be working with adding syllables and affixes, and discovering how they change the meaning of the words. In plurals, students are reviewing and learning about making nouns plural.

Derivational Spellers Students at this stage have mastered the high frequency words. They make errors on low frequency words and words with origins in Greek and Latin. Teachers explore multiple genres with this group. Vocabulary is the main focus of instruction. They examine roots suffixes and affixes that are less common. One activity is a word sort where students will familiarize themselves with affixes and see how they change the meaning of words. Students will work with different affixes and suffixes in Word Hunt to stretch their vocabulary. In derivation race students will find as many forms as possible of a word and discuss how the meaning changes. In words within the words students will learn the common suffixes and affixes and use them as a word wall to help expand vocabulary.

Word within the words Derivational Spellers Grade: 5th- 12th Standards: PA: R8.A.1.2: Identify and apply word recognition skills. R8.A.1.2.1: Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.

CCS: L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Objective: Students will make cards for the parts of the words they are working on. This week will be : Con together De down Dis away Equi equal Extra -beyond

Materials: Index cards for each student (5) Markers One extra of each word to be added to the word wall.

Activity: Source: Mrs. Kellers Class Website. Mrs. Kellers Class Website. N.p., n.d. Web. 7 Apr. 2012. <http://mrskeller.net/spelling.htm>. Students will first look for examples of words using these words and try to decide what each means. Students will make a list of the words they found using each of the prefixes. Students will design the index card to show what the prefix means, and write the prefix on the card. One extra of each word card will be made and attached to the word wall. Students will use the word wall and their word cards for future reference.

Making Words Within Word Spellers Grade: K-2 Standards: PA: 1.5.2.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use correct grammar and sentence formation.

CCS: 3. Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words. Objectives: Students will create words using long vowel patterns and silent letters. Materials: Letter tiles: b, k, a, s, t, e for each student Smart board

Activity: Students will be given time to try to make some words out of the letters on their desks, b, k, a, s, t, e. On the Smart Board, put the letter b aside. Ask students to do the same. Ask students if they can think of a three-letter word that begins with the letter b that would be something you would hit a bat with (bat). Place the a and t tile next to the b. Read the word aloud and have students read the word aloud with you. Ask students to change the first letter of the word to make a word that describes what they just did on the chair (sat). Do the same on the Smart Board. Have the students read the word out loud with you. Ask students to change one letter to show what they are doing when they are putting dishes on the table (set). Do the same on the Smart Board. Ask students to read the word aloud. Ask students to move the t out of the way and add two letters to the beginning that would be where the baseball player would run to (base). Do the same. Have them read it. Ask students to make a three-letter word that tells what they would do if they had a question (ask). Show it. Have them read it with you.

 Source:

Tell students to add a b in front of the word to make a word that means enjoying the sun (bask). Show students the word. Have them read it. Tell students they are now going to make the mystery word by adding the last two letters to the word they already have. If they need a hint, tell them it is something you carry something in (basket). Show the students the word after they figure it out and have them read it aloud.

Olness, Rebecca L.. Word Wizards: Students Making Words ReadWriteThink. Homepage ReadWriteThink. N.p., n.d. Web. 8 Apr. 2012. <http://www.readwritethink.org/classroomresources/lesson-plans/word-wizards-students-making-150.html?tab=4#tabs>.

Word Hunt Derivational Spellers Grade: 6-12 Standards: PA: R8.A.1.2: Identify and apply word recognition skills. R8.A.1.2.1: Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.

CCS: L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Material: Paper and pencils for each group.

Activity: Students will work in teams. Teacher will give the student a word. (micro) Students will have two minutes to brainstorm all of the words with the prefix or suffix they have been given. Lists will be checked for accuracy by reading them aloud to their peers and any word that the class is not certain is a word will be looked up. The team who has the most words at the end of the two minutes gets a point. The task is completed with the other prefixes from this week o Hydro o Photo o Pan o Penta

Source: ActivityPhonics Spelling Learn | AEA 267 English Language Arts. Area Education Agency 267. N.p., n.d. Web. 8 Apr. 2012. <http://www.aea267.k12.ia.us/literacy/index.php?page=phonicsspellinglearn>. Word listKeller, Barbie. Mrs. Kellers Class Website. Mrs. Kellers Class Website. N.p., n.d. Web. 9 Apr. 2012. <http://mrskeller.net/spelling.htm>.

Word Sort Derivational Grade: 4-12 Standards: PA: PA: R8.A.1.2: Identify and apply word recognition skills. R8.A.1.2.1: Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.

CCS: L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Materials: List of the words for the students Scissors if they want to cut them out Paper and pencil if they want to transfer them by writing

Word list: Un o o o o o o Re o o o o o o Unopened Unread Unheated Unattached Unplanned Unglued Repackage Reinstall Reconsider Reaction Reform Reassure Dis o o o o o o Mis o o o o o o Discontinue Distrust Disorder Disengage Disease Disclose Misfortune Mislead Misconduct Misplace Misstep Mistake

Activity: Source: Summer 2010 / Derivational Relations. Summer 2010 / FrontPage. N.p., n.d. Web. 9 Apr. 2012. <http://red6747.pbworks.com/w/page/8522569/Derivational%20Relations>. Students will be given the above list of words in random order and without the prefixes. Students will be asked to sort them based on similarities. Students will be asked what groups they came up with and why. Students will try to determine what the prefixes mean.

Plurals Grade: 3rd Standards: PA: 1.5.3 : Use grade appropriate conventions of language when writing and editing. CCS: 1. Demonstrate command of the conventions of Standard English grammar usage when writing or speaking. b. Form and use regular and irregular plural nouns. Objective: Students will be practicing with making words plurals. Students will be using the y-i rule, and the e-es rules. Materials: Popsicle sticks (3 for each student) Plastic cups (3 cups) Markers Word list

Activity: We will review the plural rules we know, and add to that. o To make a plural noun what letter do we add? o When a noun ends in x, z,y, ch, sh what do we add? es o When a noun ends in y what do we do? We change the y to I and add es. Assign each student three words from the word list, and have them write the words on the popsicle sticks. Have the students reverse the nouns to their singular form. Have the students trade sticks with other students in the class. Write the rules on the cups. o Add s o Add es o Change the y to i and add es. Have the students reverse the nouns to their singular forms for the ones they have currently. Have the students decide what rule made each of the words they have plural. Have the students place the sticks in the correct cups.

Source: "Singular & Plural Nouns - WorksheetWorks.com." WorksheetWorks.com. N.p., n.d. Web. 9 Apr. 2012. <http://www.worksheetworks.com/english/partsofspeech/nouns/singular-plural.html>. "Ideas for HandsOn Plural Activity? - ProTeacher Community." Teacher Discussions, Blogs, Chat, Social Networking for teachers - ProTeacher Community - Ideas for Teaching, Resources for Lesson Plans, and Activities for Unit Planning . N.p., n.d. Web. 9 Apr. 2012. <http://www.proteacher.net/discussions/showthread.php?t=197910>.

Derivation Race Grade: 11-12 Standards: PA: R11.A.1.2: Identify and apply word recognition skills. R11.A.1.2.1: Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix. CCS: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 1112 reading and content, choosing flexibly from a range of strategies. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Objective: Students will understand how the different derivations of words change their meaning. Materials: Print resources, White boards and markers

Activity: Source: Phonics Spelling Learn | AEA 267 English Language Arts. Area Education Agency 267. N.p., n.d. Web. 8 Apr. 2012. <http://www.aea267.k12.ia.us/literacy/index.php?page=phonicsspellinglearn>. In teams, students will locate as many derived forms of the word perceive as possible. Students have 15 minutes to find as many forms as possible Students will then discuss what each form means. The team with the most derivations wins.