Word Study Explanation Oct-June

Monday: Poem and Word Wall Words

Each week, students will be responsible for learning various Word Wall
Words. The teacher will introduce them during the morning meeting,
discussing their letters and the sound of the word. Students should be
reminded that Word Wall Words may or may not be phonetic. Word Wall
Words are those that appear frequently in text and students must become
familiar with them since they often cannot be easily stretched out. uring
the morning meeting, students will work with the words by clap!spelling
them, movement!spelling, chanting, putting into sentences, discussing
meaning and a variety of other activities that will help them to remember the
word.
The poem will include the newly introduced Word Wall Words and possibly
the Word "amily of focus for this week and will be created by the teacher.
#efore reading, tell students the name of the poem and provide opportunities
to activate schema, build background knowledge and even comprehension
by making predictions, etc. $ntroduce the poem much as you would a read
aloud. %ead the poem aloud to the students. &ighlight Word Wall Words for
this week and those from previous weeks. $llustrate the poem, either with
one picture or several pictures next to the words to aid decoding. 'ractice
choral reading together several times. Students will independently highlight
and illustrate, then practice reading three times to a partner. (onday)s
homework will be to read the poem three times to someone at home.
Tuesday: Word Family
$ntroduce or review a Word "amily *ie. word pattern+. ,se creative stories, if
possible, to help students remember the word family. Teach students the
letters in the pattern, the sound the Word "amily makes and a movement to
help students remember it. 'rovide various words that follow the pattern.
Show students how to manipulate letters to create new words that follow the
pattern, by modeling on a pocket chart. 'rovide students with a sheet of
paper that begins by leaving space at the beginning of the word family *ie.
-at. family /at), the end of the word family, both the beginning and the end,
or simply a blank line for students to 0ll in. i1erentiate as is neces! sary for
your group and the time of the year. 2llow students independent work time,
then share time. uring share time, have students copy and discuss a word
that their partner had, but that they didn)t. They can add this to their paper
in a di1erent color. 'rovide an opportunity for partnerships to share with the
whole group.
Wednesday: Word Wall Word Book
The book will include the Word Wall Words and possibly the Word "amily of
focus for this week and is created by the teacher. $ntroduce the book and
instruct as you would with a typical read aloud, by building
schema3background knowledge, making predictions, making connections and
more. %ead the book aloud to the students. &ighlight the Word Wall Words in
the book. $llus! trate the book as appropriate, modeling quality work. 'ractice
choral reading together several times. Students will get their own copy of the
book to work on at their desks. They will high! light word wall words,
illustrate as appropriate and as time allows, and read aloud three times to a
partner. Wednesday)s homework will be to read the poem three times to
someone at home.
Thursday: Word Stretching
Word Stretching worksheets will be created by the teacher and will have six
pictures to be la! beled, through the stretching of words, by the student.
Some words to be written can follow the pattern of the Word "amily, but this
is not necessary, as the main focus is to practice stretching words. This
activity helps students to blend and3or segment words, as well as to read and
write words that have multiple sounds. This also aids students in their
Writer)s Workshop activities, and provides them with skills that help to make
their writing easy to read by others. Students can do this activity
independently and then can color the pictures or write word wall words on
the back of their sheet, while they wait for their teacher to make it around
the room to check work. Teacher should brie4y conference with students
about their work and their personal goal as he3 she circulates *ie. 0rst letter,
writing the silent e, listening for word families, ending sound, vowel3medial
sound+. (ake some note on the paper when the student is 0nished, or model
how they can -0x it up.. (ake sure that students know how to keep
themselves working throughout the activity, even after they are 0nished
stretching the words.
Friday: Word Wall Word Bingo
Teacher will provide blank copies for students of the Word Wall #ingo sheets.
"irst, students will be responsible for independently copying words from the
Word Wall onto their #ingo sheet. #e sure that students know that they must
spell words correctly in order to claim a #ingo5 2fter students have had
adequate time to 0ll in their sheet, call o1 Word Wall Words. Students can put
a marker on their sheet, as they hear the word. When students claim a
#ingo, check their work and provide whatever reward is set up for them.