Porntip Bodeepongse

Created by Abby Phelan

Word sort example for ch, th, and sh digraphs
CH TH SH
VOCABULARY
SHEEP
CHAIR
THUMB
SHOE
CHICK
THORN
SHAVE
CHAIN
THINK
CHEESE
SHIRT
SHARK
CHIN
SHIP

Word sort example for ch, th, and sh digraphs
CH TH SH
CHAIR THUMB SHEEP
CHICK THORN SHOE
CHAIN THINK SHAVE
CHEESE SHIRT
CHIN SHARK
SHIP
CONTENT:
The Word Builder strategy is a simple way to
teach and build morphemic analysis and
vocabulary knowledge and skills. This strategy
directly explains the meanings of words along
with thought-provoking, playful and interactive
follow-up. Teaching students to use word parts
(root, prefix and suffix) to figure out the
meanings of words in text can be beneficial to
their vocabulary and spelling development.


GRADE LEVEL: K-6

CURRICULUM STANDARDS:
LA.K.3.4.1: The student will edit for correct use of knowledge of letter/sound relationships to spell simple
words.
LA.1.3.4.1: The student will edit for correct use of common spelling patterns (e.g., onset and rimes, word
families, and simple CVC words) and conventional spelling of high frequency words.
LA.2.3.4.1: The student will edit for correct use of conventional spelling for high frequency words and
common spelling patterns and generalizations (e.g., word families, simple CVC words, regular plurals,
simple suffixes and simple prefixes) to determine how to spell new words.
LA.3.3.4.1: The student will edit for correct use of spelling, using spelling patterns and generalizations
(e.g., word families, diphthongs, consonant digraphs, CVC words, CCVC words, CVCC words and affixes)
and using a dictionary or other resources as necessary.
LA.4.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, and
generalizations (e.g., r-controlled, diphthongs, consonant digraphs, vowel digraphs, silent e, plural for
words ending in y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC
words, affixes) and using a dictionary, thesaurus, or other resources as necessary.
LA.5.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns,
generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words
and using a dictionary, thesaurus, or other resources as necessary.
LA.6.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns,
generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words
and using a dictionary, thesaurus, or other resources as necessary.


DESCRIPTION OF PRACTICES:
1. Take a root of a word and see how many other words students can come
up with by adding suffixes and prefixes. Or you can also group students
and have them play a word game with a given set of letters. Word
building is a flexible strategy that can be used in multiple ways.
2. Model explicitly and provide practice and support. Show students how
they can problem-solve with words using this strategy. An example might
be done with the word sun. You can add different suffixes or prefixes
and change the word into sunny, sunless, and sunbath. Or using the
endings -ip, -ill, -ir have students come up with a list of words (sip, ship,
whip, lip, chill, dill, pill, sir, heir, etc.)
3. Take time to discuss the meaning of words with your students.
4. Word builder is a strategy that can be implemented in all types of service
delivery models.

Example for building words using root, prefix and suffix.

PREFIX WORD SUFFIX NEW WORD MEANING
Anti- Social
Taste -ful
Mis- Behave
happy -ness
Super- Natural
Fear -less
Example for building words using root, prefix and suffix.

PREFIX WORD SUFFIX NEW WORD MEANING
Anti- Social Antisocial Not social
Taste -ful Tasteful Full of taste
Mis- Behave Misbehave Bad behavior
happy -ness Happiness Being happy
Super- Natural Supernatural Above natural
Fear -less Fearless Without fear

CONTENT:
A Word Wall is a strategy used to reinforce new vocabulary
or to reinforce the spelling of a set of words. Teachers
select new words, technical terms, and words that
frequently recur and print these words in bold block letters
on cards. Teachers post these cards on a visible wall or
bulletin board. The Word Wall is built one word at a time as
students encounter new terms. Students review the terms
on the Word Wall before lessons. Every time one of the
words appears in the lesson, the teacher reinforces it by
pointing it out on the Word Wall. Repetition is the key to
the Word Wall's success. Students can also create their
personal Word Wall that includes new vocabulary or words
with complex spelling patterns.

GRADE LEVEL: K-6

CURRICULUM STANDARDS:
LA.K.3.4.1: The student will edit for correct use of knowledge of letter/sound relationships to spell simple
words.
LA.1.3.4.1: The student will edit for correct use of common spelling patterns (e.g., onset and rimes, word
families, and simple CVC words) and conventional spelling of high frequency words.
LA.2.3.4.1: The student will edit for correct use of conventional spelling for high frequency words and
common spelling patterns and generalizations (e.g., word families, simple CVC words, regular plurals,
simple suffixes and simple prefixes) to determine how to spell new words.
LA.3.3.4.1: The student will edit for correct use of spelling, using spelling patterns and generalizations
(e.g., word families, diphthongs, consonant digraphs, CVC words, CCVC words, CVCC words and affixes)
and using a dictionary or other resources as necessary.
LA.4.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, and
generalizations (e.g., r-controlled, diphthongs, consonant digraphs, vowel digraphs, silent e, plural for
words ending in y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC
words, affixes) and using a dictionary, thesaurus, or other resources as necessary.
LA.5.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns,
generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words
and using a dictionary, thesaurus, or other resources as necessary.
LA.6.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns,
generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words
and using a dictionary, thesaurus, or other resources as necessary.


DESCRIPTION OF PRACTICES:
1. Identify the key vocabulary words that students need to know for a
specific topic or reading assignment or vocabulary words the student is
having trouble spelling.
2. Print the words in large block letters on index cards and post them on a
wall or bulletin board. Add pictures to the cards to assist ESOL students.
3. Post the word cards as the terms come up in the discussion or reading.
4. Regularly review the terms on the Word Wall. Have students read them
aloud or spell them out as a warm-up exercise. Frequently call on
students to refresh their memories of the definitions or spelling patterns
of these words.
5. Reinforce these vocabulary words by including them in learning games
and activities.
6. Word wall is a strategy that can be implemented in all types of service
delivery models.


High frequency words (example)

Aa
After
About
All
Bb
Best
Block
Boy
Cc
Caught
Can
Come
Dd
Did
Down
Drink
Ee
Each
Eat

Ff
First
From
Gg
Good
Go
Get
Hh
Him
House
Has
Ii
If
Into
Its
Jj
Jump
Just

Kk
Know


Ll
Little
Like
Look
Mm
Many
More
My
Nn
New
Not
Night
Oo
On
One
Other
Pp
Place
People
Put
Qq
Quiet
Queen
Rr
Run
Right
Rain
Ss
Stop
Set
Saw
Tt
There
Their
That
Uu
Up
Us
Use
Vv
Very
Ww
Way
Wont
Was
Xx
X-ray

Yy
You

Zz
Zoo