WASHINGTON TOWNSHIP PUBLIC SCHOOLS



Washington Township Public Schools

Office of Curriculum & Instruction

|Course: |Word Study |

|Written By: |Stacy Gorodetzer, Jeanne Maloney, Danielle Napoli, Carole Petro, Pam Schreiner, Helen Upperman, Trudy Ward |

| |

|Under the Direction of: |Barbara Marciano |

| |

|Description: |Word Study explores words through a student-centered approach that is interactive and inquiry-based. The Developmental Spelling Analysis is used to assess children’s knowledge|

| |of words and determine their level of spelling development. |

| | |

| |The five stages of spelling development are: |

| |Stage I: Emergent |

| |Stage II; Letter Name |

| |Stage III: Within Word Pattern |

| |Stage IV: Syllable Juncture |

| |Stage V: Derivational Constancy |

| | |

| |Students are taught at their level of development. High Frequency words are also included for mastery. |

|Joseph A. Vandenberg: |Assistant Superintendent for Curriculum & Instruction |

|Barbara E. Marciano: |Director of Elementary Education |

|Jack McGee: |Director of Secondary Education |

|Written: |Summer 2001 |

|Revised: |Summer 2009, |

| |Summer 2012 |

|BOE Approval: | |

CURRICULUM – Unit Plan

|Course Title: |Word Study Grades 3-5 |

Objectives:

|To introduce, develop, and reinforce print concepts in developmentally | |Common Core State Standard L.K.2d; L.1.2e |

|appropriate ways. | |All students will write in clear, concise, organized language that |

|To identify and investigate patterns of words, pictures, and concepts. | |varies in content and forms for different audiences and purposes. |

|To recognize examples of pattern relationships in contexts. | | |

|To recognize and use high frequency words in reading, writing, and spelling. | | |

|A. Content/Skills |B. Learning Activities |C. Suggested Materials |D. Student Evaluation |

|Emergent Stage |The following learning activities maybe use to meet the |World Journeys |Developmental Spelling Analysis |

| |stage objectives. |Chapter 3, p. 75 – 11 |See Appendix A |

|1. Students will be able to use print concepts in developmentally | | |Word Journeys p. 27-72, 101-104 |

|appropriate ways. |Word Sorts: See Appendix B | | |

| |(Sound, Visual, Meaning) |Words Their Way |Words Their Way |

|1.1 Scribble, waves, or letter symbols | |Chapter 5, p. 91 – 137 |Chapter 3, 31 – 57 |

| |Closed Sort | | |

|1.2 Random Letters (no sound) |Buddy Sort | |Spelling Inventories |

| |Spelling Related Sort |Word Matters (available for resource in | |

|1.3 Prominent Sound (Not necessarily beginning) | |each building) |Analysis of Students” Writing |

| | |Chapter 12, p. 137 – 148 | |

|1.4 Beginning Sounds |Word Hunts |Chapter 13, p. 149 – 167 |Classroom Observation Checklist |

| | |Chapter 14, p. 168 - 187 | |

|1.5 Beginning and Ending Sounds |Word Study Notebook: See Appendix C | |Word Matters: See Appendix G |

| |Draw / Label | |Chapter 14, p. 168 – 188 |

|1.6 Beginning, Middle, and End Sounds |Change a Letter | |Look, Say, Cover, Write, Check |

| |Write and Draw | |Buddy Check |

|1.7 Correct Spelling of Core Words |Rhyme Time | |Making Connections |

| |Word Operations | |Buddy Test |

|2. Identify and investigate patterns of words, pictures and |Sort / Alphabetize / Write | | |

|concepts. | | | |

| |Word Wall: Core / High Frequency Words: See Appendix D | | |

|3. Recognize examples of pattern relationships in other contexts. | | | |

| |Games: See Appendix E | | |

|4. To recognize and use high frequency words in reading, writing, |Folder | | |

|and spelling. |Card | | |

| |Mini Sorter | |p.1 |

CURRICULUM – Unit Plan

|Course Title: |Word Study Grades 3-5 |

Objectives:

|To introduce, develop, and reinforce print concepts in developmentally | |Common Core State Standard L.K.2d; L.1.2e; L.2.2d |

|appropriate ways. | |All students will write in clear, concise, organized language that |

|To identify and investigate patterns of words, pictures, and concepts. | |varies in content and forms for different audiences and purposes. |

|To recognize examples of pattern relationships in contexts. | | |

|To recognize and use high frequency words in reading, writing, and spelling. | | |

|A. Content/Skills |B. Learning Activities |C. Suggested Materials |D. Student Evaluation |

|Letter Name Stage |The following learning activities maybe use to meet the |World Journeys |Developmental Spelling Analysis |

| |stage objectives. |Chapter 4, p. 112-126 |See Appendix A |

|1. Students will be able to use print concepts in developmentally | | |Word Journeys p. 27-72, 101-104 |

|appropriate ways. |Word Sorts: See Appendix B | | |

| |(Sound, Visual, Meaning) |Words Their Way |Words Their Way |

|A. Initial and Final Consonants | |Chapter 6, p. 138-181 |Chapter 3, 31 – 57 |

| |Closed Sort | | |

|B. Initial Consonant Blends and Digraphs |Open Sort | |Spelling Inventories |

| |Writing Sort |Word Matters (available for resource in | |

|C. Short Vowels |Blind Sort |each building) |Analysis of Students’ Writing |

| |Concept Sort |Chapter 13, p. 149 – 167 | |

|D. Affricates (Word Journeys p. 13) |Spelling Related Sort |Chapter 14, p. 168 - 187 |Classroom Observation Checklist |

| | | | |

|E. Final Consonant Blends and Digraphs |Word Hunts | |Word Matters: See Appendix G |

| | | |Chapter 14, p. 168 – 188 |

|2. Identify and investigate patterns of words, pictures and |Word Study Notebook: See Appendix C | |Look, Say, Cover, Write, Check |

|concepts. |Draw / Label | |Buddy Check |

| |Change a Letter | |Making Connections |

|3. Recognize examples of pattern relationships in other contexts. |Write and Draw | |Buddy Test |

| |Rhyme Time | | |

|4. To recognize and use high frequency words in reading, writing, |Word Operations | | |

|and spelling. |Sort / Alphabetize / Write | | |

| | | | |

| |Word Wall: Core / High Frequency Words: See Appendix D | | |

| | | | |

| |Games: See Appendix E | | |

| |Folder | |p.2 |

| |Card | | |

| |Mini Sorter | | |

CURRICULUM – Unit Plan

|Course Title: |Word Study Grades 3-5 |

Objectives:

|To introduce, develop, and reinforce print concepts in developmentally | |Common Core State Standard L.1.2e; L.2.2d; L.3.2e; L.3.2f |

|appropriate ways. | |All students will write in clear, concise, organized language that |

|To identify and investigate patterns of words, pictures, and concepts. | |varies in content and forms for different audiences and purposes. |

|To recognize examples of pattern relationships in contexts. | | |

|To recognize and use high frequency words in reading, writing, and spelling. | | |

|A. Content/Skills |B. Learning Activities |C. Suggested Materials |D. Student Evaluation |

|Within Word Pattern |The following learning activities maybe use to meet the |World Journeys |Developmental Spelling Analysis |

| |stage objectives. |Chapter 5, p. 127-144 |See Appendix A |

|1. Students will be able to use print concepts in developmentally | | |Word Journeys p. 27-72, 101-104 |

|appropriate ways. |Word Sorts: See Appendix B | | |

| |(Sound, Visual, Meaning) |Words Their Way |Words Their Way |

|F. Long Vowels (VCe) |Closed Sort |Chapter 7, p. 183-219 |Chapter 3, 31 – 57 |

| |Open Sort | | |

|G. R – Controlled Vowels |Writing Sort | |Spelling Inventories |

| |Blind Sort |Word Matters (available for resource in | |

|H. Other Common Long Vowels |Speed Sort |each building) |Analysis of Students’ Writing |

| |Concept Sort |Chapter 13, p. 144 – 167 | |

|I Complex Consonants |Spelling Related Sort |Chapter 14, p. 168 - 187 |Classroom Observation Checklist |

| | | | |

|J. Abstract Vowels |Word Hunts | |Word Matters: See Appendix G |

| | | |Chapter 14, p. 168 – 188 |

|2. Identify and investigate patterns of words, pictures and |Word Study Notebook: See Appendix C | |Look, Say, Cover, Write, Check |

|concepts. |Discovery Log | |Buddy Check |

| |Draw / Label | |Making Connections |

|3. Recognize examples of pattern relationships in other contexts. |Change a Letter | |Buddy Test |

| |Write and Draw | | |

|4. To recognize and use high frequency words in reading, writing, |Rhyme Time | | |

|and spelling. |Word Operations | | |

| |Sort / Alphabetize / Write | | |

| | | | |

| |Word Wall: Core / High Frequency Words: See Appendix D | | |

| | | | |

| |Games: See Appendix E | |p.3 |

| |Folder | | |

| |Card | | |

| |Mini Sorter | | |

CURRICULUM – Unit Plan

|Course Title: |Word Study Grades 3-5 |

Objectives:

|To introduce, develop, and reinforce print concepts in developmentally | |Common Core State Standard L.3.2e; L.3.2f; L.4.2d; L.5.2e |

|appropriate ways. | | |

|To identify and investigate patterns of words, pictures, and concepts. | |All students will write in clear, concise, organized language that |

|To recognize examples of pattern relationships in contexts. | |varies in content and forms for different audiences and purposes. |

|To recognize and use high frequency words in reading, writing, and spelling. | | |

|A. Content/Skills |B. Learning Activities |C. Suggested Materials |D. Student Evaluation |

|Syllable Juncture Stage |The following learning activities maybe use to meet the |World Journeys |Developmental Spelling Analysis |

| |stage objectives. |Chapter 6, p. 145-167 |See Appendix A |

|1. Students will be able to use print concepts in developmentally | | |Word Journeys p. 27-72, 101-104 |

|appropriate ways. |Word Sorts: See Appendix B | | |

| |(Sound, Visual, Meaning) |Words Their Way |Words Their Way |

|K. Doubling and e-Drop with -ed and -ing |Closed Sort |Chapter 8, p. 220-248 |Chapter 3, 31 – 57 |

| |Open Sort | | |

|L. Other Syllable Juncture Doubling |Writing Sort | |Spelling Inventories |

| |Blind Sort |Word Matters (available for resource in | |

|M. Long Vowel Patterns (Stressed Syllable) |Speed Sort |each building) |Analysis of Students’ Writing |

| |Concept Sort |Chapter 13, p. 149 – 167 | |

|N. R - controlled Vowels (Stressed Syllable) |Spelling Related Sort |Chapter 14, p. 168 - 187 |Classroom Observation Checklist |

| | | | |

|O. Unstressed Syllable Vowel Patterns |Word Hunts | |Word Matters: See Appendix G |

| | | |Chapter 14, p. 168 – 188 |

|2. Identify and investigate patterns of words, pictures and |Word Study Notebook: See Appendix C | |Look, Say, Cover, Write, Check |

|concepts. |Discovery Log | |Buddy Check |

| |Draw / Label | |Making Connections |

|3. Recognize examples of pattern relationships in other contexts. |Change a Letter | |Buddy Test |

| |Write and Draw | | |

|4. To recognize and use high frequency words in reading, writing, |Rhyme Time | | |

|and spelling. |Word Operations | | |

| |Sort / Alphabetize / Write | | |

| | | | |

| |Word Wall: Core / High Frequency Words: See Appendix D | | |

| | | | |

| |Games: See Appendix E | |p.4 |

| |Folder | | |

| |Card | | |

| |Mini Sorter | | |

CURRICULUM – Unit Plan

|Course Title: |Word Study Grades 3-5 |

Objectives:

|To introduce, develop, and reinforce print concepts in developmentally | |Common Core State Standard L.4.2d; L.5.2e |

|appropriate ways. | |All students will write in clear, concise, organized language that |

|To identify and investigate patterns of words, pictures, and concepts. | |varies in content and forms for different audiences and purposes. |

|To recognize examples of pattern relationships in contexts. | | |

|To recognize and use high frequency words in reading, writing, and spelling. | | |

|A. Content/Skills |B. Learning Activities |C. Suggested Materials |D. Student Evaluation |

|Derivational Constancy Stage |The following learning activities maybe use to meet the |World Journeys |Developmental Spelling Analysis |

| |stage objectives. |Chapter 7, p. 168-184 |See Appendix A |

|1. Students will be able to use print concepts in developmentally | | |Word Journeys p. 27-72, 101-104 |

|appropriate ways. |Word Sorts: See Appendix B | | |

| |(Sound, Visual, Meaning) |Words Their Way |Words Their Way |

|P. Silent and Sounded Consonants |Closed Sort |Chapter 9, p. 249-285 |Chapter 3, 31 – 57 |

| |Open Sort | | |

|Q. Consonant Changes |Writing Sort | |Spelling Inventories |

| |Blind Sort |Word Matters (available for resource in | |

|R. Vowel Changes |Speed Sort |each building) |Analysis of Students’ Writing |

| |Concept Sort |Chapter 13, p. 149 – 167 | |

|S. Latin – Derived Suffixes |Spelling Related Sort |Chapter 14, p. 168 - 187 |Classroom Observation Checklist |

| | | | |

|T. Assimilated Prefixes |Word Hunts | |Word Matters: See Appendix G |

| | | |Chapter 14, p. 168 – 188 |

|2. Identify and investigate patterns of words, pictures and |Word Study Notebook: See Appendix C | |Look, Say, Cover, Write, Check |

|concepts. |Discovery Log | |Buddy Check |

| |Draw / Label | |Making Connections |

|3. Recognize examples of pattern relationships in other contexts. |Change a Letter | |Buddy Test |

| |Write and Draw | | |

|4. To recognize and use high frequency words in reading, writing, |Rhyme Time | | |

|and spelling. |Word Operations | | |

| |Sort / Alphabetize / Write | | |

| | | | |

| |Word Wall: Core / High Frequency Words: See Appendix D | | |

| | | | |

| |Games: See Appendix E | |p.5 |

| |Folder | | |

| |Card | | |

| |Mini Sorter | | |

Washington Township Public Schools

Department of Student Personnel Services

CURRICULUM MODIFICATION

The regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.

Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district.

The intent is three-fold:

• To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;

• To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;

• To maximize students' potential for movement to less restrictive environments.

In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student.

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