The purpose of this block is to ensure that children read, spell, and use high-frequency words correctly, and that they learn the patterns necessary for decoding and spelling.

Through the activities in the Working with Words Block, teachers can assess, monitor, and plan for the needs of the entire group, as well as the individual students. This ensures students learn the high-frequency words and engage in activities to learn how words work through strategies such as Making Words, Guess the Covered Word, Word Wall, and more. (See our current word wall here.)     or go straight to the links section!

BEGINNING OF THE YEAR~

At the beginning of the year, we start out by using information about the students. This is done by having a "student of the day - SOD" (or in our case, a "hiker of the day"). 

The class interviews the student by asking about six questions of them. Questions like: What is your favorite color? How old are you? What is your favorite thing to do outside? What is your favorite game? What is your favorite animal? What is your favorite food?  

After the interview, I call on students to help me write sentences about the SOD. We always begin with the student's name. I will ask the class to help me spell some common words and words we write a lot (likes and favorite pop up quite often!).

Then we read the poster as a choral reading (all together). As the days go by, we read each SOD poster until we reach 5--then I start putting them up around the room and it becomes part of our morning routine to get a partner and a pointer and read the posters. (You can see one of the "retired" posters taped to the chest in the background below)

Next, I write the students name out on a small sentence strip. We talk about how many letters are in the name, how many vowels, etc. I cut apart the sentence strip and have the SOD sort it back into the right order. We cheer the SOD name. I say: Give me a T (T). Give me an O (O). Give me a M (M). What's that spell? (TOM) Yeahhh!!! Then I have one boy and one girl sort the name as well.

At the end, we go back to the seats and watch as I model how to write the SOD name on the board. We practice writing his/her name five times on our word wall paper and then turn our paper over and draw a picture of the SOD on the back. These papers go home with the SOD. During this "handwriting" time, I walk around the room and point out good letters and give reminders about formations, etc.

The SOD name goes up on our word wall. These are the only words on our word wall at the beginning of the year. As we get more names, we do more activities with them. Example: I will call for everyone with an E in their name to come to the front, holding their word wall name card. Next, we sort ourselves into names that begin with E, names that end with E, and names with E in the middle. 

LATER IN THE YEAR~

Our school uses Saxon Phonics. We do the word wall section of the Working with Words block. We try to get in as many other 4Block activities throughout the year as we can. Below you will find examples of what we do with the word wall after all the students have been interviewed (as explained above). We introduce 5 words a week. These words are common words known as sight words.

Monday

• Teacher introduces 5 words,  uses each one in a sentence, and writes them on the board
• We stand up and "cheer" the words by doing motions as we spell out each word (the typical one is to snap, clap, stomp each word...but we do many others to liven things up! Click here to see other ideas!)
• Next, the kids sit back down and write each word on a 1/2 sheet of handwriting paper (this is part of our handwriting practice time)
• When done, they turn their papers over for the "On the Back" activity, which is always putting the words in ABC order on the first day. At the beginning of the year, we put the words in order together. Later in the year, the students put the words in ABC order by themselves.

• Teacher continues to model writing this week's words and the students cheer and write each word
• On the Back Activities- rotate through some of the following activities and have to do with reviewing the words already up on the wall:
  • Rhymes: Teacher says a word that rhymes with a WWW and students find the word on the wall and write it on their paper
    • Example> The word is sand. What WWW rhymes with sand? (And)
    • Later...the students must spell the rhyme! Example> The word is sand. Find the WWW that helps you spell sand and use the same pattern. (students write sand)
  • Word Families: I pick one or two high pattern words that can make lots of other words. We transfer what we know about the word wall so that we can write and read lots of new words.
    • Example> The WWW is a high pattern word. What is the pattern? (at) That's right! It is the whole word since it starts with the vowel. Remember the "pattern" starts with the first vowel. Now, if I was writing about my baby sister and wanted to say she was getting "fat", what would I need to put in front of the pattern? (f) Great! <write it on the board> And what if I was describing how "flat" our tire was after we ran over a nail...what would I put in front of the pattern? (fl) Good, now if I came across this word while I was reading...<write the word chat on board> I would know it was...ch-at! Chat. (Continue until you have done 5 words or more and have the students write 5 on their papers)
  • Endings: Suffixes are added to our word wall words.
    • Example> Today I play. Yesterday I ... played.
  • Opposites: Words that mean the opposite of word wall words are said in a sentence and the student must find the word wall word and write it on his/her paper.
    • Example> He is not my enemy, he is my....friend.
  • Sentences: Words are dictated from the word wall, posted around the room, and/or off the thematic word wall and must be written in sentence form.
  • Here Comes The Judge: (The kids LOVE this one!) I choose one student to be the judge. They get a black robe, clipboard, and page of stickers and leave the room (mine go to our in-room bathroom). I choose one of our WWW for the students to write. Then, the students fold down the top of their papers with their name (so it doesn't show). I pick 3 to display on the board. Everyone else puts their papers into a stack on their group tables (so the "judge" can't see who's is missing). We start chanting, "Here comes the judge. Here comes the judge. Here comes the judge." On the 3rd time, the "judge" comes out and I say, "All rise." The judge, very ceremoniously, walks to the front of the room and says, "You may be seated." Then, he looks at the three papers and chooses which one is the "best," marking it with a sticker. That student is then made the judge for another round. I usually can only practice 3 WWW this way, but the kids love it! After the first few times, I don't tell them when we are going to play judge, I just practice 5 words on the front, then announce we are playing judge for the remainder of our time. I can get through all 5 words...and you should see the handwriting improve!

       

  • Be a Mindreader: (This is always a favorite!) I give 5 clues about one of our word wall words and the children try to guess it by or before the 5th clue. 
    • Example> 
      • 1st clue: It's a word wall word.
      • 2nd clue: It begins with a "b"
      • 3rd clue: It ends with an "e"
      • 4th clue: It has two syllables
      • 5th clue: It fits this sentence: I like you ___ you are nice. (The only word on the word wall that will fit all the clues is because.)
  • Hink Pinks (Later in the year!) I give a clue about two words that rhyme and have the same meaning as the clue words. The kids can work together in their table groups to come up with the right answer.
    • Example>
      • Clue: A large kitten --- A "fat cat"
      • Clue: A chicken fence --- A "hen pen"

Vowel Sounds  Hear the 31 essential vowel sounds your child should know

BBC Words and Pictures A wonderful phonics site with online games and activities.

Contraction Practice

Make Words

Sentence Mix-Up Put the sentences in the correct order.

Musical Spelling Rules Songs to help your child remember spelling rules and a practice section at the bottom of the page (We have done these in class and the kids love them!)