word work and spelling

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Word Work & SpellingG R A D E S 2 4

Graphic Organizers & Mini-Lessons

D O T T I E R A Y M E R

Word Work & Spelling Graphic Organizers & Mini-Lessons 2008 by Dottie Raymer, Scholastic Teaching Resources


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Acknowledgments

To Jennifer Jacobson for creating this series and inviting me along on the ride.

Scholastic grants teachers permission to photocopy the reproducible pages in this book for classroom use. No otherpart of the publication may be reproduced in whole or part, or stored in a retrieval system, or transmitted in any formor by any means, elec tronic, mechanical, photocopying, recording, or otherwise, without writ ten permission from the

publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.

Edited by Kathleen Hollenbeck Cover design by Maria Lilja

Interior design by Holly GrundonInterior illustrations by Teresa Anderko

ISBN-13: 978-0-439-57292-7ISBN-10: 0-439-57292-4

Copyright 2008 by Dottie RaymerPublished by Scholastic Inc.

All rights reserved.Printed in the U.S.A.

1 2 3 4 5 6 7 8 9 10 40 15 14 13 12 11 10 09 08



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ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Connections to the Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

References and Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Mini-Lessons

Word Vines (comparing sound and spelling patterns) . . . . . . . . . . . . . . . . . .8

Logo Rhymes (identifying spelling patterns that rhyme) . . . . . . . . . . . . . . . . 10

Egg Match-Ups (recognizing word parts) . . . . . . . . . . . . . . . . . . . . . . . 12

Spinning Spelling Patterns ( developing phonemic awareness) . . . . . . . . . . . . . 14

Odd Man Out (recognizing sound-spelling patterns). . . . . . . . . . . . . . . . . . 16

Goal! (recognizing sound-spelling patterns) . . . . . . . . . . . . . . . . . . . . . . 18

Mathemagical Words (forming contractions) . . . . . . . . . . . . . . . . . . . . 20

Syllable Caterpillar (recognizing syllables in words). . . . . . . . . . . . . . . . . . 22

Compound Word Puzzle (recognizing compound words) . . . . . . . . . . . . . . . 24

Homophone Clues (differentiating homophones and easily confused words) . . . . . . 26

Skyscraper Spelling (using spelling strategies) . . . . . . . . . . . . . . . . . . . . 28

Spelling Survey Says! (grouping words by spelling patterns). . . . . . . . . . . . . 30

Special Spelling Secret (recognizing spelling patterns). . . . . . . . . . . . . . . . . 32

Outlaw Words (creating mnemonics for difcult words) . . . . . . . . . . . . . . . . 34

Seeing Sufxes (adding sufxes) . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Word Tower (adding afxes to root words) . . . . . . . . . . . . . . . . . . . . . . 38

Word Part Bicycle (identifying prexes, sufxes, and root words). . . . . . . . . . . . 40

Flowering Roots (understanding relationships among words) . . . . . . . . . . . . . 42

Word World (using spelling strategies) . . . . . . . . . . . . . . . . . . . . . . . . 44

Branching Out (examining word structure). . . . . . . . . . . . . . . . . . . . . . 46



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Introduction Welcome to Word Work & Spelling Graphic Organizers and Mini-Lessons! Designed for exible use, these20 graphic organizers help students explore spelling patterns, word structure, and strategies to helpstrengthen their skills in spelling, reading, and writing.

Why Teach Spelling?

Every teacher has heardor even saidstatements like those in the box below. Even more frustratingare the experiences that seem to support the statements: students who cant seem to remember the spellingof the simplest words; others who ace every spelling test but consistently misspell the very same words intheir writing. No wonder teachers might think spellers must be born, not made, and that attempting toteach spelling may not be worth valuable classroom time.

Recent research has shown that there are very good reasons for teaching spellingreasons that reach farbeyond just getting it right or double-checking the spell-check on the computer.

Spelling instruction strengthens reading skills. The awareness of sound-

letter correspondences, spelling patterns, and word structure thatstudents learn and practice in spelling instruction are the same skillsstudents need to become procient readers.

Spelling instruction enhances vocabulary development. As students learnhow spellings and meanings of words are related, they develop strategiesfor guring out the meanings of unfamiliar words.

Spelling instruction supports the writing process. Poor spelling can hinderthe thinking and organizational skills that are key to the writing process.Spelling must be reasonably automatic in order to encourage the ow ofideas. When students use only words they know how to spell or frequentlypause to gure out spellings, they may limit or lose track of ideas they wishto express.

Spelling instruction develops critical thinking skills. As students focuson words, they learn to compare and contrast, draw conclusions, makegeneralizations, and look for exceptions in how words are spelled.

Why Use Graphic Organizers to Teach Spelling?

Graphic organizers provide schemata: a way of structuring information or arranging key concepts into apattern, enhancing comprehension and imparting useful learning strategies (Bromley et al., 1995)all of

which are essential for spelling retention. Organizers offer students an efcient, interactive way to connecttheir learning to new words and contexts, represent and clarify complex ideas, display their thinking, andmonitor their use of learning strategies.

Research has shown that graphic organizers help students to: connect prior knowledge to new information (Guastello, 2000), which comes in handy whenapplying learned spelling rules to larger, more complex words.

integrate language and thinking in an organized format (Bromley et al, 1995).

engage in mid- to high-level thinking along Blooms Taxonomy with regard to comprehension,analysis, and synthesis (Dodge, 2005). Organizers help reinforce critical thinking skills by

Some people are justborn spellers.

Ive been a terrible spellerall my life.

My son gets hundredson his spelling tests,but you should see his

compositions! Hes justbeing lazy.

4Word Work & Spelling Graphic Organizers & Mini-Lessons 2008 by Dottie Raymer, Scholastic Teaching Resources


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requiring students to sort and categorize words, analyze similarities and differences, and makeinferences and generalizations based on their analysis.

How to Use This Book

The organizers in this book can be used in any order and lend themselves well to many forms of teaching:pre- and post-assessment, preparation for spelling lessons or writing assignments, and mini-lessons. They

are suitable for use with the whole class, small groups, or individual students, and are ideal for homeworkor guided cooperative learning groups.Each organizer targets a different skill or combination of skills, which is shown on each lesson page.

At the top of the page, a purpose states the uses and benets of the activity, and the suggestion forintroducing the lesson helps set the stage and pique student interest. Step-by-step directions provide aguide for demonstrating how to use and complete the organizer. Also included is a helpful managementtip, which recommends one or more specic ways to use the graphic organizer, and an activity that letsyou take students a step further by building on the skills and strategies covered in the lesson or by usingthe organizer for a different purpose. Finally, a literature link is provided to help you connect the targetedwords or concept in the lesson to a particular reading selection.

Using a Graphic OrganizerSelect the graphic organizer that best suits your instructional needs. Then follow these suggestions toprepare and use the organizer with students.

Test It. Before using an organizer, give it a trial run on your own to experience the processrsthand. This will allow you to see how well the organizer works with the selected words orconcept. Make any modications necessary to best meet the needs of your students (Egan, 1999).

Present It. Determine the best method for presenting the graphic organizer. You might makea photocopy for use as a transparency on the overhead projector, or distribute paper copies tostudents to complete as you model its use. Keep a supply of frequently used organizers on handfor students to use independently.

Model It. Research has shown that graphic organizers are most effective when the teacherpresents and models the organizer rst for the whole group (Bowman et al., 1998). To ensuregreatest success, model the use of each organizer with the whole class before asking students tocomplete it independently .

Helpful Hints for Success

Model the use of the organizer so that students will gain a clear understanding of its purposeand how to complete it.

Choose words wisely. Use those that teach spelling patterns or principlesand that you knowmost students can read. Also, encourage students to select words to use on the organizers. Thiswill reinforce their curiosity and awareness of the words they encounter.

When discussing words, walk and chalk. Saying and writing words simultaneously reinforcesstudents awareness of the sound-spelling connection.

When analyzing words during a mini-lesson, think out loud. This will allow students torecognize and apply your strategies for spelling difcult words.



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Create a word-rich environment. Use word walls, have students keep word journals, andprovide them with word games and puzzles. Reinforce and share students excitement aboutdiscovering new word knowledge.

Provide adhesive note strips so students can mark unfamiliar or interesting words in the articlesand books they read.

Invite students to work together in pairs or groups to complete the organizers. This way they

can pool their knowledge, share views, and build a more thorough understanding of worddenitions, relationships, and concepts.

Assessing Student Performance

Graphic organizers allow you to assess a students understanding of spelling concepts and word structureat a glance. You can use the organizers in this book to determine what students know, the depth oftheir understanding, what they need to know, and the connections they have made. For example, aftercompleting Special Spelling Secret (page 32), you can have students identify words in their readingmaterials and environment that follow the spelling rule discovered on the organizer. Students can also usegraphic organizers to assess their own learning.

Graphic organizers are a performance-based model of assessment and are ideal for including in studentportfolios, as they require students to demonstrate both their grasp of the concept and their reasoning.

Connections to the StandardsThis book is designed to support you in meeting the following language arts standards outlined by Mid-continent Research for Education and Learning (McREL), an organization that collects and synthesizesnational and state standards.

Uses grammatical and mechanical conventions in written compositions. Spells high frequency, commonly misspelled, and phonetically regular words appropriateto grade level.

Spells basic short, long, and r-controlled vowels and consonant blend patterns.

Uses initial consonant substitution to spell related words.

Uses contractions, compounds, roots, sufxes, prexes, and syllable constructions tospell words.

Uses a dictionary and other resources to spell words appropriate to grade level.

Uses the general skills and strategies of the reading process. Uses common letter/sound relationships, beginning and ending consonants, vowel sounds,vowel patterns, blends, and word patterns to decode unknown words.

Uses complex word families, syllabication, root words, prexes, sufxes, compound words,spelling patterns, and contractions to decode unknown words.

Kendall, J. S. & Marzano, R. J. (2004).Content knowledge: A compendium of standards and benchmarks for K-12 education. Aurora,CO: Mid-continent Research for Education and Learning. Online database: http://www.mcrel.org/standards-benchmarks/



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Bell, K. & Caspari, A. (May 2002). Strategies for improving nonction reading comprehension. An ActionResearch Project; Saint Xavier University & Skylight Professional Development. Chicago, IL.

Bowman, L. A., Carpenter, J. & Paone, R. (1998). Using graphic organizers, cooperative learning groups,and higher order thinking skills to improve reading comprehension. M.A. Action Research Project, SaintXavier University. Chicago, IL.

Boyle, J. R. & Weishaar, M. (1997). The effects of expert-generated versus student-generated cognitiveorganizers on the reading comprehension of students with learning disabilities. Learning Disabilities Researchand Practice, 12 (4), 228235.

Bromley, K., Irwin-De Vitis, L. & Modlo, M. (1995). Graphic organizers: Visual strategies for active learning. New York: Scholastic.

Chall, J. S. (1983). Stages of reading development.New York: McGraw Hill.

Chang, K. E., Sung, Y. T. & Chen, I. D. (2002). The effects of concept mapping to enhance textcomprehension and summarization. Journal of Experimental Education, 71 (1), 524.

Dodge, J. (2005). Differentiation in action. New York: Scholastic.

Dreher , M. J. (2003). Motivating struggling readers by tapping the potential of information books. Readingand Writing Quarterly: Overcoming Learning Difculties, 19 (1), 2538.

Duke, N. K. & Bennett-Armistead, V. S. (2003). Reading & writing informational text in the primary grades:Research-based practices. New York: Scholastic.

Egan, M. (1999). Reections on effective use of graphic organizers. Journal of Adolescent and Adult Literacy,42 (8), 641.

Guastello, E. F. (2000). Concept mapping effects on science-content comprehension of low-achievinginner-city seventh graders. Remedial and Special Education, 21(6), 356.

Moore, D. & Readence, J. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78 (1), 1117.

Pardo, L. S. (2004) What every teacher needs to know about comprehension. Reading Teacher , 58 (3),272280.

Stead, T. (2006). Reality checks: Teaching reading comprehension with nonction K-5. Portland, ME: Stenhouse.

Yopp, R. H. & Yopp, H. K. (2000). Sharing informational text with young children. Reading Teacher, 53 (5),410423.

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References and Additional Resources



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Skill

Comparing Sound andSpelling Patterns

Developing PhonemicAwareness

Identifying Rhyming Words

Management Tip

While modeling the use of thisorganizer on the overhead projector,have students complete their owncopies of it.

Literature Link

A Year Down Yonder by RichardPeck (Pufn, 2000).

When Mary Alice went to live withher formidable Grandma for a year,she never expected to nd adventureand love in the small Illinois town.

Word VinesPurpose

Students apply their knowledge of how words sound(rhyming sounds)and how they look (spelling patterns) to spell new words.

Introducing the Activity

Tell students that although English seems to be a quirky language, fullof exceptions, most word spellings do follow regular patterns. They maybe surprised to discover that they often know more about word spellingsthan they realize. Then explain that in this lesson, students will rely onhow words sound and lookas well as what they already knowtounlock clues about spelling.

Using the Graphic Organizer

Distribute copies of the graphic organizer. Select two key words thatshare an identical sound or spelling pattern and write these on theowerpots. For example, you might use poundand gown to representthe identical sound made by ou and owin these words. Have studentscopy the words onto their organizers.

Discuss the targeted sounds and the spellingdifferences in the words. Talk about what is thesame (vowel sounds) and different (spelling) aboutthe words.

Encourage students to brainstorm other words thatfollow the sound or spelling pattern in each word.Have them ll in the leaves on each vine with wordsthat t the pattern of the word on each owerpot.

Invite students to share their words with the class.Later have them complete the organizer using otherwords with targeted sound or spelling patterns.

Taking It Further

Have pairs or small groups list words that share thesame vowel sound but have different spellings. Theninvite them to create their own word vines from greenconstruction paper, using words from their list.

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Name Date

Word Vines

Word Work & Spelling Graphic Organizers & Mini-Lessons 2008 by Dottie Raymer, Scholastic Teaching Resources, page 9


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Logo RhymesPurpose

Students use logos and familiar words to create word family lists.

Introducing the Activity Most students can recognize, read, and spell the names of familiar logosand products they encounter each day. Discuss what logos are and whycompanies create them. Then invite students to recalland point outpopular logos that appear on clothing, beauty products, computers, andother common items.


Display a familiar product or logo with a name that contains acommon spelling pattern (or word family ending), such as ashampoo called Super Shine. Write the name in the box on a tagon the graphic organizer.

Help students identify the common spelling pattern in the logo, forexample, ine in Shine.Then underline that spelling pattern.

Ask volunteers to name words that rhyme with the target word. Writetheir responses, such as ne, line,and pine on the tag. Then circle

the group of letters in each word that rhymes with thetargeted spelling pattern.

Ask: Is the rhyming part of each word spelled the same?

Which words contain different spelling patterns from thetargeted word?Mark each word that has a differentspelling pattern. Explain that rhyming words oftenbelong to the same word family, but different spellingpatterns may also occur in words that rhyme.

Distribute copies of the organizer. Then write twologo or product names on the board. Have studentsuse the words to complete the organizer. Afterward,have them share and discuss their responses.

Taking It Further

Provide two different logos or brand names and aselection of words that rhyme with each one. Havestudents sort the words according to spelling patterns.

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Logo Rhymes

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Skill

Identifying Spelling Patterns That Rhyme

Comparing Spelling Patterns

Making Generalizations

Management Tip

Have students nd logos andbrand names in sales, newspaper,and magazine ads to use on thisorganizer.

Literature Link

Amelia Works It Out by MarissaMoss (Pleasant CompanyPublications, 2000).

Since her mother refused to buy herthe name-brand shoes that everyoneelse is wearing, Amelia schemesways to earn money so she can buythem herself.



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Logo Rhymes


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Skill

Recognizing Word Parts

Creating New Words

Making Spelling Generalizations

Management Tip

After students complete thisorganizer independently, havethem group their words bycommon endings and then sharetheir lists with the class.

Literature Link

The Perfect Nest by CatherineFriend (Candlewick, 2007).

Jack, a farm cat, builds a perfectnest, hoping to lure a chicken intoit to lay a perfect egg so he canmake a perfect omelet.

Egg Match-UpsPurpose

Students mix and match word parts to spell new words.

Introducing the Activity Write pair and hot on the board and draw a pair of egg halves for eachword. Work with students to divide each word into two partsthe letterthat makes up its initial sound and its word family ending. Write eachpart on an egg half. Then ask students to create new words by puttingtogether the sounds represented on the eggs. Did they come up with potand hair? Explain that in this activity, they will use parts of different wordsto create and spell new words.


Select four words that begin with a consonant (or consonant blend)and have a word family ending. Try to choose words for which someof the word parts can be interchanged to create new words, such as plant, chair, stop,and more. Write the words on the board.

Distribute copies of the graphic organizer. Ask students to write thewords on the nest, leaving space to add more words later.

Work with students to divide each word into itsinitial and wor d ending parts. Have them write theparts of each word on a pair of egg halves.

Instruct students to work with the word parts on theeggs to create as many new words as possible, suchas chant, store, mop, stair, chore,and so on. Have themwrite each new word on the nest.

Invite students to share their new words withthe class.

Taking It Further

You might have students cut out the eggs after they write

the word parts in them. Then they can manipulate thedifferent egg halves to create new words.

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Name Date


Egg Match-Ups

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Egg Match-Ups


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Skill


Using Spelling Patterns

Using Letter-Sound Associations

Management Tip

After modeling how to use thisorganizer, invite students tobrainstorm words in pairs or groupsto complete the activity.

Literature Link

Miss Spiders Tea Party by DavidKirk (Scholastic Press, 1994).

All the insects ee from Miss Spideruntil they learn of her kindness to arain-soaked moth.

Spinning Spelling PatternsPurpose

Students brainstorm words that are spelled with targeted phonemicelements.


Write four different phonemic elements or common spelling patterns onthe board (such as at, it, et, and ut). Explain that each of these patternscan be found in a variety of words. Invite students to name words thatcontain the patterns, writing their responses under the appropriate ones.Talk about the targeted pattern in the words, as well as other letter-soundassociations used when spelling and saying them. Then tell studentsthey will use the graphic organizer to create their own lists of words thatcontain targeted spelling patterns.


Distribute copies of the graphic organizer. Write on the board fourphonemic elements or spelling patterns that you want students towork with, such as ai, ea, oa, and ee.

Have students write each pattern in a top section ofthe spider web.

Ask students to brainstorm words they know thatare spelled with each pattern. Instruct them to write

a different word in each section of the spider webunder the corresponding spelling pattern. Challengethem to try to ll in the entire web.

Invite students to share their words with the class.Discuss the spelling of each, referring to a dictionaryto validate any questionable spellings.

Taking It Further

To expand vocabulary along with spelling skills, askstudents to write commonly used words such as cold,big, mad,and fast in the top sections of the web. Thenhave them write synonyms for each word to completethe web.

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Spinning Spelling Patterns

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Name Date


Spinning Spelling Patterns


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Skill

Recognizing Sound-Spelling Patterns


Identifying Differences inSound-Spelling Patterns

Management Tip

After students become familiar withthis organizer, have them chooseand form categories with their ownsets of words.

Literature Link

Bread and Jam for Frances byRussell Hoban (HarperTrophy, 1993).

The picky eater Frances insistson eating only bread and jam atevery meal.

Odd Man Out Purpose

Students compare and categorize words to develop generalizations aboutsound-spelling correspondences.


Invite students to name several word family endings, such as ed, ag, andop. Draw a chart on the board and write these in the top columns. Thenask students to name words that belong to each word family and identifywhich column they should be listed under.


Select three categories of words with somewhat similar sound orspelling patterns (for example, those spelled with short e, ea, andee). List words for each category on the board in random order. Alsoinclude one odd man outa similar word that doesnt t any of thecategories. For example, bread has the same spelling pattern as bead and plead, but is pronounced differently.

Distribute copies of the graphic organizer. Explain that some wordson the list are alike in some way. Then identify twowords and explain how they are alike. Have studentswrite these words on a pair of cards. Ask them to ndother words from the list that are similar and write theseon the other pairs of cards.

After lling in the card pairs, ask students to ndthe odd man outa word that doesnt make a pairwith any other word on the list. Have them writethat word on the single card.

Invite students to share their word pairs withthe class. Then discuss each word that studentsidentied as the odd man out. Ask: Does thisword look or sound like any other word on the list?Why do you think its the odd man out?Help them

understand why they did or did not choose thecorrect word for this card.

Taking It Further

Invite students to create their own word pair cards touse in familiar card games such as Concentration andGo Fish.

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Name Date


Odd Man Out

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Name Date


Odd Man Out


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Skill

Recognizing Sound-Spelling Patterns

Differentiating Sound-Spelling Patterns

Using Visual Memory to Spell

Management Tip

Demonstrate how to use thisorganizer on the overhead projector.

Literature Link

The Little Old Lady Who Was

Not Afraid of Anything by LindaWilliams (HarperTrophy, 1988).

While heading home through adark forest, a little old lady meetswith articles of clothing that havea life of their own!

Goal!Purpose

Students compare words that sound the same but contain differentspelling patterns.


Explain that writers often rely on their memory of how words look to tellwhether they are spelled correctly. To demonstrate how visual memoryhelps aid spelling, make a list of familiar words, intentionally misspellinga few with similar sound-spelling patterns (such as right, light, bight, kite,write, fite). Ask students to identify all the words that look right. Thendiscuss each words spelling and why it is or isnt correct.


Display two words that contain different spelling patterns for thesame sound, such as paid and made. Underline the same-soundingspelling pattern in each word ( aid and ade).

Write each spelling pattern at the top of the chart. Also write eachone on a goalpost on the graphic organizer.

Have students name words that contain the sound for the twospelling patterns. Write each word in both columns of the T-chart,using the spelling pattern for that column to spell the word (forexample, graid and grade). Then have students look at each pair of

words. Ask: Which spelling looks right for this word? After students agree on a spelling, have a volunteer look up the word

in a dictionary. Record the word on the sideof the eld that corresponds to its spellingpattern, writing it on the line nearest the 50-yard line. Continue, lling in words towardeach goal until one side of the eld is lledor all the word choices have been exhausted.

Distribute copies of the organizer forstudents to complete using a new pair of

words.

Taking It Further

Invite groups of three to complete theorganizer. Ask one student to record wordson the chart, another on the football eld,and a third to verify the spellings.

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Name Date


Goal!



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Skill

Forming Contractions

Analyzing Spelling Changes

Management TipUse this organizer to model howto form and spell specic kinds ofcontractions, such aswillcontractions(well, hell, shell). Later, studentscan use it to form a variety ofcontractions.

Literature Link

If Youre Not Here, Please RaiseYour Hand: Poems About Schoolby Kalli Dakos (Aladdin, 1995).

This delightful collection of poemscovers a variety of humorous andsensitive school experiences.

Mathemagical WordsPurpose

Students track the spelling changes that occur when forming contractions.

Introducing the Activity Explain to students that making contractions is much like solving anequation. Write did and not on the board. Ask: How can these two words bemade into one word?Lead students to understand that one letter must betaken away and an apostrophe added to make the contraction didnt. Writean equation to represent the process:

did not o + = didnt


Display ve word pairs that can be used to form a particular kind ofcontraction, such as not contractions ( is not, have not, would not, arenot, and did not).

Distribute copies of the graphic organizer. Have students write aword pair in the rst shape in the rst equation. Ask: How can this

word pair be turned into one word? After students respond,show them how to place a minus sign () in the secondshape and the letter (or letters) to be subtracted in thenext shape.

Explain: When letters are removed to make acontraction, an apostrophe is added to indicate thatletters are missing.Have students write a plus sign (+)and an apostrophe ( ) in the next two shapes.

To balance the equation, have them write thenal contraction in the shape to the right of theequal sign (=).

Instruct students to balance equations for theother word pairs, writing the math signs, letters, andapostrophes in the appropriate shapes.

Taking It Further

Have students use this organizer to explore how thespelling of a word changes when an ending is added,such as a plural ending ( bunny/bunnies, wolf/wolves),verb ending ( y/ies, run/running, make/making),orsufx (happy/happily/happiness, explode/explosion).

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Mathemagical Words

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Mathemagical Words


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Skill

Recognizing Syllables in Words

Dividing Words Into Syllables

Identifying Accented Syllables inWords

Management Tip

Model how to use this organizeron the overhead projector. Keepa dictionary on hand for studentsto refer to as they complete theorganizer.

Literature Link

Destination Mars by SeymourSimon (HarperTrophy, 2004).

Fascinating facts and actual photoshighlight this book about our solarsystems red planet.

Syllable CaterpillarPurpose

Students use their knowledge of spelling patterns and word structure todivide words into syllables.


Tell students that writers often nd it useful to divide words intorecognizable chunks when spelling multi-syllable words. List several two-,three-, and four-syllable words. Then work with students to divide eachword into syllables, reminding them that each syllable contains only onevowel sound. Point out any common syllable patterns that emerge as wellas the accented syllable in each word.


Select a multi-syllable word that contains a common syllable pattern,such as destination. Write the word on the rst leaf on the graphicorganizer. Then say the word aloud slowly, breaking it into syllables.

Ask students to identify the rst syllable in the word and its vowelsound. Frame that syllable with your ngers. Then write it on the

rst section of the caterpillar to the right of the leaf.

Repeat to identify the remaining syllables in theword. Then say the word again, this time havingstudents listen for the syllable that is emphasized,

or accented. You might lightly color the section ofthe caterpillar containing the accented syllable.

In the second and third leaves, write other wordsthat share the same syllable pattern as the rst word,such as fascinationand separation. Repeat steps 2and 3 for each word. Then discuss with students thesyllable patterns they detect in the words onthe caterpillars.

Distribute copies of the organizer for students tocomplete using another set of words that share a

common syllable pattern.

Taking It Further

Use the organizer to encourage students to examinesyllables in words they encounter every day, such astheir names, the schools name, classroom furniture,book titles, and so on.

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Syllable Caterpillar

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Name Date


Syllable Caterpillar


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Skill

Recognizing Compound Words

Identifying Words in CompoundWords

Forming Compound Words

Management Tip

After students are familiar with how touse this organizer, use it as a time-lleractivity to reinforce vocabulary skills.

Literature Link

Everything on a Wafe by Polly

Horvath (Farrar, Straus and Giroux,2004).

After her parents are lost at sea,Primrose goes to live with herUncle Jack where she encountersmisadventures, misunderstandings,and a very special friend.

Compound Word PuzzlePurpose

Students explore how words are combined to create compound words.

Introducing the Activity Explain that compound words are made up of two or more smallerwords that have been combined to create a new word. Ask students tobrainstorm compound words, such as cupcake, horseshoe, and suitcase.

Write their responses on the board. Then ask them to identify eachsmaller word contained in the compound words. Invite volunteers todraw a line between the combined words.


Choose several two-part compound words in which some of thesmaller words can be interchanged to create other compound words,such as someone, anybody, everything, and daytime. Write the wordson the board.

Distribute copies of the graphic organizer to students. Have themwrite each compound word on a pair of puzzle pieces, recording therst word from the combination on the left piece and the second

word on the right piece.

Invite a volunteer to choose two words fromthe puzzles that can be combined to create a

compound word not already used. Have studentswrite that word on a line at the bottom of the page.Then challenge students to create as many othercompound words as possible to write on the lines.

Afterward, invite them to share their words withthe class.

Distribute new copies of the organizer for studentsto complete using compound words of theirown choice.

Taking It FurtherHave pairs or small groups of students challenge eachother to see how many new compound words they canmake from the same set of compound words.

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Now use the words in the puzzle pieces aboveto create new compound words below!

Compound Word Puzzle

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Name Date


Now use the words in the puzzle pieces aboveto create new compound words below!

Compound Word Puzzle


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Skill

Differentiating Homophonesand Easily-Confused Words

Using Spelling Recall Strategies

Management Tip

Model the use of this organizeron the overhead projector. Thenencourage students to complete itindependently or in pairs.

Literature Link

A Chocolate Moose for Dinner byFred Gwynne (Aladdin, 2005).

In this clever book about confusingwords, a little girl has her owninterpretation of the words andphrases used by her parents.

Homophone CluesPurpose

Students create strategies to help them recall the correct spelling ofhomophone pairs and words that are easily confused.


Write hair and hare on the board. Explain that these words arehomophoneswords that sound the same but have different spellingsand meanings. Ask students to tell what each word means. Then writedesertand dessert.Point out that these two nouns are often confused witheach other. Then have students dene each one ( desert is a dry, barrenland; dessert is a sweet food). Afterward, tell them that they will usethis organizer to create strategies to help them remember how to spellhomophones and easily confused words.


Choose two homophones or easily confused words. Write one wordin the Word section of the top truck on the graphic organizer. Writethe other word on the bottom truck.

Make up a sentence for each word, trying to includea mnemonic or other device that will aid in recallingthe words spelling. Write each sentence in theappropriate section on the truck.

Using a think-aloud method, model how you cameup with the mnemonic or strategy. For example, youmight say: The worddessert has twoss. Both of thewords insuper sweet start with s. So whenever I wantto remember how to spelldessert, I think about supersweet! Write a brief description of your strategy in theClue section for each word.

Draw a picture in the Picture section thatrepresents the spelling and meaning of the word.

Distribute copies of the organizer for students to

complete with a pair of homophones or easilyconfused words. When nished, invite them to sharetheir strategies with the class.

Taking It Further

Invite students to develop strategies to help them recallweekly spelling words. Encourage them to share anddiscuss their methods with the class.

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Homophone Clue Cubes

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Homophone Clue Cubesword: sentence:

picture: clue:

word: sentence:

picture: clue:


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Skill

Using Spelling Strategies

Reinforcing Visual and AuditoryMemory

Management Tip

After modeling how to complete thisorganizer, use it with students whenintroducing new spelling words.

Literature Link

Amelia Bedelia 4 Mayor by Herman Parish (HarperTrophy,2001).

When Amelias boss expressesdiscontent with the mayor and saysshe should run for the ofce, thats

just what Amelia does!

Skyscraper SpellingPurpose

Students spell new words using a look-and-say strategy.

Introducing the Activity Tell students that different learners rely on different methods to rememberhow to spell words. One student might recall the sounds heard in a wordwhile saying it aloud, another might form a mental picture of the word,while another might write the word several times to help remember itsspelling and shape. Explain that with this graphic organizer, they will usea look-and-say strategy to help improve their success in spelling.


Distribute copies of the graphic organizer. Write a spelling word on theboard and have students copy it in the rst box under Look and Say.

Say the word aloud slowly, tracking the letters with your nger.Point out any difcult letters or word parts. Repeat several times,having students join you by saying and tracking the word ontheir organizers.

Cover the word. Have students also cover the wordon their pages. Then ask them to write the wordunder Cover and Spell. Encourage them to say theword to themselves, listening for the letter sounds

and trying to visualize its spelling. Instruct students to uncover the word in the rstcolumn and compare their spelling to it. Have themmark the Look and Check box to indicate whether ornot they spelled the word correctly. If incorrect, havethem discuss their errors and suggest strategies thatmight help them spell the word correctly. Then havethem write the word correctly under Make It Correct.

Repeat steps 24 for each spelling word youintroduce to students. To begin, you might use

words that follow a specic spelling pattern or rule.Later, students can use the organizer to practicespelling a variety of words.

Taking It Further

Have students use the organizer to learn how tospell words related to a topic of study, such asplant-related words.

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Skyscraper Spelling

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Skyscraper Spelling

Look andSay

Cover andSpell

Look andCheck

Make ItCorrect


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Skill

Grouping Words by SpellingPatterns

Recognizing Words inDifferent Contexts

Making Spelling Generalizations

Management Tip

Model how to use this organizerwith small reading groups, usingtexts that students are working withat the time.

Literature Link

The Midnight Fox by BetsyByars (Pufn, 1981).

Tom expects to have a miserablesummer at his aunts farmuntil hediscovers a fox and its secret.

Spelling Survey Says!Purpose

Students examine and group words by spelling patterns.

Introducing the Activity Tell students that they will encounter many words in their reading thatfollow the same or similar spelling patterns. To demonstrate, read alouda passage, pausing to list each plural word from the text on the board.

When nished, invite students to help you group the words by theirplural spelling patterns. Then explain that most plurals follow specicspelling rules. Review the rule represented by each word group.


Choose a general word structure concept that students are familiarwithsuch as plural nounsand that applies to several categoriesof words (for example, pluralizing words that end in double s, x, andany other consonant) .

Write a brief description of each category in a column at the top of thegraph on the graphic organizer. Then have students search their textto nd words belonging to each category. Write their ndings in the

appropriate columns, starting at the bottom and working up.

After a given period of time, have students examinethe words on the graph. Ask: Do the words in each

column follow a pattern?Invite students to share theirobservations. For example, they might respond that tomake words ending in double s and x plural, an es isadded to the end of the word , but for words that end inother consonants, only an s is added.

Have students share what they notice about the resultsof their graphs. Ask: Does one pattern occur more oftenthan another? Why?

Distribute copies of the organizer for students tocomplete using other categories of spelling patterns

(such as adding er to words that end in a singleconsonant, double consonant, and y).

Taking It Further

Have students group words by various spelling rules,such as those that apply to contractions, vowel pairs, andletter combinations that represent multiple sounds (as inhowand row)

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Spelling Survey Says!

Spelling Concept:

Category: Category: Category:


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Skill

Recognizing Spelling Patterns

Identifying Spelling Rules

Management TipHave students ll out a copy of thisorganizer while you model howto complete it on the overheadprojector. Later, they can work inpairs to determine the spelling secretof other sets of words.

Literature Link

The Errant Knight by Ann Tompert(Illumination Arts PublishingCompany, 2003).

On the way to answer the call fromhis king, a loyal, but compassionate,knight makes frequent stops to helpothers in need.

Special Spelling SecretPurpose

Students examine words that contain a common spelling pattern todiscover the spelling secret.


Write funniest, silliest, happiest,and bumpieston the board . Ask studentsto examine the words to try to discover what they all have in common.Invite them to share their observations. After determining that the wordsall end with iest, challenge students to formulate a rule that applies tothe spelling pattern (in this case, when a word ends in a consonant + y, change the y to i before adding est).Invite them to brainstorm otherwords that follow the pattern (heaviest, earliest, sleepiest,and so on).

Using the Graphic Organizer Distribute copies of the graphic organizer. Write four words on theboard that follow a specic spelling rule or pattern (such as knob,knife, knight,and knit). Write each word on a clam and have studentsdo the same.

Ask students to examine the words to try to nd acommon spelling pattern or rule that applies to allof them. Instruct them to raise their hand once theythink they know the spelling secret. Invite volunteersto share their discoveries, discussing each differentresponse as a class and checking to see if the rule isvalid for all the words.

Model how to write the spelling secret on the inkcloud to the left of the octopus. Have students dothe same.

Ask students to write other words that follow therule on the ink cloud to the right of the octopus.Discuss and compare their responses.

Taking It FurtherChallenge students to write words on the clams torepresent a spelling secret that they have determined ontheir own. Have them exchange organizers with othersto see if classmates can discover the secret that applies totheir words.

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Special Spelling Secret

The spelling secret is:Other words that

share the secret are:


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Skill

Creating Mnemonics forDifcult Words

Identifying Exceptions toCommon Spelling Rules

Management Tip

Model how to use this organizer onthe overhead projector. Then havestudents complete it on their own orin pairs.

Literature Link

Frog and Toad Are Friends byArnold Lobel (HarperTrophy, 2003).

Frog and Toad enjoy each othersfriendship during many kinds ofadventures.

Outlaw WordsPurpose

Students create mnemonic devices to help them recall how to spell wordswith tricky spellings.


Share a familiar mnemonic device that people use to help remember awords spelling, such as The principal is my pal at school, and the principleI follow is a rule. Explain that strategies that help people remember thingsare called mnemonics. Invite students to share other mnemonics they knowthat apply to spelling words. Afterward, tell them that mnemonic devicesare especially helpful strategies to use when trying to remember how tospell outlaw wordswords that have tricky spellings.

Using the Graphic Organizer Choose two outlaw words that students often have difcultyspelling. You might consider words with tricky spellings, such asthose that contain silent letters (scissors, rhythm), are easily confused(council, counsel), or are exceptions to general spelling rules (weird,seize),or words that include double letters (accommodate, occurrence),sufxes (remarkable, possible),or unusual letter combinations(foreign, vacuum). Write each outlaw word on a poster on the graphicorganizer.

Examine the rst word with students. Discuss why they might havedifculty spelling the word. If desired, circle the part that might givethem trouble. For example, you might circle ie in friend.

Have students make up mnemonicsto help them remember the wordsspelling. After sharing, choose one towrite at the bottom of the poster as theCapture Clue.

Repeat steps 2 and 3 for the other word.

Distribute copies of the organizer for

students to use with other outlaw words.

Taking It Further

Compile the completed posters into aclass booklet for students to refer towhenever they encounter outlaw wordsin their writing activities.

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Skill

Adding Sufxes

Identifying Spelling Patterns ofSufxes

Inferring SpellingGeneralizations

Management Tip

Model how to use this organizer onthe overhead projector. Then havepairs or small groups complete it forother sufxes.

Literature Link

The Stories Julian Tells by AnnCameron (Dell Yearling, 2001).

Julians imaginative stories lead himinto mischief, but also help him learnvaluable life lessons.

Seeing SufxesPurpose

Students explore the spelling rules used when adding sufxes to words.

Introducing the Activity Explain that when certain sufxes are added to a root word, one or moreletters in the root may be added, dropped, or exchanged for anotherletter. For example, when adding ing to place, the silent e is dropped(placing) while clap gains a consonant (clapping)in the process . Tellstudents that they will add sufxes to words to explore how these endingsaffect spelling.


Explain that after completing the graphic organizer, students willsee words in the crystal ball that follow a similar spelling patternwhenever a sufx is added.

Choose a spelling rule that applies to adding sufxes, such aschange the y to i before adding es to a word that ends in aconsonant + y. Write a few words that follow the rulesuch as

iesand stories in the crystal ball.

Around the outside of the ball, write several wordscontaining the same sufx form but that do notfollow the rule (for example, boysand keys).

Have students examine the words in and aroundthe ball. Ask: Do you see a spelling pattern in the sufxendings of the words in the ball?If needed, add otherwords to provide more examples. As students detectthe pattern, have them share their observations andname words to add to the organizer. Guide them tostate the spelling rule that applies to the words in theball. Write the rule on the cloth.

Distribute copies of the organizer. Provide another setof words with sufxes for students to use to complete

the organizer.

Taking It Further

Invite pairs to label paper crystal balls with spellingrules for adding sufxes, such as dropping a silent e ordoubling a consonant when adding ing. Display thesereminders in the writing center.

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Name Date


Seeing Sufxes

The rule for the words in the crystal ball is:


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Skill

Adding Afxes to Root Words

Identifying Root Words

Exploring Meanings ofWords With Afxes

Management Tip

After demonstrating how to usethis organizer, use it with studentsto help build new vocabularyand reinforce understanding ofword structure.

Literature Link

Working Cotton by Sherley AnneWilliams (Voyager Books, 1997).

Shelan describes a day in thedifcult life of her migrant family asthey work in the cotton elds.

Word TowerPurpose

Students explore how adding prexes or sufxes to a root word changesits meaning and sometimes spelling.


Write refold, folding, folded, unfold,and folderon the board. Ask: What dothese words have in common?Lead students to discover that they all sharethe same root word, fold. Then invite volunteers to point out each prexor sufx that has been added to fold. Discuss whether or not the afxchanged the spelling of the root word and how the meaning of the newword differs from the original.


Choose a root word to which several prexes and sufxes can beattached without changing its spelling (for example, pack, work,or play). Distribute copies of the graphic organizer and have studentswrite this word in each block in the center column of the tower.

Ask them to write a prex, such as pre in the rst row under Prex . Ask: What word is created when this prex is added to theroot word?Invite a volunteer to respond and tell what thenew word means.

Repeat step 2, this time using er in the next row

under Sufx.Have students ll in a different prex or sufxon each row of the tower. Then invite them toread the words that can be created by attachingeach afx to the root word. Encourage them to tellhow the meaning of each new word differs from theroot word.

Have students use the organizer to explore attachingafxes to a variety of root words. Discuss how thespelling of the root word changes in some instances,

such as when the nal y in happy is changed to i tocreate happily.

Taking It Further

Challenge students to use the organizer to create wordsthat contain both a prex and sufx, such as unhappily,overacting, illegally,and unemployment.

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Skill

Identifying Prexes, Sufxes,and Root Words

Creating New Words

Management Tip

After students are familiar with howto use this organizer, invite pairsto complete it, with each partnerchoosing a bicycle wheel to ll in.

Literature Link

Uncommon Traveler: MaryKingsley in Africa by Don Brown(Houghton Mifin, 2003).

After an unhappy childhood spentcaring for her mother, 30-year-oldMary does the unthinkable for properladies of her timeshe travels aloneto West Africa.

Word Part BicyclePurpose

Students apply what they know about spelling, word meaning, andcommon prexes, sufxes, and roots to broaden their vocabularies.


Review the meaning of a prex, sufx, and root word. Then list a fewwords that contain a root word and prex or sufx, such as reread,mistreat, untie, loudly, careful,and leader . For each word, ask students toidentify the root word and its prex or sufx. Talk about how the afxaltered the words meaning. Then invite students to brainstorm otherwords that contain prexes or sufxes.


Write a prex in the middle of the left bicycle wheel on the graphicorganizer. Choose a prex that frequently appears in students readingmaterials, such as un.

Ask students to name words that contain that prex. They mightrespond with words such as unhappy, undone,and unknown.Recordeach word on a different section of the wheel.

After lling in all the sections on the wheel, have students identify theroot wor d and prex in each word. Invite volunteers to tell how theprex changes the meaning of the root word.

Write a different prex in the right wheel. Then repeat steps 2 and 3.

Distribute copies of the organizer.Provide two sufxes for studentsto enter on the bicycle wheels.Have them complete the organizerand then discuss their responseswith the class.

Taking It Further

Ask students to write a prex orsufx on each wheel on the organizer.Then have them ll in the wheelswith words they encounter duringreading activities.

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Skill

Understanding RelationshipsAmong Words

Recognizing Roots and Afxes

Management Tip

After demonstrating how to use thisorganizer, have students work insmall groups to brainstorm wordsthat come from a common root.

Literature Link

Enduring Wisdom: Sayings fromNative Americans by Virginia DrivingHawk Sneve (Holiday House, 2003).

The words of wisdom in thiscollection include sayings fromNative Americans, past and present.

Flowering RootsPurpose

Students make meaningful connections between words that contain thesame root.


Write wiseon the board. Ask students to name words that come from thisword. They might suggest words such as wisdom, unwise, otherwise, andwisely. Write their responses above wise.Then draw a line from wise toeach word above it, explaining that this word is the root of the words theynamed. Ask a volunteer to circle the part of each word that represents theroot and note whether or not the spelling is the same as the original word.

Afterward, tell students they can use this common word part as a startingpoint to help them remember how to spell other words that stem from the

same root.


On the board, write a word that can be used to make 34 additionalwords. For example, you might consider product (productive, produce, production, reproduction), generate (regenerate, generation,

generational, degenerate),or mature (premature, maturation,immature, maturely).

Distribute copies of the graphic organizer. Havestudents copy the word onto the planter.

Ask students to brainstorm words that come fromthe root word. Discuss their responses and listappropriate ones on the board. Have them choosewords from the list to write on the owers.

Instruct students to circle the part of each word ona ower that indicates it comes from the root on theplanter. Invite them to tell how that part of the worddiffers from the original word and identify wordparts that were added to create the new word.

Provide additional copies of the organizer and adifferent root word for students to use to completethe activity.

Taking It Further

Challenge students to nd their own root words to useto complete the organizer.

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Skill

Using Spelling Strategies

Recognizing Spelling Patterns

Analyzing Word Structure

Management Tip

Invite students to work with partnersor in small groups to complete thisorganizer. Encourage them to shareideas and background knowledge.

Literature Link

Will You Sign Here, John Hancock?

by Jean Fritz (PaperStar, 1997).A biographical account of the life ofJohn Hancock, the rst signer of theDeclaration of Independence.

Word WorldPurpose

Students explore various strategies to help them rememberword spellings.


Explain that good spellers often use a variety of strategies to learn howdifferent words are spelled. Then review some strategies that studentsmight try to help them remember the spelling of a word:

listen to the sounds in a word (phonics) notice familiar word parts (word structure) look for spelling patterns (visual memory) think about the word meaning (spelling-meaning principle)


Distribute copies of the graphic organizer. Then choose a word that maybe unfamiliar to students but can be found in a text they are reading.

Have students write the word on the star. Ask: What do you noticeabout this word? Encourage them to make connections towhat they already know about the word. For example,they might brainstorm other words that sound or looklike it, that contain parts with a similar spelling, or thatlook similar and have a related meaning.

Instruct students to write words that support theirobservations on the corresponding planets. Thenhave them share and explain their responses. Forinstance, they might explain why sign and signature have related meanings.

As students share, note connections that might beespecially useful in helping them remember thewords spelling or meaning. For example, you mightpoint out that the pronunciation of signature may

help students remember to include the silent g whenspelling the related word sign.

Taking It Further

Allow students to draw additional lines and planets onthe organizer to record more observations about thewordor other words that share its structure, sound,or meaning.

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Word World


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Skill

Examining Word Structure

Recognizing Prexes, Sufxes,and Roots

Management Tip

Model how to use this organizer onthe overhead projector. Display orpass out copies of the chart on page48 for students to use during themini-lesson and when completingthe organizer independently.

Literature Link

Invisible Stanley by Jeff Brown(HarperTrophy, 2003).

Although Stanley Lambchop isinvisible, he keeps busy showingup to help others in need.

Branching Out Purpose

Students separate words into roots, prexes, and sufxes to exploretheir spellings and meanings.


Display or pass out copies of the chart on page 48. Then writetransportation on the board. Explain that many words, like this one, arecomposed of Latin or Greek roots, prexes, and sufxes. Ask students touse the chart to help them separate the word into its component parts:trans (prex), port (root), and ation (sufx). Discuss the meaning of eachword part and how it contributes to the full meaning of the word. Tellstudents that familiarity with the spelling and meaning of a variety ofroots, prexes, and sufxes can help strengthen their spelling skills.


Choose a word that contains a Latin or Greek root and at least one prexor sufx. Write the word on the tree trunk on the graphic organizer.

Have students use the chart (page 48) to separate the word into itscomponent parts, writing each part on the correspondingbranch (root, prex, sufx).

Talk about the word s spelling and how it relatesto the spelling of each of its parts. Discuss how the

parts help determine the meaning of the word. Write a different word on each line on the trunk andrepeat steps 2 and 3 for each one. Here are somewords you might use (see page 48 for more words):

Distribute copies of the organizer for students tocomplete independently or in pairs.

Taking It Further

Have students create words using prexes, roots, andsufxes from the chart (page 48) and then check thespelling and meaning of each in a dictionary.

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Latin and Greek Prexes,Roots, and Sufxes

action

autograph

automobile

biography

concept

conduct

deport

diagram

diameter

dismiss

di i

emerge

enact

energy

hypersensitive

immobile

inspection

interact

interject

interrupt

nonsense

d

reaction

receive

remission

report

sensible

sensitive

subject

submit

transmit

transportation

i ibl

Prex Root Sufx

co-, com-, con-(with or together)

il-, im-, in-, ir(not)

act(to act)

meter(measure)

-able, -ible(can be)

de-(away, down, off)

inter-(among, between)

audi(hear)

mit, mis(to send)

-ile(capable of)

dia-(through, across)

non-(not)

auto(self)

mot, mov, mob(to move)

-ion, -ation(action or process)

dis-(not, not any)

pre-, pro-(before, forward)

bio(life)

port(carry)

-ity(condition or

quality of)

de-(to remove or

deduce)

re-(again, back)

cept, ceive, ceipt(to take, hold)

pos, posit(to place, put)

-ive, -itive(state of)

em-, en-

(in)

sub-

(below, less than)

dict

(speak)

rupt

(break)

-logue, -log

(to speak)hyper-

(too much)trans-

(across)duce, duct

(lead or bring)sens, sent(to feel)

-logy, -ology(the study of)

erg(work)

spec(to see)

-ment(state of being)

graph, gram(write)

tract(pull or drag)

-ous(full of)

ject(throw)

vis(see)

-sion, -tion(state or quality)

-y(made up of)

Words with Latin or Greek roots, prexes, and sufxes

word work and spelling

Documents