2. Strategy: Word Sorts CONTENT: Word sorts can be used in multiple ways. Word sorts can be used to spell words, recognize words, word analogies, phonemics, morphemic structures and increasing vocabulary. Word sorts are designed to help students examine, discriminate and categorize words according to spelling and sound patterns. Word sorting will enable students to link new words to the familiar ones they can already spell. When students are sorting words, they are searching, comparing, contrasting and analyzing words. There are two types of word sorts: open and closed. In closed word sorts, the teacher decides how to categorize the words. In open word sorts, the students determine how to categorize the words.
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4. 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.
5. 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.
6. 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.
7. 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.
8. 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.
12. Strategy: Word Builder 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.
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14. 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.
15. 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.
16. 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.
17. 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.
18. 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.
22. Word Wall 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.
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24. 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.
25. 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.
26. 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.
27. 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.
28. 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.
34. Just Read Now (2010). Word Walls. Retrieved March 24, 2010 from Just Read Now! Website: http://www.justreadnow.com/strategies/wordwall.htm
35. Zutell, J. Word Sorting: A Developmental Spelling Approach to Word Study for Delayed Readers. Reading & Writing Quarterly, 14(2), 219-238.
36. Greene, E. B. & Villaume, S. K. (2005). Building Walls of Words. Reading Teacher, 54(7), 700-702.
37. Chanko, P. (2010). Get to the “Root” of Prefixes and Suffixes.” Retrieved on March 24, 2010, from Scholastic Instructor website: http://teacher.scholastic.com/products/Instructor/Mar05_prefixessuffixes.htm
