Class/Course: 5th Grade Word Study Unit: On-Going Word Study Grading Period: All Time: N/A

Unit Summary: Students will explore a conceptual way of thinking about how to read, understand, and spell words. Students will transfer their knowledge of words into reading and writing.

Enduring Understandings Proper oral and written conventions promote fluency of communication. The appropriateness of language is determined by the context in which it is used. Conventional spelling and mechanics promote common understanding.

Essential Questions How do readers use their knowledge of words and word parts to figure out the

meaning of unknown words? How does adding an affix change the meaning of a word? How does understanding the origin of a root support the reader and writers

understanding of the meaning and how to spell the word?Knowledge & Skill Objectives

5.2, 5.2A, 5.2E5.22, 5.22Ai, ii, iii, 5.22Bi, ii, iii, iv, 5.22C, 5.22D, 5.22E

Knowledge & Skill Objectives / ELPS

4A and 4C, 1B5C, 5Eii1B

Technology

N/A

SLA Only

5.22, 5.22Ai, ii, iii, 5.22B, 5.22D

Critical Vocabulary affix

SLA Critical Vocabulary in Spanish afijo

Cornerstone ContinuumThe students will apply skills from the following cornerstones.

X Communication Social Contribution

Creative Thinking Collaboration

Critical Thinking Problem Solving

Information Literacy

Sample Performance Task(s)

Students will apply their knowledge consistently in reading and writing.

Accommodated Task(s) for English Language Learners:

Encourage ELLs to work on left side, utilizing scaffolded right side as needed. Accommodations should be released gradually as students show mastery of skill.

Other Sample Evidence Word Study assessments Student writing Teacher observation

ELLs-Student writing, reading, listening, and speaking progresses from one proficiency level to the next.

B I A HSee Proficiency Level Descriptors for detailed rubrics describing characteristics exhibited at each level.

Instructional and Assessment Accommodations (described below) are released gradually as students show mastery of skills

SLA Sample Performance Task(s)

Student writing Teacher observation Menu Activities

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Left Side-grade-level assessment

Right Side-linguistically accommodated grade-level assessment

INSTRUCTIONAL GUIDANCE

ELA

Vocabulary:affix: a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning

ELLs

Vocabulary: See ELAFirst Teach, Linguistically Accommodated Word StudyLinguistic Accommodations are utilized for instruction and assessment, following procedural scaffolds: teacher modeling/whole group, teamwork, independent practice.

Daily-Language and Content Objectives are stated prior to teaching. Ex. Students you will learn…You will also be able to state… etc. At lesson’s end, partners (in English or primary language) share learning. Teacher ensures objectives were met. If not, reteach.

Word Study Cards are located on the ELA and ESL Wiki and may be ordered from the Katy Print Shop. How to use:

Per grading period, add weekly Word Study Cards on a ring (cards represent lesson words)

T.-use during instruction to develop vocabulary S.-utilize on assignments/activities (as needed) S.-use with Personal/Take-Home Word Wall On Accommodated Assessments, these pictures serve

as a scaffold

Day 1- Guided PracticeListening and SpeakingWhen following lesson, include repetition of given word whole group, in teams and individually. For example, The directions may say: “Take 4 letters and spell sign.

Let’s make a sign for the rally.” Instead…“Say the word sign to the…(ceiling, floor,

knee, elbow, etc).” Call on a team and 1-2 individuals to assess word pronunciation (all students). Recast

SLA

Vocabulary:afijos: un elemento de la palabra, como un prefijo o sufijo, ocurre antes o después de una palabra raíz o base para modificar su significado.

Spanish Word StudyAll bilingual students are required to learn the ELA (English Language Arts) Spelling TEKS and also the SLA (Spanish Language Arts) Spelling TEKS, as per the Texas Education Agency. Bilingual teachers will teach the Word Study skills using the English Spelling TEKS within the general education curriculum and in addition to that, explicitly teach the Spanish Spelling TEKS that are unique to the Spanish language (such as accent marks, ll/y, rr, güe, güi, etc.) There are approximately 3 to 5 Spanish TEKS assigned per grading period.

Word Lists and Activity Menus for grades 1-5 can be found in the Bilingual Wiki by grade level and grading period in a folder titled “Spanish Word Study.” Teachers are to print out one Activity Menu and a

word list under study for each student The teacher will teach the spelling rule. The teacher will model the use of Activity Menus and

assign the number of activities the students will complete each week.

Students will choose the activities and complete the assignments using a Word Study notebook to record their work.

In addition, the Spanish Focus Poetry lessons include a weekly focus on Spanish Word Study TEKS to provide students with a spiraling review of the skills learned during the year.

The information listed below should be incorporated during Reading, Writing, and Word Study instruction.

Transferability from Spanish to English:Transfer

consonant sounds:

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inaccuracies. Say sentence. Students spell word.

Listening and Writing (Spelling/Encoding)Use Reproducible Word Strips, traced in red or blue marker (consonants-blue, vowels-red) to scaffold OR use Color-coded letter cards (consonants-blue, vowels-red)Procedure: Provide (as needed) color-coded blanks for the pre-determined lesson words. Ex. Lesson 51- The first pre-determined word is sign. Color-code the lines as follows:

__ __ __ __

__ __ __ __Beginning ELLs require additional scaffolding. Use one finger at a time for each sound. For the word sign, model: Hold up first finger and say /s/

KEY: Teacher uses left hand and student mirrors with right hand.

Hold up second finger and say /i/ Hold up a third finger and say /n/

KEY: Explain that even though we only hear one sound, this is a two letter /n/

Have student hold up fingers (one finger/sound at a time) and repeat the sounds with you (/s/ /i/ /n/)

Teacher says /s/ /i/ /n/ and points to blanks Student repeats /s/ /i/ /n/ and points to blanks Student spells word (letter cards/print)

KEY: Provide specific and immediate feedback to ensure a repeating pattern/skill is understood. In lesson 51, one such skill is <gn> says/n/.

Reading: After the ELL spells each word, teacher slides finger beneath each letter/blank promoting fluency. Mystery Word-After 1 minute, differentiate by

following prompts until student is successful:

Show Word Study Card picture (fold word back) Whisper word in student’s ear Show Word Study Card-picture and word (above)

b, c, f, k, l, m, n, p, s, t, v, w, z d (intial) blends: bl, cl, fl, pl, br, cr, dr, fr, gr, t diagraphs: ch rhyming words g (hard)

Partial Transfer d (middle &ending)

No Transfer short vowels long vowels j, h, q, r, y g (soft) vowel combinations:

ai, ay, au, aw, ar, er, ir, oo, ou, ur schwa: about, lemon, often intial s: sc, sl, sm, sn, sp, sq, st, scr, spl, spr, str consonant blends and digraphs: sh, sch, sk, sw,

tw, wh, shr voiced and unvoiced:

ck, gn, igh, kn, ng, mb, ph, tch, ugh, wr, wh, ch (Christmas)

digraphs, except for ch end clusters: nk, nt, st, nch

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s i g n

Draw an arc below any group of letters that work together to make one sound (i.e. -gn, -or, -eigh, -er, -ur, etc.).

Day 2- Word SortsColor-code word cards to align instruction and assessment scaffolds: Prefix: green, Root word: black, Suffix: red

Utilize Word Study Cards for vocabulary development.Model (S. listen); partners (speak); individuals (write) T.-model creating sentences (state expectations) S. create and share oral sentences with partner

KEY: T.-help facilitate sentence development (questions, stems, meaning clarification)

Students write sentences

What to expect from:Beginning writers Draw and use native language to express concepts Use high-frequency, recently memorized and short,

simple sentences Use short, simple sentence stems and scaffolded writing

assignmentsIntermediate writers Draw and use native language to express academic

concepts Express writing on familiar topics Use simple sentence stems and scaffolded writing

assignmentsAdvanced writers Complete grade-level appropriate writing tasks Complete abstract and technical writing with linguistic

support including teacher modeling and student interaction

Use complex sentence stemsAdvanced High writers Complete complex grade-level appropriate writing

tasks Complete abstract and technical writing with minimal

linguistic supportDay 3- Students add words and sketches to Personal/Take-Home Word Wall utilizing Word Study Cards

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sign presssigned presseddesign depressdesigner pressingredesign depressing

Day 4 and 5-See ELA Optional IdeasAssessments- See Sample Performance Tasks

RESOURCES

ELA

For all information on Word Study including the scope and sequence and assessment tools, please see the ELA WIKI.

ELLs

ELPS Flip Book: A User Friendly Guide for Academic Language Instruction by John Seidlitz

Navigating the ELPS in the English Language Arts and Reading Classroom by John Seidlitz

English Language Proficiency Standards (ELPS) Toolkit by Education Service Center Region XIII

Katy Print Shop, ELA and ESL Wiki (Word Study Cards and Accommodated Assessments)

SLA

For all information on Word Study including the scope and sequence and resources, please see the Bilingual WIKI. Libro Fuente de Escritura Spanish Focus Poetry

GRADE LEVEL TEKS FOR UNIT

ELA TEKS:5.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

ELPS 4A and 4C learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words in order to comprehend English language structures and vocabulary using sentence stems such as

A prefix/suffix is…;An affix is…;A root is…;A base word is…;The word ___ has the prefix/suffix ___ which means…;The word ___ has the root ___ which means…;The root ___ is probably common in (history/geography/science/math/language arts) because…;The word probably means ___ because….

(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

ELPS 1B monitor oral and written language production and employ self-correctivetechniques or other resources using sentence stems such as:

I mean…;Let me say that again…;

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I meant to say/write…;Let me rephrase that…;How would I be able to check…?

5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

(A) spell words with more advanced orthographic patterns and rules:(i) consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music,

musician);(ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in

define, definition; short to schwa in legality, legal);(iii) silent and sounded consonants (e.g., haste, hasten; sign, signal;

condemn, condemnation);(B) spell words with:

(i) Greek Roots (e.g., tele, photo, graph, meter);(ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict);(iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist);(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence);

ELPS 5C spell familiar English words with increasing accuracy, employ Englishspelling patterns and rules with increasing accuracy as more English is acquired using sentence stems such as:

___ is spelled…;___ begins with the letter…;In this set of words I notice…;The spelling rule that applies to this word is ___ because…;This word is spelled correctly/incorrectly because…;I can check my spelling by….

(C) differentiate between commonly confused terms (e.g., its, it's; affect, effect); ELPS 5E employ increasingly complex grammatical structures in content area writingcommensurate with grade-level expectations using sentence stems such as:(ii) Using Possessive Case/Contractions Correctly

An apostrophe is…;Apostrophes are used to show…;A contraction is…;The apostrophe in this contraction is correct / incorrect because….

(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings;

(E) know how to use the spell-check function in word processing while understanding its limitations.

ELPS 1B monitor oral and written language production and employ self-correctivetechniques or other resources using sentence stems such as:

I mean…;Let me say that again…;I meant to say/write…;Let me rephrase that…;How would I be able to check…?

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Spanish TEKS:5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

(A) spell words with more advanced orthographic patterns and rules, including:(i) words that have a prosodic or orthographic accent on the last syllable (palabras agudas) (e.g., feliz, canción);(ii) words that have a prosodic or orthographic accent on the second-to-last syllable (palabras graves) (e.g., casa, árbol);(iii) words that have an orthographic accent on the third-to-last syllable (palabras esdrújulas) (e.g., último, cómico, mecánico);

(B) mark accents appropriately when conjugating verbs in simple and imperfect past, perfect, conditional, and future tenses (e.g., corrió, jugó, tenía, gustaría, vendrá);(D) correctly spell words containing hiatus and diphthongs (e.g., le-er, rí-o; quie-ro, vio).

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KISD INSTRUCTIONAL CORNERSTONE CONTINUUM

CORNERSTONE Novice Emerging Proficient Exemplary

Collaboration: Work respectfully with others by sharing responsibilities, exchanging and evaluating knowledge and ideas, and building consensus in order to achieve a common goal.

Work respectfully with others within a given set of group norms to complete a task.

Work respectfully with others to accomplish a task by actively listening, responding appropriately to alternate viewpoints, sharing responsibilities, and exchanging information.

Work respectfully with others to achieve a common goal through local and remote networking by sharing responsibilities and exchanging and evaluating knowledge and ideas.

Work respectfully with others to establish and honor group norms, achieve a common goal (define roles, assign responsibilities and build consensus), and consult with peers, experts, and others through local and remote networking.

Communication:Convey information and ideas to effectively engage the audience using a medium appropriate to the topic and purpose.

Share information and ideas in a given medium so that the main points are relevant to the purpose and audience.

Convey information and ideas clearly by selecting from a variety of media to effectively engage an audience.

Convey information and ideas clearly by strategically selecting an appropriate medium that engages the target audience for a desired result and assess the effectiveness of the communication.

Choose the appropriate medium and skillfully use it to impart information and ideas to engage the audience, elicit a desired response, assess the effectiveness, and (if possible) adjust in real time.

Creative Thinking:Generate a range of ideas through a meaningful process (structured or unstructured) that inspires the development of original or innovative products, performances, or solutions.

Use a given process to explore and connect ideas, events, techniques or data to create or modify products, ideas, performances or solutions.

Use a given process to connect and extend ideas, events, techniques or data to create or modify products, ideas, performances or solutions that are relevant and engaging.

Identify and use a process to generate questions and elaborate upon ideas to develop, modify or create innovative products, ideas, performances or solutions that address an existing need/problem or evoke an aesthetic response.

Develop an innovative and inspirational product, performance, or solution that addresses an existing need/problem or anticipates a need/problem and evokes a powerful aesthetic response.

Critical Thinking:Analyze, evaluate, and synthesize information, ideas, or objects to make inferences and predictions, and draw conclusions.

Identify information, ideas or objects to make predictions or inferences based on background knowledge, observation, or personal experiences.

Analyze information, ideas or objects to make inferences and predictions, and draw conclusions.

Analyze, evaluate, and synthesize information, ideas or objects to make inferences and predictions in order to develop and defend a position/point of view using credible evidence.

Analyze, evaluate and synthesize information, ideas, and/or objects to examine alternate perspectives, refine points of view, and defend a position using credible evidence.

Information Literacy:Utilize an inquiry process to locate and evaluate a variety of information sources based on accuracy, authority, and point of view in order to accomplish a task.

Given a set of sources and a guiding question, select relevant information to answer the question.

Formulate questions (with appropriate scaffolding) and navigate within an expanded set of sources to identify, analyze, and organize relevant information to accomplish the task.

Formulate questions based on a self-generated hypothesis/thesis; access and evaluate self-selected sources for relevance, authority, and accuracy; identify conflicting information; and synthesize to accomplish the task.

Formulate questions based on a self-generated hypothesis/thesis; access and evaluate self-selected sources for relevance, authority, and accuracy; clarify reasons for conflicting information and conduct additional research to resolve the conflict.

Problem Solving:Identify, define, and/or explore a problem or situation, work through a process to determine and evaluate solutions.

Given a problem or situation, apply a given procedure to arrive at a solution(s) and evaluate its reasonableness.

Given a problem or situation and set of parameters, select and apply an appropriate procedure to arrive at a solution, evaluate its reasonableness, and identify next steps, if necessary.

Identify and define a complex problem or situation, its underlying assumptions and relevant information; apply a procedure; arrive at a solution or conclusion; evaluate its effectiveness; and identify next steps, if necessary.

Identify and define a meaningful complex problem or situation, its underlying assumptions and relevant information; apply a procedure; arrive at a solution or conclusion; evaluate its effectiveness; identify next steps; consider possible ramifications; and based on that process, refine and repeat.

Social Contribution:Contribute to the betterment of one’s community through service.

Based on a given need, take actions for an individual, family, group, or organization.

Identify a need, make decisions, and take actions for an individual, family, group, or organization; self-reflect on the contribution.

Identify a need, make decisions, and take actions to benefit one’s community; continuously monitor and evaluate the effectiveness of decisions/actions; adjust actions based on the evaluations.

Demonstrate ongoing commitment to social concerns by initiating and sustaining solutions; continuously monitor and evaluate the effectiveness of decisions/actions; adjust actions based on the evaluations.