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WWW Activity Page 1

Words Under Construction

INSERT STICKER HERE

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We ride on the

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 .

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The

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INSERT STICKER HERE

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is under water. 1

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WWW Activity Page 1

Words Under Construction

We ride on the

The

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 .

is under water. 3

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WWW Activity Page 2

Say It, Spell It

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Marty MeerKat has a

.

Gary Gorilla has

We have a big

We are at the

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.

.

of the hill.

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WonderfulWordsW o r k s h o p Focus: CVC Spellings Objectives In this lesson, children will . . . identify and spell CVC words recognize that the 26 letters of the alphabet make up all the words we use learn that the order of sounds in words determines both spelling and meaning

Grouping: derf whole group

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Materials

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picture cards (or pictures from magazines) of common objects with CVC pattern names (e.g., fan, bed, pig, mop, bug, tub) ABC Animals Finger Puppets magnetic surface for each child, a set of small ABC Animals Stickers for each child: WWW Activity Page 1: Words Under Construction: WWW Activity Page 2: Say It, Spell It markers, pencils

What the Research Says: “Orthographic Memory” Good spellers, like good readers, have an understanding of how sounds map to letters. This knowledge creates “orthographic memory,” or memory for recurring letter patterns in words, which helps not only in spelling but in vocabulary development and increased reading fluency. For this reason, activities to increase young children‛s phonemic awareness are especially important.

Joshi, Treiman, Carreker, & Moats, 2008-2009

Why Do It This Way? Definitions Providing child-friendly definitions for spelling words frees children to focus attention on figuring out correct spelling rather than on determining word meaning.

1 Concept Building Introduce

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Order! Order! Choose one picture and place it near the magnetic surface. Have the appropriate Animal Finger Puppets nearby. Say, for example, “This is a mop. We use a mop to wash floors. I‛m going to spell mop. Listen and watch.”

Ask, “What‛s the first sound in mop?” (/m/) “What letter makes that sound?” (m) Place the puppet on the surface. Continue until the puppets are in the correct order. When the puppets are in place, have children spell and say the picture name several times. Bring three children to the front of the class and give them the m, o, and p Animal Finger Puppets, one puppet per child. Have each hold up his/her puppet, name the letter and say its sound several times. Next, have the children work together to place the puppets on the surface in the correct order to spell mop. When the puppets are in place, point to them left to right and have the three children say their sounds. Ask the class to signal thumbs up/down to show whether the order of sounds is correct. If it is, have the class blend and say the word, then ask a volunteer to tell what the word mop means.

Teach/Model Spelling Concepts Say, “There are just 26 letters in our alphabet, but we use just those letters to spell all the words we know. Because we have only a few letters and lots of words, how we put the letters together when we spell is very, very important. We can spell a word correctly by listening to the sounds in the word, then writing the letters for those sounds.” Choose another picture, such as bed, and place it near the magnetic surface. Say its name and provide a simple definition, such as, “a bed is something to sleep on.” Say the word sound by sound and have children say the sounds with you. Then blend and say the word. On the surface, arrange the Finger Puppets as e, d, b. Ask, “Does e-d-b spell bed? (no) Rearrange the puppets as d, e, b. Ask, “Does d-e-b spell bed?” (no) Remove the puppets and say, “Tell me how to spell bed.” Continue as follows, placing the puppets after children say the letter name: “The first sound in bed is /b/. What‛s the letter for /b/?” (b) The middle sound is vowel-sound /e/. What‛s the letter for /e/? (e) The final sound is /d/. What‛s the letter for /d/?” (d) How do you spell bed?” (b-e-d)? Call on a volunteer to tell what bed means. Continue the activity by using other children and other picture names.

Practice

Play a Mystery Word game by choosing one of the pictures, for example, mud. Choose three children and show the picture only to them. Have each child whisper the name to you, and correct her/ him as needed. Give each child an Animal Finger Puppet for one of the word‛s letter/sounds. Tell the three to work together to say the sounds for their letters, then stand in the right order to spell the picture name. When they are in place, have them say and blend their sounds. Ask the class what the Mystery Word is. Show the picture to confirm their answer.

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WonderfulWordsW o r k s h o p 2 Skill Building Review

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Spelling Concepts Remind children that all words are made up of the letters of the alphabet, and if we do not put the letters in the right order, we have not spelled the word that we want. We can spell a word correctly by saying each of its sounds, then writing the letters for those sounds in the order we hear them.

WonderfulWordsW o r k s h o p Apply

Give each child a copy of WWW Activity Page 1 and a set of WWW Animals Stickers. Tell children to look at the picture at the top of the page. Say: “This is a bus. A bus is a kind of transportation. We ride a bus to travel from one place to another.” Continue, as follows: Listen: /b/ /u/ /s/, bus. The first sound in bus is /b/. Say /b/. (/b/) The middle sound is vowel-sound /u/. Say /u/. (/u/) The last sound is /s/. Say /s/. (/s/) /b/ /u/ /s/. Say it with me. (/b/ /u/ /s/) Look at your stickers. Which letter says /b/? Put that sticker in the first box under the picture. Which says the vowel-sound /u/? Put that sticker in the middle box. Which one says /s/? Put that sticker in the last box. Now point to each sticker and say the sounds in order. (/b/ /u/ /s/) Put the sounds together and say the word. (bus) Look at the writing lines. On the line under a sticker, write the letter for its sound. (pause) Look at the sentence, ‘We ride on the ________.‛ Write the word to complete the sentence. (pause) Say the sentence with me. (We ride on the bus.) Tell children to look at the picture at the bottom of the page. Say: “This is a sub. Sub is a short way of saying submarine, which is a boat that travels under water. A submarine is also a kind of transportation.” Continue as follows: Listen: /s/ /u/ /b/, sub. Say that with me. (/s/ /u/ /b/, sub) What is the first sound in sub? (/s/) What is the middle sound? (/u/) What is the last sound? (/s/). Say the word with me again. (sub) Look at your stickers. Find the letters for the sounds and put them in the boxes in the right order to spell sub. On the line under a sticker, write the letter for its sound. (pause) Look at the sentence, ‘The ___ is under the water.‛ Write the word to complete the sentence. (pause) Say the sentence with me. (The ___ is under the water.) Prompt children to identify the three sounds/letters in each word. Remind them again that we use the same letters to spell all words, and that it is the order of the letters that gives a word its meaning.

Conclude by having children place their activity sheets face down. Alternate saying sub and bus and call on several individuals to spell the word that you say. Pair children and give each pair one copy of WWW Activity Sheet 2. Explain that in each picture, the ABC Animals are spelling a word. Each pair should work together to name the ABC Animals in order and say the sound for each letter. When they have done this, they should write the letters in the correct order to spell the word. Finally, they should write the word to finish the sentence. Explain that in each picture, the ABC Animals give a clue for the word they make. Circulate, helping children to sound out the words and read the sentence frame. Call on pairs to show their completed sheets. Have one child in a pair read the word and the other read the sentence. Conclude by writing on the board and saying the words mug and gum. Point out that the same letters are used to make each word. Call on a volunteer to tell what gives the words different meanings. (The order of the letters.)

3 Take Time to Think Think & Respond

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Ask the following questions: If you want to write a word, what can you do to help spell it the right way? (Possible answer: Say it sound by sound and write the letters for the sounds.) Why is it important to put the letters of a word in just one order? (Possible answer: If the letters are not in the right order, they do not spell the word that we want.)

4 Assess Informal Assessment

Use the Student Assessment Record, page XX, to record informal observations. Did the child Focus on the task? Work cooperatively and contribute information and ideas? Check accuracy of work?

WWW At Home Letter

Give one copy of the WWW At Home Letter, page XX, to each child to take home and complete with their caregivers.

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Amy Ant

Bosley Bullfrog

Colin Camel

Doris Dolphin

Gary Gorilla

Hetty Hedgehog

Ida Iguana

Justin Jaguar

Kevin Koala

Luke Llama

Marty Meerkat

Nina Newt

Omar Otter

Patsy Porcupine

Quinton Quail

Rhoda Raccoon

Suri Seahorse

Ted Tiger

Ulrick Unicorn

Vera Vicuna

Winnie Walrus

Alex Ibex

Yancy Yak

Zooie Zebra

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Eli Elephant

Faye Firefly

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Wonderful Words Workshop Spelling and Vocabulary Development

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