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Flowchart for Syllables & Affixes! Independent Practice!

Flowchart for Syllables & Affixes! Independent Practice!
Flowchart for Syllables & Affixes! Independent Practice!
Flowchart for Syllables & Affixes! Independent Practice!
Flowchart for Syllables & Affixes! Independent Practice!
Flowchart for Syllables & Affixes! Independent Practice!
Flowchart for Syllables & Affixes! Independent Practice!
Flowchart for Syllables & Affixes! Independent Practice!
Flowchart for Syllables & Affixes! Independent Practice!
Product Description
This product contains flowcharts are aligned with Words Their Way Word Study Program for Spelling, Phonics and Vocabulary and is based on a five day cycle, where students have multiple opportunities to work with their sorts.
There are multiple ways to this chart. You can print them in color or black-lined and attach them to student folders for individual use or create posters for students to reference during their literacy block.
In the Syllables & Affixes stage students are sorting words. The flowchart is designed to align with each unit in the book or sorts from 1-52. The following is a description of activities on the flowchart:
Words Their Way flowchart for Students in Syllables and Affixes Stage
• Write word sorts-Students write the words into the same categories developed during the hands-on sorting using the same key words or headers. They can also be asked to write a generalization or the big idea about this word sort.
• Select five to ten words to draw and label-Illustrate words with simple drawings to reveal their meanings. Encourage students to think about multiple meanings of even simple words like park or yard.
• Word operations-Students can change a letter (or letters) of a selected word to make new words. Initial letters or orthographic units (word parts). Might be substituted to create lists of words that rhyme. For example, starting with the word black, a student might substitute other consonant blends or digraphs to generate stack, quack, track, shack and so on. Students with more complex words might substitute prefixes, suffixes or roots-for example, using graph to generate autograph, biography, photography and photograph.
• Select 5-10 words to use in sentences-Meaning and usage are important as children, begin the study of homophones, inflected words (ride, rides, riding), and roots and suffixes. Challenge students to use two or more words from their sort, especially derivationally related words. (I will need new spectacles to inspect the spectacular new specimens.) **Use caution as this can be overdone and too repetitive and boring
• Record words from word hunts in trade books and response journals-Students add new words from their reading and writing to the written sorts in their notebooks.
• Blind Sort-A picture or word sort done with a partner in which students who are responsible for sorting but cannot see the word. They must attend to the sounds and sometimes visualize the spelling pattern to determine the category
• Blind Writing Sort-A variant of a blind sort in which one student (or teacher) names a word without showing it to another student, who must write it in the correct category under a key word.
• Speed Sort-Using a timer and a graph, students race against the clock to sort their sorts correctly, increasingly beating their previous time and graphing it on a personal graph.
• Word Hunts- Students use their guided reading book or independent reading book to find words that match a given pattern and add them to their word study journal.
• Games-These can be simple games like Concentration, Go Fish, Hang Man with a partner
• Zip-line means that each child prior to cutting out sort, uses a crayon specific to him/her and draws horizontal and vertical lines on the back of the sort so that when they are cut out they can be easily identified by crayon color
This flowchart will create independence! Once you have taught the weekly sort and then the routines, the program will run itself!
Thanks for stopping by!
Lulu
Total Pages
3 pages
Answer Key
N/A
Teaching Duration
N/A
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