Phonics Based Vocabulary Acquisition Units: Set 2 Word Family Bonanza

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The Gaming Grammarian
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  1. One year my middle school beginning English language learners were struggling greatly with reading. They all spoke languages with non-Latin based alphabets, and some couldn’t read in their first language either. After realizing that most of their first languages also did not place an importance on v
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  2. One year my middle school beginning English language learners were struggling greatly with reading. They all spoke languages with non-Latin based alphabets, and some couldn’t read in their first language either. After realizing that most of their first languages also did not place an importance on v
    Price $11.52Original Price $18.00Save $6.48

Description

**Product redesigned and updated in February, 2021.

One year my middle school beginning English language learners were struggling greatly with reading. They all spoke languages with non-Latin based alphabets, and some couldn’t read in their first language either. After realizing that most of their first languages also did not place an importance on vowels, I decided to go back to the beginning and try a basic phonics approach. The result (besides huge gains on their standardized assessments) was happier students who improved their vocabulary, as well as their reading skills.

I typically do a unit, or word family, per week, though sometimes we’d stretch it to two for the longer units that include 20 words rather than 12. We spent between 20 and 30 minutes a day on these activities, and had class five days a week. Each day we would review basic information about vowels and then the vowel sound of that week’s unit. We’d then do some reading. Often I would read a book out loud, inviting students to signal in some way whenever they heard a word that fit with the pattern we were studying that week. Then the students would read a book (list of suggested books for teacher and student reading included). Our format would vary: partner read, circle read, silent read, read & repeat… Students would complete a worksheet, and we’d do some kind of word work game or activity (suggested list included). On Friday we would do an assessment.

When I give the assessment, I start by reading the words in random order as I would for a spelling test. Students write the words next to the correct pictures. This allows me to assess their understanding of the vocabulary, as well as the spelling of the words. Students then use their words to complete the sentences on their own.

Word families covered in this set include:

SH, CH, TH, WH, ST, QU, OI/OY, AW/AU, KN, TION

Each unit of this product contains the following items:

· Worksheets: cut and paste, crossword, cloze, word search, alphabetical order, scrambled words recording sheet (more information in the word work activities section), assessment

· Sort Cards: use these for matching practice, flashcards, Memory-style games, and other activities

· Bulletin Board Templates: I put up a new bulletin board for each word family (if you have a large bulletin board available, I recommend dividing it into two or three sections so you only have to change part of it each week). On the board I put the shapes with all of our words for the week written on them. I also have empty shapes available so the students can add words they “discover” in their readings.

· Magnet Spelling Strips: Laminate and cut each picture strip (I recommend cold lamination as it doesn’t peel). Give each student a set of cards and metal cookie sheet, place a container of letter magnets in the center, and let students practice spelling the words.

· Match Up Cards: These cards are specially designed to go with the match up boards my father built me (building plans available). You can use them with the boards by sliding them into the designated areas. They are self-checking in that if you turn the middle section over, the lines will line up with the rubber bands. If you choose to use them in paper format, have students use a marker to draw lines matching the picture to the word.

· Clip It Cards: print, laminate, and cut; place a container of clothes pins (or other clips) in the center of the table, give each student a set of cards, and have them place the clip on the correct word for the picture

Also included are:

  • word work ideas you can use with all units
  • commercial games that pair well with the units
  • book suggestions
  • Word Family Jeopardy Review Game
  • Word Family Journal for students to create their own dictionary
  • CD spinner templates for creating your own spinners
  • CD Spinner Building Directions
  • Match Up Board Building Directions

Note: the zip folder includes several pdf files and one PowerPoint file. The majority of the activities are located in the pdf entitled "New Word Family Bonanza." This particular file is over 200 pages long so you may not wish to open it on a mobile device with limited storage.

Also available: set 1 covering AT, AN/AD, AP/AG, OG/OP/OT, EG/EN/ET, UG/UN/UT, IG/ILL/IP, r-controlled vowels, VCe (ake, ore, ine)

For more information about this resource see the blog post Phonics Based Vocabulary Acquisition.

Total Pages
422 pages
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Standards

to see state-specific standards (only available in the US).
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil).
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

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