REVISED! Picture Icons for Word Work Boards!

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2nd, 3rd, 4th, 5th, 6th
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These icons are aligned with Words Their Way word study program for students who are spelling at the Within Word Stage, Syllables and Affixes and the Derivational Stage. These cute pictures can be used in a pocket chart or work board so that students will know what to do each day! Included in the packet are color icons with colored frames, BW and color icons with black frames and black text, as well as a description of each activity. Having the Words Their Way sorting books is a must in order to use this product. The activities are differentiated depending on the stage of the speller. The icons can also be used during your literacy center rotations. These icons are for kids who are spelling words, not using picture sorts and recommended for Within Word Stage, Syllables & Affixes and Derivational Relations Stage. The following activities have corresponding picture icons and descriptions:
 Zipline- Students each use a different color crayon to quickly draw horizontal and vertical lines on the back of their sort before cutting. This will alleviate the issue of losing pieces and ensuring that everyone has his/hers.
 Games-Games provide a fun way to practice what the student has learned. Students can work with partners to play “Go Fish” or “Concentration” or any of the WTW games you have.
 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/sound and add them to their word study journal.
 Homophone Collection Homophones pop up throughout Within Word Stage and it is fun to create an ongoing record that will grow across the entire year. A class book could be established and students take turns adding new words, pictures and sentences to illustrate the book or students can keep their own books in a special section of their notebooks.
 Word Operation/Word-O This activity is especially appropriate for early within word pattern spellers. Model for students how they can change one letter in a word to make a new word. Typically, consonants, blends, and digraphs are exchanged for other consonants at the beginning (make-bake-brake-rake-lake-flake) or end (mad-mat-math-mash-mask) of words. As students progress through this stage, see if they can change the vowel in the middle to create a new word (drive-drove; give-gave) Give students 4-6 words and challenge them to see how many new words they can make.
 llustrate Words/Write Sentences- Students can illustrate the meaning of some of their words or to write sentences using some of the words
 Write/Reflect- Students should record their word sorts by writing them into columns in their notebooks under the same key words that headed the columns of their word sort. At the bottom of the sort, have students reflect and declare what they learned in that particular sort.
Blind Sort/Writing Sort-A blind sort should only be done after students have had a chance to practice a word sort several times but it is critically important if students are to learn the spelling patterns that focus on a particular word. Key words are laid down as headers. Students work with a partner who calls out the word without showing it. The other student points to where the world should go and the partner lays down the word card to check its spelling against the key word. In a blind sort or writing sort, key words are written at the top of the sheet of paper. The student then writes the words in the correct column as they are called aloud. After the word has been written, the partner calling the words immediately shows the word card to the student writing to check for correctness. Blind sorts require students to think about words by sound and by pattern and to use the key words as models for analogy. This can also be assigned to homework. This activity can be used with Within Word, Syllables & Affixes and Derivational Stage
 Word Hunt Students in the Syllables/Affixes Stage and the Derivational Stage should use their own reading material as well as in other resources to gather words to fit a rule. Some features may be rare in daily reading materials so you may want to make word hunts an on-going activity where students add to previous sorts as well as sorts for the week. Prefixes are easy to find in the dictionary, but students can learn to search by word parts that occur in the middle or end of the word by going to online resources such as and typing in an asterisk and then the word i.e. *cian or *bio and it will generate a list; In the Within Word Stage, students look for words in stories or poems that mirror the feature sound or pattern, these words are then added to their word study notebook. Encourage students to find the same sounds and patterns in two-syllable words such as the –ay in the final syllable delay.
Derviational Word Stage Activities ONLY
1. Word Study- A weekly record of sorts, reflections and homework. This section of a word study notebook is also to record words that consistently present spelling challenges. Thinking of related words is one way to help clarify spelling
2. Looking into Language – At the Derivational Stage, records of whole-group word study of related words, concept sorts, interesting word collections, investigations, and theme study words
3. New and Interesting Words- At the Derivational Stage, words that students encounter in their reading that really grabs them. These are often new words, perhaps difficult words. Teach the following steps to collect words:
 Collect the word- While reading, mark words that really “grab” you or that you find difficult. When you are through reading, go back to these words. Read around each word, and think about its possible meaning
 Record the word and sentence- Write the word, followed by the sentence in which it was used, the page number, and an abbreviation for the title of the book. Think about the word’s meaning
 Look at word parts and think about their meanings-Look at the different word parts-prefixes, suffixes, and base word or root word. Think about the meanings of the affixes and the base or root.
 Record related words-Think of other words that are like this word, and write them underneath the part of the word that is similar.
 Use the dictionary-Look the word up in the dictionary, read various definitions, and in a few words record the meaning (the one that applies to the word in the book you are reading) in your notebook or on a card. Look for similar words (both in form and meaning) above and below the target word an list them as well. Look for the origin of the word, and add it to your entry if it is interesting.
 Review the words
**The goal is to collect 5-10 words a week.

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REVISED! Picture Icons for Word Work Boards!
REVISED! Picture Icons for Word Work Boards!
REVISED! Picture Icons for Word Work Boards!
REVISED! Picture Icons for Word Work Boards!
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