Working with Fluency and Expanding Vocabulary Building on "inside the word clues" to read and understand the meaning of new words. Lots of sorting activities for student practice and graphic organizers to use as a formative assessment or for an independent accountability piece. ~click graphic for text purchase information upper WtW_level-1.pdf (pdf file - 90kb)
Print these on one sheet (Print>Layout>Pages Per Sheet:2) and glue inside a journal to identify words that need to be practiced~ different for each student. These can be some of the words practiced during D5 Word Work! personal word wall.pdf (pdf file - 21kb)
According to Beers, thirteen words (a, and, for, he, is, in, it, of, that, the, to, was, you) account for over 25% of the words in print and 100 words account for approximately 50% of the words found in textbooks today.
High frequency words are words students need to know by sight because they appear so frequently in texts (HFW).
Sight words are words that students need to learn by sight because they don't follow regular decoding rules.
Uh,oh!!! Shared with us by Karen Martin from Greer, a differentiated word game that never ends!!!
When students have learned new words and need to practice, place them on a strip of paper in their "Uh, Oh" jar along with a strip or two that say Uh, Oh! on them. The student pulls out a word at a time trying to see how many they can get before pulling out the "Uh, Oh" card. Once this happens, the students says "Uh, Oh" (and laughs with their hands on their head) and then puts all the words back in the jar only to start again.... You can also have students tape the words they have not quite yet mastered, to the outside of the jar. This is very motivating! They want to learn it so they can fold it in half and add it to their container.