Hfw Activities

8/8/2019 Hfw Activities

1/17

Prep ared by Ma rie Rice tea c her@roc hester.rr.c om

WORKING WITH WORDS

Goals: To help c hild ren learn to automatically rec ognize and spe ll high

frequency words (word wa ll)

To help c hild ren learn to look for patterns in words to help d ec ode and

spell the less-freq uent w ords tha t they have not b een taught

(decod ing/ phonics and spelling)

Schedule: This bloc k of time is d ivided into two sec tions

1. Word Wall ac tivities - Intro new w ords and On-the-bac k ac tivities to

foc us on new words (end ings, rhymes, cross c hec king , mind rea der)

2. Dec od ing a nd spe lling ac tivities making words, round ing up therhymes, guess the covered word , using words you know , the w hee l,

Wordo, being the words, read ing & w riting rhymes, nifty thrifty 50,

brand name phonics

Working w ith wo rds - Word Wall

Clap , Chant, WriteIntroduc tion of New Words

1. Tea cher introd uces 5 Word Wall words per week by having students:

* see the w ords

* say the w ords

* chant the words (snap , c lap , stomp, cheer)

* write the words and c hec k them together with the tea cher

* trac e a round the w ords and check together with the teacher2. Have the students number a shee t of paper 1-5.

3. Place one of the 5 new word cards in the poc ket c hart. Say the wo rd ,

use the word in a sentenc e, have stud ents write the w ord on their

paper.

4. Continue w ith 4 add itiona l words.

5. When a ll five w ords have b een written, po int to the w ords and have

the students c lap and c hant the spelling of the wo rds.

6. Students use a red pen, ma rker or c rayon to trace a round the w ord .7. On the follow ing 2 da ys of the w eek, tea c her p rac tic es the new Word

Wall words

8. On the remainder of d ays, teac her reviews previous words with

prac tice ac tivities.


2/17


Working with w ords - Word Wa ll

On-the-bac k Endings

This ac tivity he lps child ren learn to spell Word Wall words tha t need an

end ing (suffix).

1. Students number their papers 1-5 on the bac k.2. Tea cher ca lls a w ord tha t can have an end ing added to it. Beg in with

just one end ing per lesson. Then add add itiona l end ings in sep ara te

lessons.

3. Then com bine them so tha t c hild ren a re listening for all the end ings.

*ING - Jump+ing, The frog is jumping over the log, jumping

Student finds jump on the wo rd wa ll and writes jump ing on p aper.

4. Ask wha t word wa ll word was used with an end ing. Say the w ord a nd

chant its spelling.

5. Continue in same manner with 4 add itiona l words.

6. Tea cher can choose to use 5 d ifferent words using the same end ing or

use one-two w ord w a ll (ba se) words and use multip le end ings.

Looks, looking , looked & eats, ea ting OR

Looking , making , running, rid ing , swimming

7. Later in the yea r, inc lude words tha t ha ve tric ky end ing rules such as

drop the e , change y to I , double the last letter .


On-the-bac k - Rhymes

The tea cher says a sentenc e tha t c onta ins a word tha t rhymes with one

of the new Word Wall words and is spelled with the same p a tte rn.

Child ren must d ec ide which word rhymes and how to spell it.

1. Stud ents number the ir paper 1-5.

2. The teac her g ives the follow ing c lues for the lessons words. Examples:

I like to ta lk. The word beg ins with a t a nd rhymes with wa lk

Stud ent writes ta lk on paper

I have my book. The word b eg ins with an m and rhymes with by

Stud ent writes my on paper

3. To chec k the a nswers, teacher says the rhyming w ord and lets

students say the word they wrote a nd c hant its spelling .


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On-the-ba ck - Cross Checking

1. Stud ents number front and bac k of paper from 1-5.

2. Tea cher ca lls out several words tha t b eg in with the same letter for

students to w rite on the front of their paper. (e.g. went, want, was,wha t, where)

3. Tea cher te lls stud ents tha t they will have to d ec ide w hic h word from

the front makes sense in ea ch sentenc e.

4. Tea cher rea ds a sentenc e but say BLANK where the word should go.

5. Stud ents dec ides whic h word ma kes sense in the sentenc e and writes

tha t wo rd in the correc t spot on the ba c k. Examp les:

I ________ to the beac h. It _______ ve ry ho t today.

________ do you want for lunc h?

________ sho uld we go first?

I ________ to go home.

Working with wo rds Word wa ll

On-the-ba ck - Be a Mind Reader

1. Stud ents number the ir paper from 1-5.

2. The teacher ca n c hoose to foc us on 1 word or 5.

3. If 1 word is foc used on the teac her gives 5 clues to the word.

It s one of the wo rds on the w ord wa ll.

It ha s 4 lette rs.

It b egins with w -h

The first vowel is e

It b eg ins the sentenc e: _____ will lunc h b e ready?

4. If 5 words a re foc used on, the teac her gives more spec ific c lues.

The first w ord Im thinking of sta rts with w-h and beg ins the

sentenc e: ______ will lunch be ready?

The sec ond word Im thinking of is one o f our new words and

rhymes with hide.


4/17


Working with words

Making Words

Make Step: Choose the approp ria te envelop e a nd d istribute the letters

inside to the child ren. Give step by step d irec tions to ma ke eac h word

listed o n the front o f the enve lope. ( Use 2 let ters to make the w ord in .Add o ne letter to ma ke the word tin. Change one letter to ma ke fin. )

One c hild ma y demonstra te with the teac her s la rge letter ca rds in the

poc ket c hart. After ea c h word is ma de, disp lay an index ca rd with the

wo rd o n it next to the same word ma de with the cards. Then put the

index c ard w ord in the pocket chart for the next ac tivity. Continue until

a ll words are spelled . Fina lly, the stud ents see if they c an figure out the

days sec ret word using a ll of the lette rs.

Sort Step: Use the p oc ket chart to sort for pa tte rns; inc lud ing , number of

letters, rhymes, rimes, onsets, vowel sounds, etc.

Transfer Step: Hold up a card and say, What if you were rea d ing a nd

you d idn t know this word? Whic h word w ould he lp you figure it out?

Rep ea t w ith severa l words. Then say, What if you were writing and you

d idn t know how to spell -----. Whic h wo rd c ould help you figure out how

to spell it? Disp lay the wo rd under the c orrec t pa ttern.

Working with words

Guess The Covered Word

Write five sentences on the overhea d . Cover up the voc abulary word

with p ost it no tes (one for the b eg inning let ters, or onset, and one for the

rest o f the w ord, or rime ). In orde r to help with c ross chec king :

1. First ha ve them guess the word with no let te rs showing . Write 5

reasonab le guesses out to the side.

2. Uncover the onset and c ross out any guesses tha t a re e liminated .

Ma ke a dd itiona l guesses if necessary.

3. Show the whole wo rd and help c hild ren c onfirm w hic h guess

makes sense and has the right let ters.

You can use your voc abula ry transparenc ies from the curriculum for this

ac tivity. You c an also just write the lette rs as needed and c a ll the g ame

Guess the Missing Word!


5/17


Working with words

Round ing Up The RhymesThis ac tivity is done with a book that has been rea d a loud by the

teacher or the c lass whic h c onta ins lots of rhyming w ords.

1. Rea d the book: foc us on a few pages with lots of rhymes with the

same pa ttern so tha t c hild ren w ill see the c onnec tion b etween

rhyming words and the spelling pa tte rn.

2. Round up the rhymes: As the child ren te ll you the rhyming words, write

them on index cards and p ut them in a poc ket c hart.

3. Rem ind child ren tha t words which rhyme usua lly have the same

spelling pa tte rn. Have a c hild c ome and und erline the spelling

pattern in ea ch set o f rhymes and then dec ide w hether or not they

are the same. Disc ard non-matc hing rhymes. (de ar & here)

4. Use these words to rea d some o ther words. Write a word tha t rhymesand has the same spelling pa ttern as one of the round ed up pa irs.

Ask a c hild to put it with the words tha t have the same rime. THEN,

rea d a ll three wo rds tog ether.

5. Next do the same for writing. Rea d a wo rd a loud and ha ve kidsdec ide which pa ir could help them spell the new w ord. Use the

rhymes to spell it.Working with words

Using Words You Know

1. Pic k 3-4 words stud ents know tha t a lso have many rhyming words with

the same spelling patterns.

2. Using the boa rd or the overhea d , make 3 c olumns and write the key

words ac ross the top . Stud ents cop y it on their papers.

3. Verba lize the stra tegy to the stud ents by saying , If t-e-n is ten, the G-l-

e-n must be GLEN. Write GLEN und er the c orrec t column.

4. Show the next word . Write it in the c orrec t column and ha ve stud ents

verba lize the strategy BEFORE pronounc ing the word .

5. Show the c hild ren seve ra l words and have them use the known words

to dec od e the new w ords.

6. Show the stud ents how they can use the same stra tegy for spelling .

7. Say a word suc h as shine and have stud ents write it in the correc t

c olumn. Have them verba lize how to spell it, If nine is spelled n-I-n-e,

then shine must b e s-h-i-n-e.

8. For this lesson, you g ive the words to be spelled so tha t you know theywill follow the p a tte rn. Use a rhyming d ic tiona ry to help you p lan.


6/17


Working with words

Reading / Writing Rhymes1. This ac tivity is muc h like making word families. The teacher must

d istribute a p re-ma de set of onset (beg inning letters) cards to the

stud ents. (Many will have 2 c ards.)

2. The tea c her writes the spelling pa tte rn (rime) on the board , cha rtpaper or puts into the p oc ket c hart.

3. Stud ents look a t the ir onset cards and dec ide if it makes a rea l word .

If so, they come to the boa rd and try to make a word . If it is a rea l

word, the teac her uses the w ord in a sentence a nd writes tha t word

on the c hart.

4. If the word isn t a rea l word, the teacher exp la ins tha t. If the word is a

rea l word b ut has a d ifferent spelling pa ttern, the tea cher exp la ins

tha t and w rites the word c orrec tly in a spec ia l p lace (on anothe r

chart o r in a d ifferent color).

5. The teac her then ca lls up child ren to make any missing w ords. I think

the p erson who has w-h should come up here a nd ma ke a wo rd we

know.

6. If child ren c an think up g ood long er words tha t rhyme a nd have the

spelling pa tte rn, the teacher ad ds them to the list as well.

7. The c lass then works together in a sha red writing format to write a silly

rh me usin lo ts o f the rh min words.Working with words

WORDO

1. WORDO is a va ria tion of Bingo.

2. Photoc opy sheets with 9 or 16 bloc ks and give stud ents c hips or sma ll

p iec es of p aper to mark their boa rds.

3. Ca ll on stud ents to p ic k words from the w a ll to write on the ir WORDO

shee ts in a b lank box of the ir choice.

4. You write it on an index ca rd .5. Shuffle the dec k of c ards and you re rea dy to p lay.

6. As you ca ll out eac h word , chant the spelling togethe r and ma rk your

boards.


7/17


Working with words

The Wheel

This game is like Wheel of Fortune, with these d ifferenc es:

Co ntesta nts guess a ll let ters without considering if they a re

consonants or vowels.

They must ha ve a ll let ters filled in befo re they c an say the word .

(This enc ourages them to spell!)

They will win tokens (tic kets or wha tever you choose) instead of

prizes.

Vanna will not be there to turn the letters!

1. Write a catego ry on the b oa rd and d raw b lanks for ea ch letter.

2. Choose a student to ca ll out a letter.3. Fill in ea c h b lank ca lled and g ive the student a token for eac h time

the lette r occ urs. Continue unt il the stud ent misses.

4. Write the m issed letter above the puzzle a nd go on.

5. Fill in a ll the letters before the students may guess.

6. Give 5 bonus tokens to the person who guesses correc tly.

Working with words

Rivet

1. This game is like Hangman but w ithout the hanging ma n.

2. Write a number in parenthesis to represent the number of letters in the

word.

3. Then draw the same number of blanks. (5) _ _ _ _ _

4. The tea cher g ives one c lue to the word a nd then ca lls on students to

try to g uess the first letter of the word .

5. A c orrec t guess is written on the b lank. A wrong guess is written und er

tha t p articula r b lank to keep trac k of incorrec t lette rs.

6. For exam ple: if the word is where the tea cher gives a c lue a nd

then ca lls on a stud ent to g uess. If the stud ent guesses an h for the

first lette r, tha t wrong guess is written under the first b lank.

7. Co rrec t lette rs must b e g iven in o rder so the stud ents a re foc used on

spelling.

8. No one may guess the w ord until a ll of the b lanks are c om plete.


8/17


Working with words Word Wall

Make Sentences

1. Dic ta te a sentenc e using severa l of the word w all words:

Josh will c ome to m y house to p lay.

2. Stud ents listen as you repea t the w hole sentenc e.

3. Then repea t the sentence one w ord at a time , g iving students p lenty

of time to find the words on the word wa ll and write them.

4. Remind child ren to beg in sentences with a c ap ita l lette r.

5. Have d ays when you d ic ta te q uestions and exclamatory sentences.

6. It's fun to use stud ents names in the sentenc es. Stud ents a lso like tod ic ta te sentenc es using lots of wo rds from the word wall.

Working with words

Ruler Tap

1. Tea c her choo ses a word from the Word Wall.

2. Say the word, then tap and say several let ters in tha t word but not the

who le word : come, c -o

3. Ca ll on a stud ent to finish speling the word out loud: m-e.

4. If the stud ent correc tly finishes spelling the word , tha t c hild gets to ca ll

out a wo rd , tap and spell the word and c all on another student to

finish.

5. Do severa l add itiona l words.

6. Va ria tions of this ac tivity could be, only the teacher having a ruler, a ll

stud ents having a ruler.


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Working w ith words wo rd wa ll

Word Sorts

1. Write 10-15 words on large index ca rds and p lace in a poc ket chart.

2. Have stud ents write these words on separa te sma ller ca rds or papers

a t their desks.

3. Have stud ents sort the w ords into d ifferent p iles dep end ing on some

fea tures certa in words share.

4. Students ma y sort a ll words tha t beg in with a certa in sound , have a

c erta in vowel sound, c onta in a certa in b lend or digraph.


Word Work

1. Tea cher ca lls a word wa ll word, class c hants and then writes word in

first b ox on Word Work sheet (see append ix 3).

2. Continue w ith 4 add itiona l words.

3. Stud ent uses let ter cards/ tiles to build the word in the next spac e onthe Word Work sheet .

4. Stud ent uses a ma rker to write the word in the last space.

5. Cont inue w ith the 4 rema ining words.


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Build, Mix, Fix

1. Tea cher ca lls 5 words from the word w a ll one a t a time . Stud ents

c hant a nd write on pa per as tea c her writes on boa rd .

2. Teac her direc ts c lass to Build the first w ord with let ter tiles/ c ards at

desk.

3. Afte r a ll stud ents have the word built, tea cher d irec ts c lass to Mix up

the letters of the word .

4. Students a re d irec ted to Fix the word by arrang ing the let ters to spell

the word .

5. Cha nt the word .

6. Cont inue w ith remaining words.


Word Sea rch

1. Pass out a c op y of the Word Sea rch workshee t to ea ch stud ent (see

append ix 4).

2. Teacher chooses 5 words from the word wa ll.

3. As tea cher ca lls out word, students chant and write on b lank atbot tom of wo rksheet.

4. When a ll 5 words have b een written, students p lac e ea ch word in the

word sea rch puzzle and add add itiona l let ters to fill in the boxes.

5. Trade Word Search puzzles.

6. When each word is found , trac e a round it with a c olored penc il, penor marker or use a highlighter to highlight the word found .


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Look, Say, Cover, Write, Chec k 1. Take a paper with three or four columns (see append ix 5).

2. Tea c her ca lls out 5 word wa ll words.

3. Students write the list o f words in the first c olumn.

4. Begin with the first word . SAY it and notice p arts to remember.

5. LOOK c losely at the lette rs to notice the visua l de ta ils.

6. COVER the w ord w ith a c ard and think about how the word looks.

7. WRITE the word from memory.

8. Unc over and CHECK it with the word in the first c olumn.

9. Cover and write the word a ga in and c hec k.

10.Do a ll five w ords


Word Fun Center

1. Tea c her choo ses 5 words from the w ord wa ll and writes them on the

board.

2. Divide the stud ents into 6 groups.

3. Each group is g iven a d ifferent center ma teria l to spell the words.*pa inted lima beans

*letter tiles

*pasta

*letter/ob jec t tray

*stencils

*Wikki Sticks

*play-dough

*alphab et stamps*magnetic letters


12/17



Hopscotch

1. Ma ke a hop scotc h on the c lassroom floo r with tape, or on the

p layground with cha lk.

2. Choose a w ord w a ll wo rd a nd write one lette r in eac h box of the

hopsc otc h and the whole word a t the top.

3. Stud ents hop and say each let ter to spell the w ord and the say the

word at the end.

4. Do for add itional words.


Wet words

1. Tea c her chooses 5 word wall words.

2. Say word to c lass and have them c hant.

3. Write on individual chalkboa rd one lette r a t a time with pa intbrush

and wa ter.

4. Continue w ith add itiona l words.


13/17



Word Jar

1. When 5 new word w a ll words are introd uced , write them on a slip of

pa per and ad d to Word Jar.

2. Choo se 5 stud ents to p ic k a word from the ja r.

3. One student a t a time rea ds their word , c lass c hants the spelling.

4. Do add itiona l words.


Rainbow Words

1. Pass out paper to eac h student .

2. Tea c her chooses 5 word wall words.

3. As teacher says word , stud ents chant and write on paper with a

crayon.

4. Do the same for the a dd itiona l words.

5. After all the w ords have b een written onc e w ith a c rayon, students go

back and write each wo rd aga in with 2 d ifferent c olors of c rayons.


14/17



Word Wall Chain

1. Pass out 5 colored strips of paper to each student, size 1x5.

2. Have one student c hoose a wo rd wa ll wo rd and everyone writes and

c hants that word -- ea ch.

3. Ca ll on a nother stud ent to find a w ord wa ll word tha t sta rts with the

last lette r of the first w ord. Students write and chant it--eac h-her.

4. Ca ll on a dd itiona l stud ents to c ont inue finding words tha t sta rt with

the last lette r of the previous word.

5. Glue the strips together to ma ke a c ha in.


Spelling Grid

1. Use the overhead and the Spelling Grid shee t (see append ix 6).

2. Tea c her c hoo ses a word from the w ord wa ll.

3. Teacher sta rts writing the word on the g rid by writing the first letter of

the word in the first b ox at the top .

4. Ca ll on student to com e up and write the first two lette rs in the b oxes

in the row below .

5. The next stud ent w rites the first three let te rs in the b oxes below.

6. Continue until the w ord ha s been spelled .

7. Cha nt it.


15/17



Flashlight Fun

1. Turn out the lights.

2. Say the p oem together with the c lass:

Flashlight, flashlight, oh so bright,

Shine on a word with your light.

3. Shine the flashlight on ind ividua l words for the c lass to read and

chant.


Lets Cheer1. Choose 5 words from the w ord wa ll.

2. Print eac h lette r boldly on paper for ea ch wo rd .

3. Cheerlea ders fac e the c lass hold ing the let ter papers to spell the

word.

4. Ca ll out the first let ter of the word .

5. The stud ent holding tha t lette r steps forwa rd and ra ises the let ter

paper as the c lass says the lette r.

6. Continue until the entire word ha s been spelled .

7. Say the word 3 times in unison.

8. Take turns being chee rlea ders and spelling the rest o f the words.


16/17



Word Wall Chant List

1. Blowing kisses - Blow a kiss for eac h lette r. On the word use two hand s to b low

the kiss and extend both a rms out and up . Tons of fun, you fee l like a m ovie sta r!

2. Ca ribbea n Spelling - We all stand up , hand on hips, and swivel on eac h letter.When w e say the wo rd we put our hands up over our hea d and then sa y

"Wooo!" Ex: a - r - e "a re" "woo!!"

3. Like a mo use -squee ky voice with hand s c urled up b y fac e

4. Like a robot - in rob otic vo ic e with arms mo ving b ack and fo rth

5. Sing opera style

6. Fly it like a b ird -arms flapp ing up and dow n

7. Like a c hic ken - a rms folded up to make w ings and he ad mo ving forward

8. Smelly - ho ld your nose a nd spell it

9. Drummer - bea t it on our desks

10. Raise the roof you just push up towa rd the c eiling, one push for ea c h lette r.

11. Box it You box the wo rds by boxing eac h lette r. You ha ve to box stra ight in

front of your bo dy and not at anyone. When you say the word, you c lasp your

hands above your hea d like you won the fight.

12.Lette r size This highlights ta ll, sho rt a nd ta il lette rs. You c lasp your hand s over our

hea ds, stra ight out , or bent over and wa gging our a rms like a dog 's ta il

dep end ing on the size of the letter.

13.Frisbee - throw e ac h lette r as you would a Frisbee .


Word Wall Chant List Continued

14. Yo-yo - bend your a rms a t the elbow a nd a lterna te your hand s up and d ow n

as you sa y ea c h lette r.

15. Voices c ha nge your voice for ea c h rep etition , Loud , soft, whisper, squeak,

g row l, bab y-talk, etc .

16. Ketc hup - Shake our hand like we 're trying to get ketchup out of a b ottle. Use

your right hand then the left a nd fina lly bo th hands.

17. Group s - boys c heer, g irls c heer, then the whole c lass or one group o f sea ts a t

a time , then the w hole c lass.

18. Danc ing moving side to side

19. Moveme nt - Stom p ing, Snapping, c lapp ing, pa tting our hea d , bob b ing hea ds

from side to side , jump ing jac ks, toe touc hes,

20. Cheer It (Give me an "h" , etc .) Like a chee rlea der.

21. Pa t We pa t our heads for ta ll lette rs, tummies for short let ters and knees for

lette rs tha t go b elow the line ..

22. Snap and Clap - we snap for the vow els and c lap for the consona nts. Disc o

(Hand up for consonants, hand down fo r vow els) Prete nd to b e John Travolta.23. Throw the Sta rs - Throw one hand a t a time towa rd the c eiling for ea c h lette r.

24. Explosion - Volcano like (whisper, no rma l, loud ) They love to do this. Pretty

self-explanatory.


17/17


Word Wall Chant List Continued

25. Hula - ha nd s on hips, swivel, ha nd s in a ir to say word

26. Ma rshma llow clap - Almost c lap but stop be fore your hand touch. Sa y ea c h

letter.27. Be the Lette r - (Body Langua ge) Sort of like the YMC A song . Lots of letters we

just ma ke up. When we c an't think of anything w e just contort our bod ies. For

the "s" we slither do wn to the floo r while saying "e -e-e-s-s-". A fun one to do.

28. Mexic an Ha t Danc e a lternate fee t in front

29. Flapp ing and Nodd ing - Pretend you're a bird and flap your wings and nod

your hea d for ea c h lette r.

30. Stomp ing - Just stomp your fee t for ea c h lette r.

31. Clapping syllab les - Just c lap for ea c h syllab le, not rea lly spelling, but I use it

befo re we spell so they c an hea r the syllab les.

32. Dribb le and shoo t - Dribb le the let ters and shoo t the word .

33. Ba tter up - get into the ba tting p osition and swing on ea c h lette r as you say it

34. SLOOOWWWW - Hold the sound o f the letter or a few sec ond s, like sit...

s....i....t....

35. Moto r c ycle you just hang on to "handle ba rs" and p retend tha t we are

doing wheelies..!

36. Blast Off - sta rting in a c rouc hed position, say ea c h lette r and a s you say the

wo rd jump in the a ir.

37.Hand Jive- with a pa rtner to d o the hand c lapp ing you see a ll the kids do o n the

la round c la to e ther fo r consonants, la s fo r vowels

Hfw Activities

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