ALEX | Alabama Learning Exchange

Construct-a-Word

Classroom Resource Information

Title:

Construct-a-Word

URL:

https://www.readwritethink.org/classroom-resources/student-interactives/construct-word

Content Source:

ReadWriteThink

Type:

Interactive/Game

Overview:

Construct-a-Word provides a simple, engaging way for students to generate dozens of different words by first choosing an ending (for example -an, -ed, -at, -op) and then adding a beginning letter or blend. When a correct word is created, the word is stored in a Word Bank where students can read and review their words. For each ending, Construct-a-Word prompts students to create between 6 and 14 different possible words, adding an element of fun and discovery. It uses animation and sound to guide students through the steps of creating words and employs prompts that are clear and easy to master. This interactive tool could be used individually or in small groups, either in one session or across multiple lessons.

Content Standard(s):

English Language Arts
ELA2021 (2021)
Grade: 2

38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.

b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et

c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.

Examples: have, give, save; cage, rage, budge, lodge

d. Encode one- and two-syllable words with long and short vowel patterns.

e. Encode words with two- and three-consonant blends, including those containing digraphs.

Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr

f. Encode words with consonant digraphs, trigraphs, and combinations.

Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu

g. Encode words with the common vowel teams, including diphthongs.

Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh

h. Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

j. Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

k. Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

l. Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)

p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they're/there; eight/ate; cent/scent/sent

Unpacked Content

Teacher Vocabulary:

38.

Phoneme-grapheme correspondences
Multisyllabic word construction
Syllable division principles
Spelling rules
Generalizations
Encode
Accurately

38a.

Encode
Multisyllabic
Syllable types
Open syllable
Closed syllable
Vowel-consonant-e syllable
Vowel team syllable
vowel-r syllable
Consonant-le syllable

38b.

Multisyllabic word construction
Syllable division principles
Encode

38c.

Encode
Final /v/ sound
Final /j/ sound

38d.

Encode
One-syllable words
Two-syllable words
Long vowel patterns
Short vowel patterns

38e.

Encode
Two-consonant blends
Three-consonant blends
Digraphs

38f.

Encode
Consonant digraphs
Trigraphs
Combinations

38g.

Encode
Vowel teams
Diphthongs

38h.

Encode
vowel-r combinations

38i.

Encode
Patterns

38j.

Encode

38k.

Encode

38l.

Encode
Hard c
Soft c
Hard g
Soft g

38m.

Encode
Vowel y
Medial position
Final position
One-syllable words
Two-syllable words
Long /ī/ sound
Long /ē/ sound
Short /ĭ/ sound

38n.

Encode
Prefixes
Suffixes
Suffix addition

38o.

Encode
Grade-appropriate high frequency words
Predictable
Decodable
Phoneme-grapheme correspondences
Irregularity

38p.

Encode
Contractions
Apostrophes

38q.

Encode
Frequently confused homophones
English orthography
Meaning
Facilitate

Knowledge:

38. Students know:

Grade-appropriate phoneme-grapheme correspondences.
Multisyllabic words are words that are composed of two or more syllables.
Syllable division principles.
Spelling rules (or generalizations).
To encode accurately means to spell a word correctly.

38a.

The features of a closed syllable.
The features of an open syllable.
The features of a vowel-consonant-e syllable.
The features of a vowel-r syllable.
The features of common vowel team syllables.
The features of a consonant-le syllable.

38b.

Multisyllabic words are words that are constructed of two or more syllables.
Multisyllabic words can be broken down into single syllables using syllable division principles.

38c.

Words with final /v/ sound.
No English word ends with a v.
Words with final /j/ sound.
No English words end with a j.

38d.

Vowels can make a long sound or a short sound.
Each type of vowel sound has predictable spelling patterns.

38e.

Consonant blends are a combination of two or three consonants in which each grapheme represents a phoneme sound.
Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound.

38f.

Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound.
Trigraphs are three letter combinations that represents a single phoneme sound.
Combinations are two letters that frequently appear together and have an associated phoneme.

38g.

Vowel teams are a combination of two, three, or four letters that represent for one vowel sound.
Diphthongs are single vowel phonemes that glide in the middle.

38h.

vowel-r combinations are a single vowel letter or vowel team followed by r that represents a unique vowel sound.

38i.

Words that follow the -ild, -ost, -old, -olt, and -ind patterns.

38j.

The letter a can be used to spell different sounds, depending on the letter the precedes it.

38k.

Words that are spelled with an or after w.
When an r follows a vowel, the vowel can make a different sound.

38l.

The hard sound of c is /k/.
The soft sound of c is /s/.
The hard sound of g is /g/.
The soft sound of g is /j/.
The spelling generalizations associated with hard and soft c and g.

38m.

The letter y can represent three different vowel sounds depending on the number of syllables in the words and its position in a word.

38n.

Prefixes are word parts that can be added to the beginning of a word to change the meaning of the word.
Suffixes are word parts that can be added at the end of the word to change the meaning of the word.
Some base words require changes in spelling before a suffix is added.

38o.

Grade-appropriate high frequency words that follow predictable, decodable phoneme-grapheme correspondences, as well as those that have one irregularity.

38p.

Contractions with am, is, has, not, have, would, and will, such as I'm, he's, she's, isn't, don't, I've, he'd, they'll.

38q.

Homophones are words that sound the same, but have different spellings and meanings.
Frequently confused homophones, such as their/they're/there; eight/ate; cent/scent/sent.

Skills:

38. Students are able to:

Accurately encode (spell) single syllable and multisyllabic words using their knowledge of phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling generalization.
Accurately divide words into syllables to spell multisyllabic words correctly.

38a.

Accurately encode (spell) multisyllabic words using their knowledge of the spelling patterns of the six syllable types.

38b.

Accurately encode (spell) grade-appropriate multisyllabic words using knowledge of multisyllabic word construction and syllable division principles. For example, VC/CV, rab-bit; V/CV, o-pen; VC/V, cab-in; CV/VC, li-on.

38c.

Encode (spell) words with final /v/ sound by adding an -e at the end of the word, such as in have, give, save.
Encode (spell) words with final /j/ sound by adding an -ge or -dge at the end of the word, such as in cage, rage, budge, lodge.

38d.

Encode (spell) words with short and long vowel patterns in words that have one or two syllables.

38e.

Encode (spell) words with two-consonant blends, such as st, sm, sn, sl, cl, dr, br, bl.
Encode (spell) words with three-consonant blends, such as str, scr, spl, spr.
Encode (spell) words with a digraph paired with a consonant blend, such as thr, squ.

38f.

Encode (spell) words with consonant digraphs, such as ph, gh, ch, sh, wh, th, ng.
Encode (spell) words with consonant trigraphs, such as tch, dge.
Encode (spell) words with combinations, such as qu.

38g.

Encode (spell) words with common vowel teams and diphthongs, such as ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh.

38h.

Encode (spell) words with vowel-r combinations, such as ar, or, ir, er, ur, air, ear, oar.

38i.

-ild, -ost, -old, -olt,

-ind

wild, cold, most, colt, mind.

38j.

Encode (spell) words that have a after w read /ä/, such as wash, water, wasp.
Encode (spell) words that have a before l read /â/, such as tall, all, talk, small, fall.

38k.

Encode (spell) words with or after w pronounced /er/, such as world, word, worm, worst, work.

38l.

Encode (spell) words with the hard c, such as carry, and the soft c, such as cent.
Encode (spell) words with the hard g, such as game, and the soft g, such as giraffe.

38m.

Encode (spell) words with vowel y in the final position of one and two syllable words.
Distinguish the difference between the long /ī/ sound in one-syllable words (like fly and my) and the long /ē/ sound in two-syllable words (like baby and happy).
Encode (spell) words with vowel y in medial position, such as myth and gym.

38n.

Encode (spell) words with prefixes, suffixes, or both.
Change the endings of words by dropping the e when adding suffixes or changing the y-to-i, when appropriate.

38o.

Encode (spell) grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, such as number, way, my, than, word.
Encode (spell) grade-appropriate high frequency words that are spelled with one irregularity, such as other, from, what.

38p.

Encode (spell) contractions with am, is, has, not, have, would, and will, such as I'm, he's, she's, isn't, don't, I've, he'd, they'll, with correct apostrophe usage.

38q.

Encode (spell) homophones using knowledge of English orthography and word meaning.

Understanding:

38. Students understand that:

To spell (encode), they must accurately represent the letter symbols (graphemes) that correspond to the spoken sounds (phonemes).
They can use syllable division principles to break a word apart to make it easier to spell.
They can use their knowledge of the six syllable types to accurately encode words.
There are spelling rules, or generalizations, in the English language that can help them spell words accurately.

38a.

They correctly spell multisyllabic words by using their knowledge of the spelling patterns of the six syllable types.

38b.

When spelling multisyllabic words, they should divide the word into individual syllables and use their knowledge of the syllable types to spell each syllable correctly.

38c.

There are no words in the English language that end with v, so words that end with a /v/ sound will follow the spelling rule of adding an -e to the end of the word.
There are no words in the English language that end with j, so words that end with a /j/ sound will follow the spelling rule of adding an -ge or -dge to the end of the word.

38d.

Vowels have more than one sound (long or short).
They can spell one or two-syllable words by knowing the spelling rules for long and short vowel patterns.

38e.

When spelling a word with a two- or three-letter consonant blend, each consonant produces its sound.
When spelling a word with a digraph and a blend, the digraph will be represented by two letters that make one sound, combined with a consonant that produces its sound.

38f.

Some words have special combinations of letters that can be encoded using their knowledge of phoneme-grapheme correspondences.

38g.

Vowel teams are a combination of two, three, or four letters that represent one vowel sound.
Diphthongs are a combination of vowels that glide in the middle due to a shifting mouth position.

38h.

When an r follows a vowel or a vowel team, the vowel sound frequently changes, and the spellings of these sounds are variable.

38i.

The can use the predictable spelling patterns of -ild, -ost, -old, -olt, and -ind to correctly spell words.

38j.

Adjacent letters and letter position within a word can change the sound a letter produces.

38k.

When the letters or come after w, they do not make the same sound as words with or after other letters, such as fork, Oreo.
When they hear the /er/ sound after the /w/ sound, the word will be spelled with the or vowel combination.

38l.

The letter that follows a c or g determines the sound that c or g will make in a word.
C makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y.
G makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y.

38m.

Letter y represents the long /ī/ sound in one syllable words when the y is in the final position.
Letter y makes the long /ē/ sound in two-syllable words when the y is in the final position.
Letter y represents the short /ĭ/ sound when the y is in the medial position of the word.

38n.

Prefixes are added to the beginning of a base word and some have predictable spelling patterns, like pro-, trans-, non-, mid-.
Suffixes are added to the end of a base word and some have predictable spelling patterns, like -ful, -less, -ness, -ed.

Words can be spelled by identifying the prefixes or suffixes within the word.

Some base words require changes before a suffix is added.

38o.

Some high frequency words have irregular spelling patterns that they must learn to be able to spell the words accurately.
38p.

Contractions are made up of two words that are shortened by combining the two words and replacing the omitted letters with an apostrophe.

Accurate spelling of contractions requires correct apostrophe usage.
38q.

Homophones are words that are pronounced the same but have different spellings and meanings.

It is important to spell homophones accurately to convey their intended message.

Tags:

construct words, create words, interactive, words

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Author:

YVETTE AKRIDGE

ALEX Classroom Resource

Construct-a-Word