Playing with Words: An Introduction to Word Study Montclair Elementary School Second Grade Second Grade

What is Word Study? Word study is an alternative to traditional spelling instruction. This program is based on learning word patterns rather than memorizing unrelated spelling words.Word study is an alternative to traditional spelling instruction. This program is based on learning word patterns rather than memorizing unrelated spelling words. Like other content areas, children learn to spell at different stages. Word study implementation is based on the notion that where a student is in his or her spelling development can serve as a guide for teacher instruction.Like other content areas, children learn to spell at different stages. Word study implementation is based on the notion that where a student is in his or her spelling development can serve as a guide for teacher instruction.

If we can address developmental needs in spelling and in reading, we can move students down the road to fluency and grade level performance more efficiently and more quickly than if we ignore those needs.

Stages in Word Study Emergent spellingEmergent spelling Letter NameLetter Name Within WordWithin Word Syllable JunctureSyllable Juncture Derivational ConstancyDerivational Constancy

Emergent Spelling Corresponds to emergent readersCorresponds to emergent readers Students are not yet writing—pre-phonetic writingStudents are not yet writing—pre-phonetic writing Students acquire the alphabetic principle via development of phonemic awareness and concept of wordStudents acquire the alphabetic principle via development of phonemic awareness and concept of word Students eventually notice the most prominent sound in a word—semi-phonetic writingStudents eventually notice the most prominent sound in a word—semi-phonetic writing Sample spellings:Sample spellings: –[Scribbles] (early) –BLZIB [random letters] (mid-stage) –V for elevator, D for down (late)

Letter Name Spelling Reading and writing are both labor intensiveReading and writing are both labor intensive Students rely on the names of letters to spell words: “bed,” “jrip”Students rely on the names of letters to spell words: “bed,” “jrip” Move from initial/final consonants, to blends and digraphs (bl and st) to short vowels, to affricates (j and ch) to final consonant blends and digraphsMove from initial/final consonants, to blends and digraphs (bl and st) to short vowels, to affricates (j and ch) to final consonant blends and digraphs Sample spellingsSample spellings –B, bd for bed (early) –L, lp for lump –Bad for bed (middle) –Lop for lump –Bed, lump spelled correctly (late) –Plas for place

Within Word Spelling Students have developed sight word vocabulariesStudents have developed sight word vocabularies Able to “chunk” parts of words and process them more automatically than in LNAble to “chunk” parts of words and process them more automatically than in LN Begin to understand long vowel spellings (ai, ay, aCe ight...)Begin to understand long vowel spellings (ai, ay, aCe ight...) Begin to learn complex consonant clusters (scr, tch...)Begin to learn complex consonant clusters (scr, tch...) Homophone study is useful at this stageHomophone study is useful at this stage Sample spellingsSample spellings –Flote for float (early) –Plais for place –Spole for spoil (middle) –Driev for drive –Chued for chewed (late)

Syllable Juncture Spelling Proficient readersProficient readers Reading and writing to learnReading and writing to learn Are learning to apply pattern knowledge within syllables and across syllable boundaries, e.g. “hopping,” “butter,” “motel”…Are learning to apply pattern knowledge within syllables and across syllable boundaries, e.g. “hopping,” “butter,” “motel”… Learning the difference between spelling in stressed and unstressed syllables e.g. “contain,” “villain”Learning the difference between spelling in stressed and unstressed syllables e.g. “contain,” “villain” Sample spellingsSample spellings –Shoping for shopping (early) –Damige for damage (middle) –Confedent for confident (late)

Derivational Constancy Spelling Beginning to understand relationships of words with same root, for example, music/musician, compose/ composition, haste/ hasten, volcano/ volcanicBeginning to understand relationships of words with same root, for example, music/musician, compose/ composition, haste/ hasten, volcano/ volcanic Usually find students in this stage in middle school, though there are some in the upper elementary gradesUsually find students in this stage in middle school, though there are some in the upper elementary grades Sample spellingsSample spellings –Oppisition for opposition (early) –Prohabition for prohibition (middle) –Spells most words correctly (middle and late)

So, how do you figure out where a student is? With the entire class, we administer a ‘Developmental Spelling Analysis’ (DSA). This assessment is given three times a year or on a ‘need to be’ basis.With the entire class, we administer a ‘Developmental Spelling Analysis’ (DSA). This assessment is given three times a year or on a ‘need to be’ basis. We then refer to a book titled, Word Journey by Kathy Ganske, for scoring.We then refer to a book titled, Word Journey by Kathy Ganske, for scoring. After analyzing the scores, we then divide the students into appropriately leveled but flexible ‘Word Study’ groups.After analyzing the scores, we then divide the students into appropriately leveled but flexible ‘Word Study’ groups.

Letter Name Feature Inventory jet ship bet got cap drum bump much with map hop plan that slid mud …etc… 25 words total, 5 per feature Feature A words: got, mapFeature A words: got, map Feature B words: ship, plan, that, slidFeature B words: ship, plan, that, slid Feature C words: bet, cap, hop, mudFeature C words: bet, cap, hop, mud Feature D words: jet, drum, muchFeature D words: jet, drum, much Feature E words: bump, withFeature E words: bump, with The black letters are the targeted featureThe black letters are the targeted feature If the student spells the word correctly, she gets 2 pointsIf the student spells the word correctly, she gets 2 points If she spells the targeted feature correctly but otherwise misspells the word, she gets one point--e.g. “bomp” instead of “bump” gets one pointIf she spells the targeted feature correctly but otherwise misspells the word, she gets one point--e.g. “bomp” instead of “bump” gets one point

Stages and their Features Letter nameLetter name –A: Initial and final consonants –B: Initial consonant blends and digraphs –C: Short vowels –D: Affricate –E: Final consonant blends and digraphs

Stages and their Features Within wordWithin word –F: Long vowels –G: r-controlled vowels –H: Other common long vowels –I: Complex consonants –J: Abstract vowels

Stages and their Features Syllable junctureSyllable juncture –K: Doubling and e- Drop with –ed and – ing –L: Other syllable- juncture doubling –M: Long vowel patterns (stressed syllable) –N: R-controlled vowels (stressed syllable) –O: Unstressed syllable vowel patterns

Stages and their Features Derivational constancyDerivational constancy –P: Silent and sounded consonants –Q: Consonant changes –R: Vowel changes –S: Latin-derived suffixes –T: Assimilated prefixes

And what do you do once you know your students’ levels? Group them according to levelsGroup them according to levels Give them weekly sorts according to their levelGive them weekly sorts according to their level –Different activities/sorts each day (blind sort, speed sort, buddy sort, word search) –Weekly spelling tests Apply what they are learning to their guided reading material or content area readingApply what they are learning to their guided reading material or content area reading –Can use some sorts that are at a higher level on a limited basis to teach useful spelling concepts, such as contractions or past tense spelling rules