Adapted from Words Their Way Word Study Adapted from Words Their Way

The “Problem” with Spelling Lists September Mrs. Meachum Apples School Chalk Pencils Homework Computer Autumn

The Braid of Literacy Interwoven Components Orthography Reading Oral Language Writing

Why Word Study? Becoming literate is dependent on automaticity in word recognition Hands-on approach conducive to being able to recognize patterns ( analogy) Links phonics, vocabulary& spelling to authentic text

Three Layers of English Orthography First layer of orthographic knowledge Alphabetic : Building blocks Second layer of orthographic knowledge Pattern: Moves beyond single sound - single letter correspondence Third layer of orthographic knowledge Meaning: groups of letters can represent meaning directly ( Greek/ Latin)

Orthographic Stages Orthographic stages correspond to movement through orthographic layers Alphabet Pattern Meaning Emergent stage Emergent reading Letter Name Beginning reading Within Word Pattern Transitional reading Syllables & Affixes Intermediate Reading Derivational Relationships Advanced Reading

Emergent Stage Characteristics Scribbles letters & numbers Lacks concept of word Lacks letter-sound correspondence Pretends to read and write

Letter-Name Alphabetic Stage Characteristics Represents beginning & ending sounds Uses letter names to invent spelling Functional concept of word Reads word by word

Within Word Pattern Stage Characteristics Spells most CVC words correctly Uses beginning consonant digraph/blends Attempts long vowel markers Reads silently with fluency and expression Writes more fluently Can revise and edit

Syllables & Affixes Stage Characteristics Spells most single syllable words correctly Errors at syllable juncture Reads with good fluency & expression Writes responses that are sophisticated and critical Reads faster silently than orally We went out west last sumer.We drove a littel camper bus.We stoped at Nashal Parks and went hikeing in the mountens.

Derivational Relations Stage Characteristics Mastered high frequency words Errors on Greek/Latin low-frequency words Reads with fluency & expression Writes responses that are sophisticated and critical Reads faster silently than orally Math is not my faverite subject and I don’t always enjoy it.It’s been mostly easy and sometimes challegin. I like it when we use math in recipes and mesure ingredence.

Assessing for Instruction: ESI Elementary Spelling Inventory ( Grades 1-6) Simple Whole-Group Valid, Reliable Results Assesses what Students KNOW, not what they don’t ( resists deficit model)

Student Sample bed Ship whin lump flote trane plase jrive brite shoping Spoile surving 13. chued 14. carrys 15. martched 16. chowr 17. botel 18. faver 19.ripin 20. seler 21. pleshur 22.fortunt 23. cofdnut 24. sivalice 25. opsititin

What Stage?

Beginning Instruction Begin with what students “use but confuse” Word Sorts – address complexities of English Identifies patterns Points out oddities

Let’s Try it Out! We will “walk through” the following sorts: Open Closed/Writing Speed Word Hunt

1st 2nd Oddball morning report order record shorter perform forest sorry normal reward corner ashore forty before northern explore border forward corncob chorus ignore adore florist inform Syllables and Affixes Spellers Sort 27: R-Influenced o in Accented Syllables

The Great Part… It doesn’t matter how many groups you have, the procedure stays the same – only the sorts change!

Supporting Word Study Word Ladders http://discoveringjustice.org/wp-content/uploads/2015/01/WordLadders.pdf Word Families http://www.readwritethink.org/classroom-resources/student-interactives/construct-word-30003.html Word Games http://www.readwritethink.org/classroom-resources/student-interactives/flip-chip-30031.html