WORDS THEIR WAY: WORD STUDY FOR PHONICS, VOCABULARY, AND SPELLING INSTRUCTION PTO – NOVEMBER 6, 2014 EILEEN DRISCOLL – LITERACY COACH

TRADITIONAL SPELLING LIST/TEST  Does not use research-based data to inform instruction.  Assumes that every child in a classroom should be on the same word list at the same time.  Assumes that one week of practice on a given feature or set of words is enough.  Is not inquiry-based.  Does Not Differentiate. ( Hilden & Jones, 2012)

WORDS THEIR WAY  Research-based.  Students move through continuum of spelling development progressing through five stages. (Bear, Invernizzi, Templeton, and Johnson, 2008)  Stages move from sound to pattern to meaning.  Is informed by data – ongoing assessment.  Is inquiry-based.  Is differentiated.  Allows students to move at their own pace and spend time learning about specific features of words. (Hilden & Jones, 2012)

WORDS THEIR WAY – WHAT IT LOOKS LIKE ASSESSMENT FIRST KSI Kindergarten Spelling Inventory – 6 words PSI Primary Spelling Inventory- 26 words ESI Elementary Spelling Inventory- 25 words UESI Upper Elementary Spelling Inventory – 20 words DEVELOPMENTAL SPELLING STAGES 1.Emergent Ages 1-7 (Pre-K – mid 1 st ) 2. Letter Name Ages 4-9 (K to early 3 rd ) 3. Within Word Ages 6-12 (1-mid 4 th ) 4.Syllables and Affixes Ages 8-18 (3-8 th ) 5. Derivational Ages 10+ (5-12 th )

THE HEART OF WORD STUDY Word Sorts involve the simple process of sorting words into categories. Categorizing is a fundamental way that humans make sense of the world. It allows us to find order and similarities in the world. Word Sorts

THE ROLE OF WORD SORTS Engage children in the active process of: Searching Comparing Analyzing Organizing Generalizing Applying (Gillet & Kita, 1979)

BLOOM’S REVISED TAXONOMY TRADITIONAL SPELLINGWORDS THEIR WAY Higher-order Thinking Creating Evaluating Analyzing Applying Understanding Remembering Lower-order Thinking Higher-order Thinking Creating Evaluating Analyzing Applying Understanding Remembering Lower-order Thinking

WORD SORT MINI-LESSON Principle: The prefix in- means not. Example: in + correct = incorrect, meaning “not correct”. The prefix –in changes the meaning of the word “correct”.

TRY IT OUT Learning Objectives: I can identify and spell assimilated prefixes. I can explain the meaning of prefixes in the word sort by using the meaning of the word as evidence. Work with a partner or two. 1.Spread out your words on the table. 2.With your partners, analyze the words and categorize or sort them into as many categories as needed. 3.Explain your categories. 4.Create a “rule” for each category. 5.Resort your words in a different way. 6.Justify your sorts.

Full implementation and professional development will take place in the school year.

WORDS THEIR WAY TRAILER - YOUTUBE