Words Their Way… Word Study for Phonics, Vocabulary and Spelling Instruction

What is Word Study? A developmental phonics, spelling, vocabulary program where students are constructing their own knowledge of spelling patterns. Multiple opp. To examine the same words Hands on approach to meet their developmental needs This approach moves students away from memorization to understanding and connecting patterns in words, making word analogies, becoming aware of phonemic structures in words, learning about morphemic structures of words and gaining meaning of words.

Why is KCS Implementing Word Study? Differentiation for small group instruction Provide instruction for students at their developmental level Multiple opportunities to work and study word features Moves students from memorizing to a deeper understanding of word structure Based on TPRI, spelling is a good indicator for reading success. Word study is an excellent way for students to work with a variety of word patterns for reading and writing. Using the Word Study method of instruction allows teachers to determine their level of development and tailor instruction to meet those needs.

Stages of Spelling Development Emergent Letter-Name Within Word Pattern Syllable and Affixes (Syllable Juncture) Derivational Relations (Derivational Constancy) The Words Their Way books and the assessment you will use from Word Journeys have some name inconsistencies. Above are listed the Words Their Way Stages and the Word Journeys labels.

Emergent Pre-K to Middle of 1st Grade Scribble letters and numbers Lack concepts of words Lack letter-sound correspondence Pretend to read and write

Letter-Name K to Middle of 2nd Represents beginning and ending sounds Has functional concept of word Reads word by word in beginning reading materials

Within Word Pattern 1st Grade to Middle of 4th Spells most single-syllable short vowel words correctly Spells most beginning consonant digraphs and 2-letter consonant blends Attempts to use silent-E markers Reads silently and more fluently Writes more fluently Can edit and revise Silent E Markers- Over uses the silent e at the end of the word even when it is not required

Syllable Juncture/Syllables and Affixes Grades 3-8 Spells most single syllable words correctly Makes errors at syllable juncture and in unaccented syllables Read with good fluency and expression Reads faster silently than orally Writes responses that are sophisticated and critical Second Bullet Example: Sumer mountin hoping hocky

Derivational Constancy Grades 5-12 Have mastered high frequency words Make errors on low frequency words derived from Greek and Latin combining forms Word meaning plays an important role at this stage Students make connections between words with similar roots Read with good fluency and expression Read faster silently than orally Write responses that are sophisticated and critical

How To Score When You are Scoring, You are looking for Two Things….. Features and Correct Spelling Your answer key underlines the feature assessed by that particular spelling word. Draw a line next to the word. Label one column F (for feature) and one C (for correct). Identify if the feature is correct by using the answer card. If correct-mark a 1 in the F column. If the word is spelled correctly mark a 1 in the C column Tally the 1’s in the C’s column to determine the student’s “STAGE SCORE” You are looking for two things. One- did they student spell the word correctly? Two- Did the student spell the feature correctly? Your stage score: 22-25 confident (give the next stage assessment)-see page 37 in handout 12-21 is their stage of development 0-11 Frustrational

Feature Score The student answer sheet is coded with letters of the alphabet that corresponds to each feature. (Feature Letters) Tally the words that have each targeted feature correctly represented in the F column. Put the total for each feature under the feature letter chart at the bottom of the student answer sheet

Determining Which Stage to Begin Your stage score: 22-25 confident (give the next stage assessment)-see page 37 in handout 12-21 is their stage of development 0-11 Frustrational Because 22confident and move on to next assessment with within words

Transferring Data Once you have scored your whole class , stack them according to stage score from highest to lowest. Record onto DSA Class Record Important Note: Do not write your students names on the grid until you have stacked them in order of stage score. Organizing groups will be easier to arrange if they are in score order rather than alphabetical order.

How To Use Your Data After transferring data to the DSA Class Record , look for patterns in your students’ results. If the student scores a three or less in a feature, this is where instruction can begin. For grouping purposes, you may need to start the student on the previous features’ lessons. Talk to neighbor about where to start. Determine where to begin with that student’s instruction Confirm correct-start at sort 13 because scored a 0 on Feature H-Other common long vowels. Refer to table of contents in yellow “within word pattern” books. Show how to use table of contents in books.

Instructional Implementation Demonstrate Sort Reflect Extend Model Lesson 13 from Yellow Words Within Words Sorts

Three Types of Sorts Sound Sorts Pattern Sorts Focus on phonemes contained in the words Can use Word Cards, Picture Cards, or do “Blind Sorts” Can include rhyme, # of syllables, and syllables stressed Pattern Sorts Focus on visual patterns formed by groups of letters or letter sequences Examples: Word families or rime, vowel patterns, syllable patterns,etc. Students should always sort by sound first and then by pattern

Three Types of Sorts Meaning Sorts Can be sorted by concepts or by spelling- meaning Used to assess or build background knowledge before a new unit Links vocabulary instruction Examine homophones, homographs, Greek/Latin roots, derivation What types of word sorts have you used in your classroom?

Approaches to Sorts Teacher-directed Closed Sorts Teacher defines categories Modeling and scaffolding Carefully monitored and corrective feedback is given Student-centered Open sorts Students should already be accustomed to sorting Gives teacher opportunity to observe and see what students understand or misunderstand (diagnostic in nature) Create productive discussions

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