1. Too much that is known about how to teach spelling isn't being put into practice. I can think of no subject we teach more poorly or harbor more myths about than spelling. Richard Gentry, 1987

2. Why Did Word Study Get Left Behind? 5/6/15 Michele Farah, Literacy Consultant Diane Katakowski, Speech and Language Consultant Susan M. Koceski, School Psychology Consultant

3. Today’s Agenda May 6, 2015 3 1.Reflecting on the Research 2.Developing a Common Language 3.Defining the Elements of Word Study 4.Planning for 2015-16 and Next Steps

4. Vision for Word Study Initiative – Professional Learning Targets Background knowledge Instructional Practices Resources- strengths and weakness What does science say about Word Study? What is the compelling need? How to differentiate? What assessments? What about transfer? What thinking should take place to evaluate word study materials? Developing Standards and Professional Learning Opportunities

5. Big Ideas for Today’s Session What? Defining the Edges or Elements of Word Study How? Learning Progressions Pacing, Scope and Sequence Transfer of skills to reading and writing When? How are students progressing in word study. How do I use formative and summative assessments

6. Connector In light of Teacher Appreciation Week- Video- What not to say to a teacher https://www.youtube.com/watch?v=QOzGf-rZoA0 What’s the worst thing anyone has ever said to you as a teacher?

7. Getting our minds back into the work... With your table colleagues... -Each person pick a different fact sheet (Phonics, Grammar, Spelling, Skills in Context) in your handout to read. (https://www.heinemann.com/search/searchResults.as px?s=all&q=facts%20on%20research)https://www.heinemann.com/search/searchResults.as px?s=all&q=facts%20on%20research -Discuss -new learning you experienced while you were reading and thinking? -Share any conversations you have had in your buildings around word study since we last met? What’s the scoop? -Share out “the Scoop” whole group

8. Developing a Common Language- What is “Word Study?” As a table group you will read : Not This But That- Vocabulary ( Introduction page xiii-xiv, 17- 36 ) or Not This But That- Spelling Worksheets (Introduction page viii, 12-36, and 49-52) working break if needed!

9. Debrief using the 4 “A”s Text Protocol ●What Assumptions does the author of the text hold? ●What do you Agree with in the text? ●What do you want to Argue with in the text? ●What parts of the text do you want to Aspire to? o Each person cites their page number and reads their “A” for that round. o Please stick to1 minute or less per person. o End the session with an open discussion framed around a question such as: What does this mean for our work with students?

11. Who remembers this one? https://www.youtube.com/watch?v=YkAX7Vk3JEw&list=PLKt00s UUapAKKZrQuxaa2oc9546RWKoOD How was spelling/grammar/vocabulary taught when you were in school?

12. LUNCH Complete the Google doc – if not completed https://www.youtube.com/watch?v=RPoBE- E8VOc&list=PLKt00sUUapAKKZrQuxaa2oc9546R WKoOD&index=3

13. Defining the Elements of Word Study Goal -create a poster (visual organizer) that begins to define the edges of word study Create four groups of seven Pick a table facilitator Individually spend 5-10 minutes thinking about the elements of word study Use post-it notes, put words or phrases on the post-it notes that are elements of word study ( put one idea per post-it notes) Use your prior knowledge and any of the resources you have been provided. Think about what skills are involved in word study? How do skills develop? What is a progression of development? We are not looking for time, resources or assessments Do you see a way to group your table ideas into 3 or more patterns/ big ideas??? (Table facilitator directs this work)

14. Share-out: What patterns in our models do we notice? Must have Professional Knowledge: Progressions playing a role in comprehension and thinking that are learned during Word Study: – SOUNDS & LETTERS- Early literacy, alphabetic principle, phonics, phonemic awareness, sound and word pronunciation – PATTERNS IN WORDS: Spelling, visual patterns, word solving strategies, regular and irregular words, orthography, automaticity of encoding & decoding – VOCABULARY: Vocabulary, meaning, sense-making, word choice and usage in context – APPLICATION & MAKING MEANING/ SYNTHESIS: Comprehension, receptive language, expressive language, application in context, grammar (morphology + syntax), word order, sentence construction Must have Craft and the Art of Teaching: Must be fun, engaging, artistic, enjoyable, exciting, … A visual model would be helpful to teachers, a graphic highlighting the big categories, with progressions underneath; but not a graphic that confuses teachers Development and instruction looks different across grade-levels in terms of learning target, explicitness, oral vs written focus, …

20. Planning for 2015-16 -Invitation to return in 2015-16 for Word Study work group -Ideas to take the background knowledge, instructional practices, and resources knowledge deeper -Classroom visits to identify instructional practices- WHO would we visit? -Skyping in with WHO to learn more? -Workshops with WHO to learn more?

21. Here are individuals that we should consider learning from offered by the group: Jan Richardson Teachers College Amy Oaks (Muskegon County – writers and readers workshop, word study Lester Laminack – Writing Workshop with word study Skype – Sarah Haninson 1 st grade, Bedford City, Virgina Heidi Wright, 5 th grade, Pine Know, Clarkston Lynn Reiss, K, Bailey Lake, Clarkston University of Virginia, WTW Website videos Progression chart – needs to be taken from some where and put together, help develop the knowledge for teachers – jan richardson, orton-gillingham, Dr. Linnea Ehri researcher Teacher College – Jan Richardson Research of practice out there we can’t be the first to have this conversation Where does data show it is working? April Delude taught kindergarten title one with teachers college now – 248.496.4467