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

2. 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.

3. 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.

4. 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.

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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: confident (give the next stage assessment)-see page 37 in handout
12-21 is their stage of development
0-11 Frustrational

11. 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

12. 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

13. 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.

14. 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.

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

16. 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

17. 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?

18. 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

19. Thank You for your Participation!