1. Winchester Elementary School October 3, 2012
Words Their Way
Winchester Elementary School
October 3, 2012

2. Menu Menu Layers of English Orthography Developmental Stages for WS
Stages/Levels/Chapters
Synchrony of Lit. Dev.
Goal
Pics
Routine
Betty Lee’s Schedule
Circle-Seat-Center Schedule
Word Sort Schedule
“Offset” Weekly Schedule
WS Notebook Expectations
WS Contract
Winchester Plan
Menu

3. GOAL
Our purpose is to help your children see the logic and consistencies within their written language and to help them achieve mastery in recognizing, spelling, and defining words.

4. Why is word study important?
Words Their Way (pg. 15)
“There is a synchrony in the relationships of reading, writing, and spelling development.”

5. Patricia Cunningham says,
“Teaching children phonics is a lot easier than teaching children to use the phonics they know.”
“There is logic to the sounds represented by letters in English, but the logic is in the pattern, not in simple rules.”

6. Nagy & Anderson, 1984
“From fifth grade on, the average student encounters 10,000 new words each year – words never seen before encountered in print. Most of these are big words, words of seven or more letters or two or more syllables. Many of these words are related through meaning and word parts. A child who knows the words hunt, red, fog , and string will have little difficulty with the meaning of hunter, redness, fog lights, and stringy. Meaning relationships exist between plants and planetariums, vicious and vice, part and apartment, but these will probably not be apparent to most children unless they are pointed out. However, if readers understand [the relationship of word parts], they will know six or seven words for every basic word.”

7. p. 5

8. Developmental Stages for Word Study
Inside Front Cover
Developmental Stages for Word Study
Also refer to handout in packet

10. p. 19

11. What does the data say? Groups Task Kindergarten – 2  Claudia
Grades 3 and 4  Liz
Grades 5 & 6, and 8:1:1  Amanda
Task
Highlight Groups
Identify instructional groups
Determine 1 skill the whole class needs to learn
Determine 1-2 skills each group needs to work on

12. Make It/Take It

14. Bringing WTW Into The Classroom
How?
Routine! Routine! Routine!
Phase 1: Whole Group  Create the Routine
Phase 2: Metacognition  Setting a purpose for word study
Phase 3: Differentiation  Grouping
Phase 4: Student centered  Independent and individualized

15. p. 78

16. p. 76

17. p. 79

18. p. 80

19. p. 80

20. p. 77

21. Making it work for us! Winchester’s Plan By the end of October:
Introduce and model word sorts, word games, and word hunts
Create word study notebooks for each student
Students complete first sort, hunt, and game
By the end of November:
Complete each of these activities as a whole group on a weekly basis
Introduce work from websites
More…
Make a word game for each stage in your classroom
By the end of December, all of the above, plus:
Aim to introduce sorts for two stages within your classroom
Identify areas within your day to naturally incorporate word work into your curriculum
Reflect on the process of using WTW in your classroom
Create a list of questions for Medalle

22. Parking Lot Questions