1. Adolescent Word Study Designed for Year II, Day 3 Literacy Lab Participants

2. Hot Wired for Learning I’m www.hungry.com

3. How do we process words? Activity 1.Pronounce word 2.Identify part of speech 3.Determine definition Record your thinking.

4. Agenda  Research  Word Study Strategies  Instructional Practice  -Within Word Pattern  -Syllable Juncture  -Derivational Constancy  Reflection

5. Principles of Word Study “Those who learn how to walk through words with sensible expectations, noting sound, pattern, and meaning relationships, will know what to remember, and they will learn to spell English.” Henderson, 1990

6. The Word Study Notebook A place to trace the student’s journey

7. Establishing a Procedure “What’s in a Name?” Introduction and Open Sort Lucas James Elizabeth Beverly Jasmine Michael Ricky Alisha Drew Monica Greg Chantel Hannah WJ pp. 85-102

8. Planning Appropriate Instruction How are categories determined? Which words should be selected?

9. Explicit Instruction  Direct explanation  Modeling: “Think Aloud”  Guided Practice  Application

10. Instruction for…  Within Word Pattern Stage  Syllable Juncture Stage  Derivational Constancy Stage

11. Word Study in Within Word

12. Within Word  Irregular Plurals  Verb Tenses  Homonyms  Homographs  Prefixes and Suffixes  Variant Vowel Patterns  Features F - J

13. Word Study in Within Word F: Long Vowels with Vce G: R-Controlled Vowels H: Other Common Long Vowels I: Complex Consonants J: Abstract Vowels

14. HOMOPHONES “…words that sound alike but have different spellings and different meanings, are the most common source of spelling problems.” Cramer & Cipielewski, 1995

15. Selecting Words Abstract vowel patterns _au_ _aw_ _ow_ oddball taught pause clause claws awed sawed blow laugh caughtpawsfowl low grown shown

16. Within Word Procedure for Engagement Homophones: Feature J – Abstract Vowels  Word Walk  Closed Sort - Students sort words and record their sort in Word Study Notebook  Blind Sort and/or Word Hunt  Speed Sort - Beat the Teacher  Assessment

17. Word Study in Syllable Juncture

18.  Usually begins in mid-fourth and continues through intermediate grades  Explores words with more than one syllable  Extends vowel pattern knowledge

19. Syllable Juncture  Compound Words  Features K, L,M,N,O  Plurals and Possessives  Prefixes and Suffixes  Polysyllabic Homographs and Homophones  Final /k/ Revisited

20. Syllable Juncture Features  K: Doubling and E-Drop with ED and ING  L: Other Syllable Juncture Doubling  M: Long Vowel Patterns in the Stressed Syllable  N: R-Controlled Vowels in the Stressed Syllable  O: Unstressed Syllable Vowel Patterns

21. Selecting the Words for Feature K Doubling and e-drop with –ed and -ing rained liked oddball lifted touched guarded dressed graded shaped voted raked ate slept coachedblameddrove

22. Syllable Juncture Procedure for Engagement Focus: Feature K Doubling and e-Drop with “ed” and “ing” ending  Sort by vowel sound and then by base word pattern  Sort by inflectional ending change  Word Hunt  Reach the Peak (page 153-154)  Assessment Quiz (pages 232-233)

23. Word Study in Derivational Constancy

24. Derivational Constancy  Silent & Sounded Consonants  Consonant Changes (Alternations)  Vowel Changes (Alternations)  Latin-Derived Suffixes  Doubling with Polysyllabic Base Words  Homographs & Plurals  Assimilated Prefixes  Greek & Latin Roots

25. Derivational Constancy P: Silent and Sounded Consonants Q: Consonants Changes R: Vowel Changes S: Latin-Derived Suffixes T: Assimilated Prefixes

26. Selecting Words for Feature S L atin-Derived Suffixes -ible -ableoddball

27. Derivational Constancy Procedure for Engagement Focus: Feature S - Latin Derived Suffixes  Discovery with Spelling Assessment and Open Sort  Written Sort & Word Hunt  Blind Sort  Speed Sort  Assessment Quiz

28. Remember… All the word study in the world will not help if children are not doing plenty of reading. Words Their Way First Edition, p.248

29. Reflection Choose one of the following and do a five minute write. How has this changed your thinking about vocabulary/word study instructional practices? Write a letter to a colleague encouraging them to attend this training. What support do you need to implement the practices you learned today? What can content specialists and instructional facilitators do to support you? Write a letter to your principal explaining how this was valuable to you and what support you may need to implement with fidelity the practices you learned today.