Words Their Way…

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

2. What is Word Study? • A developmental phonics, spelling, vocabulary program where students are constructing their own knowledge of spelling patterns.

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

4. Stages of Spelling Development • Emergent • Letter-Name • Within Word Pattern • Syllable and Affixes (Syllable Juncture) • Derivational Relations (Derivational Constancy)

5. EmergentPre-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 Pattern1st 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

8. Syllable Juncture/Syllables and AffixesGrades 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

9. Derivational ConstancyGrades 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

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”

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

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

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.

15. Instructional Implementation • Demonstrate • Sort • Reflect • Extend

16. Three Types of Sorts Sound 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!