Word Study

1. Word Study Alicia Sims Colleen Kiley Katelyn Gorham AlanaAmorese Kathryn Connolly Bethany Barone By PresenterMedia.com

2. Agenda 5:00-5:30pm 5:30-6:30pm 6:30-6:40pm An idea of how tonight will go… Introduction to Word Study Stations (2 rotations) Stations (last rotation) Conclusion & Wrap-up Break  6:40-7:10pm 7:10-7:30pm

3. Prior Knowledge: Survey Says: In order to prepare for this presentation, we sent out a brief survey, which consisted of seven questions. We felt these questions would provide us with a generalization of the knowledge of word study already held by our peers. The results of this survey are as follows: Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7

4. Question 1 Back to Questions What is word study? There were 13 responses, 3 of which stated more than 1 answer.

5. Question 2 Back to Questions On a scale of 1 to 5, rate your comfort level with teaching word study (1 being uncomfortable and 5 being very comfortable).

6. Question 3 Back to Questions Have you ever heard of a spelling inventory?

7. Question 4 Back to Questions What is Nifty Thrifty Fifty?

8. Question 5 Back to Questions Why is word sorting beneficial?

9. Question 6 Back to Questions When is word study instruction MOST beneficial?

10. Question 7 Back to Questions Have you ever created a word wall?

11. So, what exactly is Word Study? • Word study allows students to discover patterns, regularities, and conventions of the English language. • This allows an increase in specific knowledge of words, such as the spelling and meaning of individual words. • Purpose: • to examine words in order to reveal consistencies within our written language system • to help students master the recognition, spelling, and meaning of specific words - Bear, Invernizzi, Templeton, & Johnston (2004)

12. YouTube Clips on Word Study • Word Study in Action, Focusing on Spelling Patterns • Word Study in Action, Focusing on Literacy Centers • Word Study in Action, Focusing on Building Metacognition • Words Their Way authors on Student Benefits • Words Their Way authors on ELL Application

13. Stages of Word Study

14. Back to Stages Emergent Stage • Talk with students and read to students to enhance vocabulary • Build vocabulary with concept sorts • Develop phonological awareness with picture sorts, songs, and games • Enhance alphabet knowledge with sorts, games, writing, and matching activities • Sort pictures by initial consonant sounds to learn letter-sound correspondences Emergent Spelling Emergent Writing Emergent Reading Emergent Activities

15. Back to Emergent Stage What Does Spelling Look Like? • Learn to recognize and write letters of the alphabet • Play with sounds in words and letters • Sound play focuses on beginning and rhyming sounds • Sort by rhyme and beginning sounds • By the end, acquire an understanding of the concept of words • Begin to match picture cards to the words that represent their names

16. Back to Emergent Stage What Does Reading Look Like? • Pretend reading • paraphrase or spontaneous retelling at the global level that children produce while turning pages of a familiar book • Memory Reading • Involves an accurate recitation of the text accompanied by pointing to the print in some fashion • Helps children coordinate language with print at the level of words, sounds, and letters • Acquire Directionality • Realizing they should move left to right, top to bottom and end up on the last word of the page • Concept of Word (COW) • Ability to finger point or track accurately to words in print while reading from memory

17. Back to Emergent Stage What Does Writing Look Like? Early Emergent Writing • Discovering scribbling can represent something • Largely pretend • Scribbles can evolve into representational drawings • Learns print is distinct from drawing Middle Emergent Writing • Top to bottom linear arrangement • Experiments with letter-like forms • As letters and numbers are formed, they show up in letter strings or “symbol salad” Late Emergent Writing • Use letters to represent speech sounds in a systematic way • Represents 4 critical insights and skills: • 1. To produce a spelling, children must know some letters • 2. They must know how to form or write some of the letters • 3. They must know that letters represent sounds • 4. They must attend to the sounds or phonemes within spoken words and syllables and match those sound segments to letters

18. Back to Emergent Stage Emergent Activities Read-Alouds PEER Retellings Two for One!

19. Back to Activities Using Read-Alouds to Develop Vocabulary • Teachers need to draw attention to words and plan ways to ensure that new words are acquired and used

20. PEER-Retellings through Dialogic Reading • Children learn how to talk about and retell a storybook with the guidance and prompting of the teacher • Children are gradually given more responsibility for retelling the story until they can do so with little or no assistance • Procedure • Begin by reading a book aloud and then follow up with small-group or individual rereading before engaging in a prompted discussion • Should follow the PEER guidelines • P- Prompt the child to say something about the book using open-ended questions (point to a picture of a mouse and say “What is he doing” The child says “Running”) • E- Evaluate the child’s response (“That’s right”) • E- Expand the response by rephrasing or adding information to it (“The mouse is running away from the cat”) • R- Repeat the prompt and ask the child to expand on it (Tell me what the mouse is doing” The child says, “He is running away from the cat.” Back to Activities

21. Two for One! Long Words, Short Words • Build compound words to help to create phonological awareness • Procedure: • Choose two syllable compound words from Appendix E (bedroom, blackbird, doorbell, eyeball, fireman, football) with corresponding pictures • Take a picture of snow and another picture of a man and discuss meaning of the words separately • Place the two pictures side by side and have the students say each word in succession (snow-man) • Replace the two pictures with a picture of a snowman and have the students discuss how it’s made of two words • Hold up a picture of snow and have students clap as they say “snow” then same with “man” and then clap the “snowman” picture • Discuss how the word “snowman” is longer than the single words “snow” and “man” because it has two claps Back to Activities

22. Back to Stages Letter Name-Alphabetic Stage • Use picture sorts to review initial consonants • Sort pictures and words to contrast blends and diagraphs • Introduce short vowels in contrasting word families • Examine short vowels in CVC words • Develop sight words with word banks • Enhance oral vocabulary through read-alouds and concept sorts LNA Spelling LNA Writing LNA Reading LNA Activities

23. Back to LNA Stage What Does Spelling Look Like? Operate in the first layer of English - the alphabetic layer There’s an understanding that words can be segmented into sounds and that letters of the alphabet must be matched to these sounds in a systematic fashion Beginning of Stage: • Students use most salient or prominent sounds and syllables, usually the beginning and ending consonants Middle of Stage: • Students include a vowel in each stressed syllable and they spell short vowels by matching the way they articulate the letter names of the vowels  End of Stage: • Students have learned how to spell many words with short vowels correctly

24. Back to LNA Stage What Does Reading Look Like? Students acquire a concept of a word - the ability to track or fingerpoint read a memorized text without getting off track on a two-syllable word Students have rudimentary concept of a word and eventually have full concept of a word Students are able to point and track to the words of a memorized text using their knowledge of consonants as clues to word boundaries Students are thrown off track with two syllable words and when they are asked to find words in what they read they are slow and hesitant  Students are able to acquire a few words from familiar stories and short dictations that they have reread several times   Students’ sight vocabulary grows slowly and pictures are mixed with known words in sorting  At the end of the stage students are able to identify words immediately when asked to find words in a text  Disfluecny is very common with beginning reader

25. Back to LNA Stage What Does Writing Look Like? Students often write words slowly, sound by sound Students in the name-alphabetic stage can usually read what they write, depending on how completely they spell, and their writing is generally readable to anyone who understands the logic of their letter-name alphabetic strategy

26. Back to LNA Stage LNA Activities Rhymes & Pattern Stories Sound Boards Roll the Dice

27. Rhymes and Pattern Stories Back to Activities This activity will help students in their development and use of personal readers and Word Banks. This activity provides support for beginning readers and can then be used to harvest known words for Word Banks. Procedure: • Teacher will find a rhyme, jingle, or predictable story that students find memorable and read-able • Teacher will introduce text and read aloud to the students using fingerpointing • The students choral read along with the teacher • The teacher will decide which parts of the text will be compiled for personal readers • Each student has a copy of the text that is being read • In the preceding days the teacher rereads the rhyme or story and harvests words for a Word Bank • Sentences from the text can be written on sentence strips and the students can work to rebuild the text in a pocket chart

28. Sound Boards Back to Activities Sound Boards will help students review the beginning sounds including digraphs and blends. Sound boards are references for letter-sound features( beginning consonants, digraphs, and blends). Sound boards provide a key word and picture for each letter-sound match, helping students internalize the associations Procedure: • Sound boards are placed in students writing folders or personal readers making it easy for students to find letters to stand for the sounds they want to use • Teacher often posts charts of various letter-sound features. Display the chart in a prominent place for reference • A sound board may be left in a students word study folder to serve as a record of progress - Students can color the letters they have studied • Use sound boards to generate more words to add to a word family • The rime of the family is written on a small card and slid down beside the beginning sounds

29. Roll the Dice Back to Activities This activity can be used to enforce the study of word families. This game is for two to four players. Teacher will need a cube on which to write four contrasting word families ( an, ap, ag, at). A blank side is labeled ) “Lose a Turn” and another is labeled “Roll Again” . You will also need a blackboard or paper for recording words Procedure: • Students roll the die • If it lands on a word family, the student must come up with a word for that family and record it on the chalkboard or paper • Students keep their own lists and can use a word only once, although someone else may have used it • If a player is stumped or lands on “Lose a Turn”, the die is passed to the next person • If the student lands on “Roll Again”, he or she takes another turn • The person who records the most words at the end of the allotted time wins

30. Back to Stages Within Word Pattern Stage • Sort pictures to contrast short and long vowel sounds • Use words to study long vowel patters as well as ambiguous vowels and r-controlled vowels • Study complex consonants and homophones • Develop weekly routines and word study notebooks • Enhance vocabulary through homophones and inflectional morphology WWP Spelling WWP Writing WWP Reading WWP Activities

31. Back to WWP Stage What Does Spelling Look Like? Spell most single syllable short vowel words correctly Move away from sound by sound approach of the letter name and begin to include patterns or chunks of letter sequences that relate to sound and meaning Begin to sort words by long vowel patterns

32. Back to WWP Stage What Does Reading Look Like? Students move from full alphabetic phase to the consolidated alphabetic phase in which they being to recognize patterns and chunks to analyze unfamiliar words • (ch-e-s-t) vs. (ch-est) • Enables students to read in phrases and with greater expression Approach oral reading rates of 100 words per minute Can manage substantial periods of silent reading Students should read at least 30 minutes each day in instructional and independent level materials

33. Back to WWP Stage What Does Writing Look Like? Physical act of writing is performed with greater speed and less conscious attention Added fluency gives writers more time to focus on their ideas which will account for a greater sophistication in the writing itself

34. Back to WWP Stage WWSP Activities Vowel Spin Homophone Win, Lose, or Draw Semantic Sorts

35. Back to Activities Vowel Spin Activity Players spin for a feature (vowel sounds or vowel patterns) and remove pictures or words from their games boards that match the feature Materials • 30 or more cards or picture cards that correspond to the feature students have been studying • Spinner divided into 3-6 sections labeled with vowel sounds or patterns to be practiced Procedure • Players draw 9 cards from the deck and arrange in a 3 by 3 array • Player spins and removes the picture or word cards that fit the sound or pattern indicated by the spin. • The cards go into that players point pile • Re-draw to replace those cards in the array • Play continues until player is out of cards or there are no more to be drawn. • Player with the most cards in their point pile wins

36. Back to Activities Homophone Win, Lose, or Draw Four or more students work in teams to draw and guess each other’s words in a game that resembles charades (list can be found in Appendix E) Procedure • Write homophone pairs on cards and shuffle • Students divide into 2 equal teams • One player is selected as the artist for that round • They must draw a picture representing a given homophone, which requires understanding a homophone’s spelling and meaning • A card is pulled from the deck and shown to the artists for both teams • As the artist draws, teammates call out answers • When the correct word is offered the artist calls on that team to spell both words in the pair • Point awarded to the team with the correct information first

37. Back to Activities Semantic Sorts Students work with content related words to compare and contrast Procedure • Make a list of key terms from a given unit in a textbook and make word cards for those terms • Sort the words in an open sort, establishing their own categories • Start with easy and familiar topics • Sorts are copied into a word study notebook for that content area

38. Back to Stages Syllables and Affixes Stage • Use word sorts to study inflected endings and compound words • Examine syllable juncture with open and closed syllable sorts • Review vowel patterns in accented syllables • Sort words by final unaccented syllables • Study common prefixes and suffixes and how affixes change meaning and grammatical use • Enhance academic vocabulary in content areas S&A Spelling S&A Writing S&A Reading S&A Activities

39. Back to S&A Stage What Does Spelling Look Like? Lingering confusions with ambiguous vowel patterns For the most part students know how to spell single syllable words correctly Focus shifts to two-syllable words and the conventions that govern spelling where syllables meet known as syllable juncture Student often relies on sound rather than knowledge of the spelling meaning connection of the base word Structural analysis, or examining important word elements is a powerful tool for spelling Students use larger chunks of words

40. Back to S&A Stage What Does Reading Look Like? This stage is seen with intermediate readers In this stage time is spent expanding reading interests and fine-tuning reading strategies Background knowledge and vocabulary become critical elements in comprehension Examining how important word elements (prefixes, suffixes, and base words) combine is a powerful tool for vocabulary development, spelling and figuring out unfamiliar words during reading: • If there is a prefix, take it off first • If there is a suffix, take it off second • Look at the base to see if you know it or if you can think of a related word • Reassemble the word, thinking about the meaning contributed by the base, the suffix, and then the prefix   Students often use dictionaries to offer opportunities for determining the precise meaning of word students need to know in their reading as well as for understanding a word deeply

41. Back to S&A Stage What Does Writing Look Like? Increasingly confident and fluent in their writing, able to work for a longer period of time Ability to spell majority of words allows them to focus attention on meaning they are trying to convey More likely to hear a “voice” in their writing More aware of their “audience” Intermediate writers can be expected to revise for accuracy of spelling and punctuation

42. Back to S&A Stage S&A Activities Freddy the Frog Slap Jack Pair Them Up

43. Back to Activities Freddy the Hopping, Diving, Jumping Frog In this board game for 2-4 players, students review generalizations for adding –ing. Create a game board by arranging Green circles in a path to represent lily pads On each space write either “Double”, “E Drop”, or “Nothing” Prepare playing cards by writing a variety of words with an –ing ending, an equal number for each rule Use words that students have been sorting and add more words from a different word list Procedure • Place playing cards facedown and put playing pieces on the starting space • Each player draws a card, reads the card aloud, and moves to the closest space that matches • A player who draws a penalty or bonus card must follow the directions on the card • The winner is the first person to reach the home lily pad

44. Back to Activities Slap Jack A 2 person card game that is used to contrast open- and closed-syllable words as represented by any of the syllable spelling patterns. The object of the game is for one player to win all 52 cards. Materials: On 52 small cards, write the words that you want to contrasted. For example, 26 words would follow the open-syllable VCV pattern (pilot, human) and 26 would follow the closed-syllable VCCV pattern (funny, basket). Write the word on both ends of the cards so that neither player has to read the words upside down  Procedure: • The cards are dealt one at a time until the deck is gone, players keep their cards facedown in a pile in front of them. • Each player turns a card face up in a common pile at the same time • When 2 words with either open syllables or close syllables are turned up together, the first player to slap the pile takes all the cards in the common pile and adds them at the bottom of his or her pile • Turning cards and slapping must be done with the same hand • A player who slaps the common pile when there are not two open-or closed- syllable words must give both cards to the other player • Play continues until one player has all the cards • If time runs out, the winner is the player with the most cards

45. Back to Activities Pair Them Up In this version of Memory or Concentration, students match up unusual plurals Materials: Create two sets of cards using word pairs such as the ones that follow: wife/wives, leaf/leaves, life/lives, wolf/wolves, knife/knives, man/men, woman/women, mouse/mice, goose/geese, tooth/teeth, child/children. Make one card each of fish, sheep, and deer. Procedure: • Shuffle the cards and lay them all out facedown in a 5 x 5 array • Each player turns over two cards at a time • If the cards make a match, the player keeps them and turns over two more • If fish, sheep, or deer are turned over, there is no match and the player automatically gets to keep the card and go again

46. Back to Stages Derivational Relations Stage • Examine the spelling-meaning connection through the study of words derived from shared roots and bases • Sort words by Greek and Latin roots • Study assimilated or absorbed prefixes • Study suffixes and how they signal pars of speech • Enhance vocabulary through the study of morphology • Explore etymology and the history of the English language DR Spelling DR Writing DR Reading DR Activities

47. Back to DR Stage What Does Spelling Look Like? Fairly competent spellers Errors made are considered “high-level”, which require a more advanced foundation of spelling and vocabulary Developing a deeper understanding and appreciation of how words work through spelling Less urgency to move students along through this stage because they will be in this stage for a long period of time Study of spelling-meaning connections is of paramount importance in boosting students’ vocabulary

48. Back to DR Stage What Does Reading Look Like? Explore Greek and Latin word elements that are important morphemes out of which thousands of words are constructed Generative Process: • 60-80% of English vocabulary is generated through the combination roots, prefixes, and suffixes • Students who understand this process can analyze unfamiliar content-specific vocabulary they will encounter in their reading Intermediate readers will pick up syllabic chunks while reading • Ex: morphology = mor-pho-lo-gy Advanced readers will pick up morphemic chunks while reading • Ex: morphology = morph-olgy

49. Back to DR Stage What Does Writing Look Like? Proficient writers have potential to exercise the forms and functions of different genres • This knowledge helps to inform their voice or stance in their writing • Guides their word choice when they write or revise

50. Back to DR Stage DR Activities You Teach the Word Words That Grow Root Webs