Mid Level Word Study Day Two

1. Mid Level Word StudyDay Two How to Teach Word Study (Spelling) in Grades 4-8 Trainer: Have participants take out their envelopes containing the Spelling Stage Sort from yesterday and practice sorting the words again. Have them check their categories with a partner. Go over the answers again if necessary. Additional Resources (Trainer): Teaching Kids to Spell- J. Richard Gentry & Jean Wallace Gillet Poem: �Never Mince Words with a Shark� from New Kids on the Block - Jack Prelutsky A Dictionary of Homophones- Leslie Presson When Kids Can�t Read- Kylene Beers Word Savvy- Max Brand Trainer Materials: Timer or stopwatch Chart Paper Markers Pocket Chart Names written on index cards for slide #6 for �What�s in a Name?� activity Words written on index cards for the guided word walk for WW, SJ, and DC 3-prong folders for word study notebooks (1 per participant) Notebook paper for participants� word study notebooksTrainer: Have participants take out their envelopes containing the Spelling Stage Sort from yesterday and practice sorting the words again. Have them check their categories with a partner. Go over the answers again if necessary. Additional Resources (Trainer): Teaching Kids to Spell- J. Richard Gentry & Jean Wallace Gillet Poem: �Never Mince Words with a Shark� from New Kids on the Block - Jack Prelutsky A Dictionary of Homophones- Leslie Presson When Kids Can�t Read- Kylene Beers Word Savvy- Max Brand Trainer Materials: Timer or stopwatch Chart Paper Markers Pocket Chart Names written on index cards for slide #6 for �What�s in a Name?� activity Words written on index cards for the guided word walk for WW, SJ, and DC 3-prong folders for word study notebooks (1 per participant) Notebook paper for participants� word study notebooks

2. Word Study for Grades 4-8 Spelling Test Number your paper from 1-4 for a spelling test. Give participants the �carrot test.� See Teaching Kids to Spell, by J. Gentry and J. Gillett, p. 51. Have participants discuss the strategies they used to spell the words. Record their responses on a chart titled �Spelling Strategies.�Give participants the �carrot test.� See Teaching Kids to Spell, by J. Gentry and J. Gillett, p. 51. Have participants discuss the strategies they used to spell the words. Record their responses on a chart titled �Spelling Strategies.�

3. Word Study for Grades 4-8 Agenda Establishing a Procedure Weekly Routine Instructional Practice -Within Word Pattern -Syllable Juncture -Derivational Constancy Reflection Review agenda. Review agenda.

4. Word Study for Grades 4-8 Essential Questions How do I plan word study instruction appropriate to my students� needs? What does word study instruction look like? Review the Essential Questions. Review the Essential Questions.

5. 5 Today we will focus on how the Standards, Curriculum and Assessment provide support for planning effective instruction. Our instruction should be built on what students know and need to know. Oftentimes, the assessment results show students at various stages of development. Refer participants to WJ, p. 46, Figure 2-11. This completed class record shows students at three stages of spelling development. Refer participants to WJ, p. 48, Organizing Groups. While grouping students at their appropriate stage of development for instruction is preferred (Ganske�s recommendation), we will offer an alternative plan for differentiating instructions: Teach a whole group lesson that meets the needs of the majority of students, then address the needs of students at higher or lower stages at other times during the day. Trainer Note: Using the completed DSA Class Record Form from yesterday�s Assessment Packet or a transparency of slide 21 from Day 1, show participants how to choose a feature for beginning instruction. Look for a feature where the majority of the scores are 3-4 and below. The majority of this class could use some instruction starting in Feature H or even Feature G. Today we will focus on how the Standards, Curriculum and Assessment provide support for planning effective instruction. Our instruction should be built on what students know and need to know. Oftentimes, the assessment results show students at various stages of development. Refer participants to WJ, p. 46, Figure 2-11. This completed class record shows students at three stages of spelling development. Refer participants to WJ, p. 48, Organizing Groups. While grouping students at their appropriate stage of development for instruction is preferred (Ganske�s recommendation), we will offer an alternative plan for differentiating instructions: Teach a whole group lesson that meets the needs of the majority of students, then address the needs of students at higher or lower stages at other times during the day. Trainer Note: Using the completed DSA Class Record Form from yesterday�s Assessment Packet or a transparency of slide 21 from Day 1, show participants how to choose a feature for beginning instruction. Look for a feature where the majority of the scores are 3-4 and below. The majority of this class could use some instruction starting in Feature H or even Feature G.

6. Word Study for Grades 4-8 WEEK 1: Establishing a Procedure �What�s in a Name?�Day 1: Introduction and Open Sort Categorization activities are the backbone of word study. The main activity used to compare and contrast words is known as word sorting. In word sorting, students manipulate words written on cards into groups. Through categorization, they create order and make discoveries about the traits that define each particular set or group of words. In word sorting activities, students reflect on the characteristics of certain print features by examining words with and without the feature. Max Brand, the author of Word Savvy, uses word study in his middle school classroom to build a common language to talk about words over the course of the school year. He uses his students� names to formulate the list of words for the first week of school. These initial lessons anchor their word learning and establish the procedures for word study. Option #1 In this example, the names were sorted in a way that made sense to the students. This year the girls wanted a category for shoppers and the boys wanted to be categorized by their favorite sports, football and basketball. This is an example of an open sort. Read WJ pg. 79 1st full paragraph. Ganske mentions using open sorts sparingly. We are using it to introduce one of the �simplest� sorts to students at the beginning of the school year. Now, follow step three of �What�s in a Name?� lesson PM pg. 3. or Option #2 Follow all the steps of �What�s in a Name?� lesson PM pg. 3 (You must have the participant�s names already written on index cards for this step). Trainer: Monitor each group�s progress as they complete step #3. Trainer Note: Participants should get out their Activity and Purpose Sheet, PM pg. 11, and fill in the information for the open sort. Categorization activities are the backbone of word study. The main activity used to compare and contrast words is known as word sorting. In word sorting, students manipulate words written on cards into groups. Through categorization, they create order and make discoveries about the traits that define each particular set or group of words. In word sorting activities, students reflect on the characteristics of certain print features by examining words with and without the feature. Max Brand, the author of Word Savvy, uses word study in his middle school classroom to build a common language to talk about words over the course of the school year. He uses his students� names to formulate the list of words for the first week of school. These initial lessons anchor their word learning and establish the procedures for word study. Option #1 In this example, the names were sorted in a way that made sense to the students. This year the girls wanted a category for shoppers and the boys wanted to be categorized by their favorite sports, football and basketball. This is an example of an open sort. Read WJ pg. 79 1st full paragraph. Ganske mentions using open sorts sparingly. We are using it to introduce one of the �simplest� sorts to students at the beginning of the school year. Now, follow step three of �What�s in a Name?� lesson PM pg. 3. or Option #2 Follow all the steps of �What�s in a Name?� lesson PM pg. 3 (You must have the participant�s names already written on index cards for this step). Trainer: Monitor each group�s progress as they complete step #3. Trainer Note: Participants should get out their Activity and Purpose Sheet, PM pg. 11, and fill in the information for the open sort.

7. Word Study for Grades 4-8 WEEK 1: Establishing a Procedure �What�s in a Name?� Day 2 � Closed Sort Day 3 � Blind Sort Day 4 � Speed Sort Day 5 - Assessment Day 2- Participants read pg. 77 3rd paragraph. Trainer: Model Day 2- Closed Sort- PM pg. 4 S.N.A.P. (Stop Now And Process)- Participants should write in the purpose of a closed sort. Day 3- Participants read �Blind Sorts� bottom of 87-88. Trainer: Model Day 3- Blind Sort- PM pg. 5 S.N.A.P. Participants should fill in the purpose of a Blind Sort. Day 4- Participants read �Speed Sorts� pg. 88-89. Model Day 4- Speed Sort PM pg. 6 S.N.A.P. Participants should fill in the purpose of a Speed Sort. Day 5- Assessment PM pg. 7. Also, refer participants to WJ pgs. 101-102, Quiz Options. Day 2- Participants read pg. 77 3rd paragraph. Trainer: Model Day 2- Closed Sort- PM pg. 4 S.N.A.P. (Stop Now And Process)- Participants should write in the purpose of a closed sort. Day 3- Participants read �Blind Sorts� bottom of 87-88. Trainer: Model Day 3- Blind Sort- PM pg. 5 S.N.A.P. Participants should fill in the purpose of a Blind Sort. Day 4- Participants read �Speed Sorts� pg. 88-89. Model Day 4- Speed Sort PM pg. 6 S.N.A.P. Participants should fill in the purpose of a Speed Sort. Day 5- Assessment PM pg. 7. Also, refer participants to WJ pgs. 101-102, Quiz Options.

8. SchedulingWhere does Word Study fit into my weekly schedule? Trainer Note: Have participants read from the bottom of WJ pg. 80 to the end of the first full paragraph on 81. Explain and discuss WJ pg. 82 Figure 3-2. This page will help teachers understand a weekly word study schedule. If a lack of time is a great challenge for you, we recommend a three-day schedule where word study is taught for three CONSECUTIVE days for the first 10-15 minutes of the class period- during the writing workshop/language arts time. If necessary, some of the activities for the five-day schedule could be combined to the same day and/or possibly be assigned as independent activities for the students to complete.Trainer Note: Have participants read from the bottom of WJ pg. 80 to the end of the first full paragraph on 81. Explain and discuss WJ pg. 82 Figure 3-2. This page will help teachers understand a weekly word study schedule. If a lack of time is a great challenge for you, we recommend a three-day schedule where word study is taught for three CONSECUTIVE days for the first 10-15 minutes of the class period- during the writing workshop/language arts time. If necessary, some of the activities for the five-day schedule could be combined to the same day and/or possibly be assigned as independent activities for the students to complete.

9. Word Study for Grades 4-8 Planning Appropriate Instruction Refer participants to WJ Chapter 3, Planning Appropriate Instruction, p. 76. When a spelling feature is first introduced, there may be just two categories. Additional categories or columns (up to four or five) may be added as more information about the feature is explored. Have participants read WJ, p. 77- top of 79. A category for �exceptions� should also be included in word study. Teachers refer to this category by various names, such as oddball words, miscellaneous words or �?.� This category should be used sparingly so as not confuse students. Even if no exceptions are included, the oddball option should be made available. Always prompt the students to explain why they placed a word in the oddball category. Refer participants to WJ Chapter 3, Planning Appropriate Instruction, p. 76. When a spelling feature is first introduced, there may be just two categories. Additional categories or columns (up to four or five) may be added as more information about the feature is explored. Have participants read WJ, p. 77- top of 79. A category for �exceptions� should also be included in word study. Teachers refer to this category by various names, such as oddball words, miscellaneous words or �?.� This category should be used sparingly so as not confuse students. Even if no exceptions are included, the oddball option should be made available. Always prompt the students to explain why they placed a word in the oddball category.

10. Word Study for Grades 4-8 Explicit Instruction Direct explanation Modeling: �Think Aloud� Guided Practice Application The National Reading Panel report consistently emphasizes the importance of explicit instruction. Delores Durkin (1979) stated that most teaching going on today is assigning and assessing: ��many teachers give enough information about an assignment so that students understand the formal requirements, but they stop short of demonstrating how to solve the task cognitively.� Many times teachers think they are teaching when they are really explaining how to do a worksheet or assigning a task. Demonstrating how to solve the task cognitively includes providing an explicit model of the skill or �thinking� that students will need to do to accomplish a task. These are steps of explicit instruction. Direct explanation Modeling: �Think Aloud� Guided Practice Application How explicit should instruction be? Most experts agree that a high degree of explicitness is necessary. When skills and strategies are left implicit, students who are not already good thinkers probably won�t catch on. They won�t be able to fine tune their thinking. Students need a knowledgeable teacher to make those processes visible. In addition, they need the teacher�s guidance to reflect on how and when to use this skill or strategy as they face a new problem or situation (transfer). The National Reading Panel report consistently emphasizes the importance of explicit instruction. Delores Durkin (1979) stated that most teaching going on today is assigning and assessing: ��many teachers give enough information about an assignment so that students understand the formal requirements, but they stop short of demonstrating how to solve the task cognitively.� Many times teachers think they are teaching when they are really explaining how to do a worksheet or assigning a task. Demonstrating how to solve the task cognitively includes providing an explicit model of the skill or �thinking� that students will need to do to accomplish a task. These are steps of explicit instruction. Direct explanation Modeling: �Think Aloud� Guided Practice Application How explicit should instruction be? Most experts agree that a high degree of explicitness is necessary. When skills and strategies are left implicit, students who are not already good thinkers probably won�t catch on. They won�t be able to fine tune their thinking. Students need a knowledgeable teacher to make those processes visible. In addition, they need the teacher�s guidance to reflect on how and when to use this skill or strategy as they face a new problem or situation (transfer).

11. Word Study for Grades 4-8 The Word Study Notebook A place to trace the student�s journey Refer participants to WJ p. 92, The Word Study Notebook, 1st paragraph 1st sentence. The purpose of the word study notebook is to provide a record of a student�s explorations with words over the course of a year. Also, highlight 2nd paragraph 1st sentence. The word study notebook is a place to record sorts and discoveries. Read WJ pg. 93 Discovery Log and refer participants to p. 94 Figure 3-10 for a sample of a page in a word study notebook. Trainer: Show an example of a word study notebook you have created. A three-prong folder with paper in it will work. Pass out three prong folders and notebook paper. Allow participants time to put together their own word study notebooks to use throughout today�s training.Refer participants to WJ p. 92, The Word Study Notebook, 1st paragraph 1st sentence. The purpose of the word study notebook is to provide a record of a student�s explorations with words over the course of a year. Also, highlight 2nd paragraph 1st sentence. The word study notebook is a place to record sorts and discoveries. Read WJ pg. 93 Discovery Log and refer participants to p. 94 Figure 3-10 for a sample of a page in a word study notebook. Trainer: Show an example of a word study notebook you have created. A three-prong folder with paper in it will work. Pass out three prong folders and notebook paper. Allow participants time to put together their own word study notebooks to use throughout today�s training.

12. Introducing the Word Sort Steps for a �Guided Word Walk� 1. Gather students to a place where they can see the words for the week. 2. Hold up each card for the students to identify. 3. Stop and discuss a few of the words. Introduce the sort by placing key words on the pocket chart as category headers and explaining how you will sort the words. Model completing the sort until students catch on. Then let students assist you decision-making: a) Sort by sound first. b) Sort by visual pattern next. 6. Correct any mistakes as needed with students justifying the changes. 7. Discuss the completed categories. 8.* Connect the learning to reading and writing. Refer participants to WJ, p. 81. Regardless of whether you provide instruction for whole or small groups, explicit instruction should occur at the start of each exploration of new words. Refer participants to WJ, p. 83. On the first day of word study, students cut apart the word card template and store the word cards in an envelope or plastic bag. Hint: To aid in identification, students may put a personal mark on the back of each card. Refer participants to WJ, p. 86, Figure 3-5, Steps for a guided word walk and PM pg. 13- Guided Word Walk Lesson Plan form. Go over the steps using this slide. As you explain the steps, ask participants to note the changes that have been made to the guided word walk in their books. Step #8- Because we want students to internalize the connection between reading and writing we will add this step to the guided work walk. Listen to the what the dialogue for #8 might sound like: �How will what we learned today help us when we are reading a new word? (Allow time for students� responses).� Then, the teacher would write �braid� on the board. �When you see this word, how will you read it (with the long /a/ sound)?� How will what we learned today help us when we are writing words? (Allow time for students� responses). If you need to write the word �paint,� how might you spell it?� Refer participants to WJ, p. 81. Regardless of whether you provide instruction for whole or small groups, explicit instruction should occur at the start of each exploration of new words. Refer participants to WJ, p. 83. On the first day of word study, students cut apart the word card template and store the word cards in an envelope or plastic bag. Hint: To aid in identification, students may put a personal mark on the back of each card. Refer participants to WJ, p. 86, Figure 3-5, Steps for a guided word walk and PM pg. 13- Guided Word Walk Lesson Plan form. Go over the steps using this slide. As you explain the steps, ask participants to note the changes that have been made to the guided word walk in their books. Step #8- Because we want students to internalize the connection between reading and writing we will add this step to the guided work walk. Listen to the what the dialogue for #8 might sound like: �How will what we learned today help us when we are reading a new word? (Allow time for students� responses).� Then, the teacher would write �braid� on the board. �When you see this word, how will you read it (with the long /a/ sound)?� How will what we learned today help us when we are writing words? (Allow time for students� responses). If you need to write the word �paint,� how might you spell it?�

13. Word Study for Grades 4-8 Instruction for� * Within Word Pattern Stage * Syllable Juncture Stage * Derivational Constancy Stage Yesterday we looked at the spelling developmental stages in terms of assessment with the DSA. Today we will look at instructional practices for students in these three stages. Yesterday we looked at the spelling developmental stages in terms of assessment with the DSA. Today we will look at instructional practices for students in these three stages.

14. Word Study for Grades 4-8 Word Study in Within Word Refer participants to WJ, p. 128, Chapter 5, Within Word Pattern Word Study. Students in this stage are on their way to becoming fluent readers and writers. They are usually in the late first to mid-fourth grades. At this stage, they move beyond strict one-letter-one-sound correspondences and learn to spell by pattern. A primary instructional focus is the marking of long vowels, but other vowel and consonant patterns also receive attention. Refer to word samples on slide. Many of the pattern complexities at this stage are a result of English being a language shaped by many other languages. Estimates suggest that approximately 40% of English has French origin. This explains some of the vowel patterns: oi, oy, ou, au, ie and ee. Within Word spellers do learn to master their use in single-syllable words. Words are sorted by sound and pattern, and pattern is linked to meaning as students explore homophones and the ed past tense meaning unit.Refer participants to WJ, p. 128, Chapter 5, Within Word Pattern Word Study. Students in this stage are on their way to becoming fluent readers and writers. They are usually in the late first to mid-fourth grades. At this stage, they move beyond strict one-letter-one-sound correspondences and learn to spell by pattern. A primary instructional focus is the marking of long vowels, but other vowel and consonant patterns also receive attention. Refer to word samples on slide. Many of the pattern complexities at this stage are a result of English being a language shaped by many other languages. Estimates suggest that approximately 40% of English has French origin. This explains some of the vowel patterns: oi, oy, ou, au, ie and ee. Within Word spellers do learn to master their use in single-syllable words. Words are sorted by sound and pattern, and pattern is linked to meaning as students explore homophones and the ed past tense meaning unit.

15. Word Study for Grades 4-8 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 Long Vowels with Vce: Refer participants to WJ, p. 129-130. Vowel-Consonant-e is the easiest of the features examined at this stage. This feature could be introduced with pictures that contrast the long and short sounds of a particular vowel to help students discriminate between the two sounds. Keep in mind that you want students to use visual cues but not to rely too much on the patterns they see, and the e-marker is a strong visual cue. Unless students can clearly differentiate the sounds of long and short vowels, they may attend primarily to visual differences in the words and fail to associate the sound with the pattern. Refer participants to the Feature F chart on this page. Explain that this chart should be read horizontally as the suggested category headers are listed for each week of study during that feature. Direct participants to the dark gray box. It gives the page numbers (213, 206-207) where the words can be selected for each week of study during Feature F. *The chart that Ganske provides for each feature provides a suggested scope and sequence for word study throughout that feature. R-Controlled Vowels: Refer participants WJ, p. 132. R-controlled vowel patterns are the source of many spelling errors. The sources of these difficulties are: the /r/ sound does not include a distinct vowel sound and confusion between the different patterns: er, ir, ur. Another confusion stems from their many experiences with the r-blends words they are so accustomed to seeing in text at this level. (This is why they spell girl g-r-i-l.) The study is divided into two parts: short vowel patterns and long vowel patterns. The study of the r-controlled long vowel patterns should be reserved until after a study of Feature H. Other Common Long Vowel Patterns: Refer participants to WJ, p. 133. As a new long vowel pattern is introduced, previously studied features are returned to again and again for comparison. This provides a scaffold to build new understandings and ensures that earlier learnings are reviewed. Ganske suggests a sequence on p. 134. When working with particularly complex patterns, such as short e (_e_ and _ea_), Ganske suggests sorting by sound, then pattern, then sound and pattern (see Figure 5-4). Complex Consonants: Refer participants to WJ, p. 135. The different aspects of this feature do not need to be explored consecutively, rather, they should be chosen as needed. Abstract Vowels: Refer participants to WJ, p. 139. Abstract vowels are often the last feature to be mastered a the WW pattern stage. In introducing this feature, the contrast is to the long and short vowels (known). Later, they contrast words with the same sound but different patterns (caught, raw, talk) or contrast words with same pattern but different sounds (foot and moon). In addition to these features, see WJ pg. 198 for the other possible weeks of study during this spelling stage.Long Vowels with Vce: Refer participants to WJ, p. 129-130. Vowel-Consonant-e is the easiest of the features examined at this stage. This feature could be introduced with pictures that contrast the long and short sounds of a particular vowel to help students discriminate between the two sounds. Keep in mind that you want students to use visual cues but not to rely too much on the patterns they see, and the e-marker is a strong visual cue. Unless students can clearly differentiate the sounds of long and short vowels, they may attend primarily to visual differences in the words and fail to associate the sound with the pattern. Refer participants to the Feature F chart on this page. Explain that this chart should be read horizontally as the suggested category headers are listed for each week of study during that feature. Direct participants to the dark gray box. It gives the page numbers (213, 206-207) where the words can be selected for each week of study during Feature F. *The chart that Ganske provides for each feature provides a suggested scope and sequence for word study throughout that feature. R-Controlled Vowels: Refer participants WJ, p. 132. R-controlled vowel patterns are the source of many spelling errors. The sources of these difficulties are: the /r/ sound does not include a distinct vowel sound and confusion between the different patterns: er, ir, ur. Another confusion stems from their many experiences with the r-blends words they are so accustomed to seeing in text at this level. (This is why they spell girl g-r-i-l.) The study is divided into two parts: short vowel patterns and long vowel patterns. The study of the r-controlled long vowel patterns should be reserved until after a study of Feature H. Other Common Long Vowel Patterns: Refer participants to WJ, p. 133. As a new long vowel pattern is introduced, previously studied features are returned to again and again for comparison. This provides a scaffold to build new understandings and ensures that earlier learnings are reviewed. Ganske suggests a sequence on p. 134. When working with particularly complex patterns, such as short e (_e_ and _ea_), Ganske suggests sorting by sound, then pattern, then sound and pattern (see Figure 5-4). Complex Consonants: Refer participants to WJ, p. 135. The different aspects of this feature do not need to be explored consecutively, rather, they should be chosen as needed. Abstract Vowels: Refer participants to WJ, p. 139. Abstract vowels are often the last feature to be mastered a the WW pattern stage. In introducing this feature, the contrast is to the long and short vowels (known). Later, they contrast words with the same sound but different patterns (caught, raw, talk) or contrast words with same pattern but different sounds (foot and moon). In addition to these features, see WJ pg. 198 for the other possible weeks of study during this spelling stage.

16. Word Study for Grades 4-8 Selecting the Words for Feature G R-controlled vowel patterns dash plate card oddball The categories listed here are short a, a consonant e, ar, and oddball. Notice that the first two categories are �known� words and these are listed first. These words have been studied in previous stages, and will serve as contrasts to the r-controlled vowel sound. Refer participants to WJ p. 132 Refer the grade 4-6 participants to WSWW p. 66. A word of caution: the Words Their Way word sort books sometimes move �faster� from one week of study to the next. Instead of using this sort which does not use the �short a� sound in the first r-controlled vowel sort, we will use Ganske�s plan on WJ p. 132 for today�s model. How do you select the words for your sorts? Word lists are provided in Appendix 1 and within the lessons in the Words Their Way Word Sorts books. Ganske cautions that students need to be able to read the words being used. Automatic recognition allows students to put their mental energy into examining sound, pattern and meaning relationships, rather than struggling to decode the words themselves. She also cautions that students should already know how to spell about half of the words they will be using. The half they know become the anchors for the pattern in this week�s study. Ganske strongly recommends that students work with single syllable words through the Within Word Stage until they have a �solid� grasp of the syllable patterns. They will be able to apply this understanding to multi-syllabic words in the Syllable Juncture stage. Refer participants to WJ p. 80. How many words should you choose? There is no right number. Students need enough examples in each category to distinguish similarities and differences. This may mean four words or it could mean ten per category. A total of 10-25 words for two to five categories is common. Once you move to features in the Within Word Stage, make sure the words you choose have visual contrasts, for example, choose 3, 4, and 5 letter words with different configurations (letters that stretch above and fall below the midline). Also, make sure that you attend to sound contrast by using a variety of initial and final consonants, blends, and digraphs. All words in one category should not rhyme. Choose words that students would use in their writing. The categories listed here are short a, a consonant e, ar, and oddball. Notice that the first two categories are �known� words and these are listed first. These words have been studied in previous stages, and will serve as contrasts to the r-controlled vowel sound. Refer participants to WJ p. 132 Refer the grade 4-6 participants to WSWW p. 66. A word of caution: the Words Their Way word sort books sometimes move �faster� from one week of study to the next. Instead of using this sort which does not use the �short a� sound in the first r-controlled vowel sort, we will use Ganske�s plan on WJ p. 132 for today�s model. How do you select the words for your sorts? Word lists are provided in Appendix 1 and within the lessons in the Words Their Way Word Sorts books. Ganske cautions that students need to be able to read the words being used. Automatic recognition allows students to put their mental energy into examining sound, pattern and meaning relationships, rather than struggling to decode the words themselves. She also cautions that students should already know how to spell about half of the words they will be using. The half they know become the anchors for the pattern in this week�s study. Ganske strongly recommends that students work with single syllable words through the Within Word Stage until they have a �solid� grasp of the syllable patterns. They will be able to apply this understanding to multi-syllabic words in the Syllable Juncture stage. Refer participants to WJ p. 80. How many words should you choose? There is no right number. Students need enough examples in each category to distinguish similarities and differences. This may mean four words or it could mean ten per category. A total of 10-25 words for two to five categories is common. Once you move to features in the Within Word Stage, make sure the words you choose have visual contrasts, for example, choose 3, 4, and 5 letter words with different configurations (letters that stretch above and fall below the midline). Also, make sure that you attend to sound contrast by using a variety of initial and final consonants, blends, and digraphs. All words in one category should not rhyme. Choose words that students would use in their writing.

17. Word Study for Grades 4-8 Word Study in Within Word Focus: Feature G - R-Controlled Vowels Day 1: Teacher-Guided Word Walk. Students record their discoveries. Day 2: Students record their sort (Writing Sort) and discoveries. Day 3: Blind Sort and/or Word Hunt Day 4: Speed Sort - Beat the Teacher Day 5: Assessment Quiz This is a suggestion for a one-week study in feature G. Categories: dash, drag, bath, snap, sack plate, cane, flake, blame, pail, rain card, dart, harp, yard, part, charm, starve oddball- warm Day 1: Model the sort using the steps of the guided word walk in WJ pg. 86. Note: The teacher guided word walk is always a closed sort because the teacher determines the categories. Trainer: Record participants� discoveries (from #7 of the �Guided Word Walk� on an anchor chart to model the importance of keeping a track of thinking in the Word Study Notebook. Explain that students should add to and/or refine their discoveries in their notebooks as they continue to encounter the words throughout the week. Day 2: Repeat the guided word walk if necessary. Have students quickly begin to assist you in sorting the words. Have students cut and sort their own words and write their sort under the correct category headers in their Word Study Notebooks (see WJ page 87 �Writing Sorts).� Day 3: Model Blind sort. See WJ pg. 87. Review Word Hunt guidelines WJ pg. 89 and Model using �Never Mince Words with a Shark� (New Kids on the Block, Jack Prelutsky) . Read poem aloud. Make a list of �ar� words found in the poem on chart paper: quarrel, park, shark, argue, are Students should record these in their Word Study Notebooks. Day 4: Model Speed Sort- Beat the Teacher. Model the closed sort rapidly while someone times you. Students then have the opportunity to beat your time. Day 5: Model choosing the 10 high utility words for the assessment quiz. The majority of the words should contain an r-controlled vowel. Place the words you have chosen on the pocket chart and explain to participants why you chose those words. Participants: Add any new activities to your Activities and Procedures sheet. This is a suggestion for a one-week study in feature G. Categories: dash, drag, bath, snap, sack plate, cane, flake, blame, pail, rain card, dart, harp, yard, part, charm, starve oddball- warm Day 1: Model the sort using the steps of the guided word walk in WJ pg. 86. Note: The teacher guided word walk is always a closed sort because the teacher determines the categories. Trainer: Record participants� discoveries (from #7 of the �Guided Word Walk� on an anchor chart to model the importance of keeping a track of thinking in the Word Study Notebook. Explain that students should add to and/or refine their discoveries in their notebooks as they continue to encounter the words throughout the week. Day 2: Repeat the guided word walk if necessary. Have students quickly begin to assist you in sorting the words. Have students cut and sort their own words and write their sort under the correct category headers in their Word Study Notebooks (see WJ page 87 �Writing Sorts).� Day 3: Model Blind sort. See WJ pg. 87. Review Word Hunt guidelines WJ pg. 89 and Model using �Never Mince Words with a Shark� (New Kids on the Block, Jack Prelutsky) . Read poem aloud. Make a list of �ar� words found in the poem on chart paper: quarrel, park, shark, argue, are Students should record these in their Word Study Notebooks. Day 4: Model Speed Sort- Beat the Teacher. Model the closed sort rapidly while someone times you. Students then have the opportunity to beat your time. Day 5: Model choosing the 10 high utility words for the assessment quiz. The majority of the words should contain an r-controlled vowel. Place the words you have chosen on the pocket chart and explain to participants why you chose those words. Participants: Add any new activities to your Activities and Procedures sheet.

18. Word Study for Grades 4-8 HOMOPHONES Allow participants time to read: WJ pg. 141 1st paragraph 2nd sentence � pg. 142. �Because homophone errors look right�� and WTW pg. 187-88. ELA Framework : W.6.3.13- pg.17 and R.11.3.2 - pg. 33 Although these are third grade learner expectations, many students in fourth grade and up are continuing to spell these words incorrectly. Although homophones are not listed under a specific feature in this stage, it is imperative that we devote some of our word study to them in this stage as well as in the syllable juncture stage. Analyzing your students� writing helps you determine which are the homophones, homographs, and homonyms in which they need explicit instruction. Book Talk: A Dictionary of Homophones- Leslie Presson This is one of the homophone resources suggested by Ganske. Allow participants time to read: WJ pg. 141 1st paragraph 2nd sentence � pg. 142. �Because homophone errors look right�� and WTW pg. 187-88. ELA Framework : W.6.3.13- pg.17 and R.11.3.2 - pg. 33 Although these are third grade learner expectations, many students in fourth grade and up are continuing to spell these words incorrectly. Although homophones are not listed under a specific feature in this stage, it is imperative that we devote some of our word study to them in this stage as well as in the syllable juncture stage. Analyzing your students� writing helps you determine which are the homophones, homographs, and homonyms in which they need explicit instruction. Book Talk: A Dictionary of Homophones- Leslie Presson This is one of the homophone resources suggested by Ganske.

19. Word Study for Grades 4-8 Word Study in Syllable Juncture Refer participants to WJ, p. 146, Chapter 6, Syllable Juncture Stage. The next stage of spelling development is the Syllable Juncture stage. This stage usually begins in mid-fourth and continues through the intermediate grades. In this stage students work with words of more than one syllable. They learn how syllables join, when to double a final consonant, or drop a final e. They also learn to extend their vowel pattern knowledge and to correctly represent vowel sounds in unstressed syllables. Although students have been reading and writing polysyllabic words for some time, it is at this stage that these longer words become the center of instruction. The study of compound words is a good way to introduce students to the syllable juncture stage. This is a good time to make sure students know what is meant by a syllable - all syllables have at least one vowel and are easily identifiable by their beat.Refer participants to WJ, p. 146, Chapter 6, Syllable Juncture Stage. The next stage of spelling development is the Syllable Juncture stage. This stage usually begins in mid-fourth and continues through the intermediate grades. In this stage students work with words of more than one syllable. They learn how syllables join, when to double a final consonant, or drop a final e. They also learn to extend their vowel pattern knowledge and to correctly represent vowel sounds in unstressed syllables. Although students have been reading and writing polysyllabic words for some time, it is at this stage that these longer words become the center of instruction. The study of compound words is a good way to introduce students to the syllable juncture stage. This is a good time to make sure students know what is meant by a syllable - all syllables have at least one vowel and are easily identifiable by their beat.

20. Word Study for Grades 4-8 Word Study in Syllable Juncture K: Doubling & E-Drop with ED & ING L: Other Syllable Juncture Doubling M: Long Vowel Patterns in the Stressed Syllable N: R-Controlled Vowels in the Stressed Syllables O: Unstressed Syllable Vowel Patterns Doubling & E-Drop with ed and ing: Refer participants to WJ, p. 148. In order to be successful with this feature, students must know how to spell the base word and an understanding of the e-drop and doubling principles. The students need to understand that the suffixes, such as er and ed are meaning units and must be added to the base word intact. It is misleading and incorrect to tell students to �just add r or d.� When choosing words for this feature, be sure to include words like missing that at first glance appear to apply to the doubling principle. They cause students to rely less on visual cues and more on base words. See WJ, p. 151, Figure 6-4, for sorts related to this feature. Other Syllable Juncture Doubling: Refer participants to WJ, p. 152. Here the focus is on syllable junctures within a base word, rather than between a base word and ending. Two types of syllables are studied - open and closed. Open syllables typically end with a long vowel sound (paper, season). Closed syllables end with a consonant and have a short vowel sound (enter, hopping). See WJ, p. 155, Figure 6-7, for a sorting of words by sound: identifying open and closed syllables. Long Vowel Patterns in the Stressed Syllable: Refer participants to WJ, p. 158. In this feature, students extend their within word pattern knowledge of vowels. The context has changed- namely, polysyllabic words. A basic knowledge of stress will be helpful, since they need to be able to identify the vowel pattern in the stressed syllable. R-Controlled Vowels in the Stressed Syllables: Refer participants to WJ, p. 159. As r-controlled vowels continue to be troublesome (due to their sound-alike nature), students must learn to recognize that this part of the word requires their attention. See Figure 6-8, for a sort related to this feature. Unstressed Syllable Vowel Patterns: Refer participants to WJ, p. 160. Words at this stage are some of the most difficult to spell because sound provides no clue to the pattern. Each vowel and vowel combination can result in schwa or unstressed sound. Meaning does sometimes provide a clue to the spelling. As a result, this is a good place to integrate grammar with word study. For example, words pertaining to people tend to end in er or or (baker, governor). Adjectives end in er or ar (smaller, circular). See WJ pg. 198 for the other possible weeks of study during this spelling stage. We believe that WTW pgs. 224-230 gives the best scope and sequence for each week�s study during the Syllable Juncture stage. Doubling & E-Drop with ed and ing: Refer participants to WJ, p. 148. In order to be successful with this feature, students must know how to spell the base word and an understanding of the e-drop and doubling principles. The students need to understand that the suffixes, such as er and ed are meaning units and must be added to the base word intact. It is misleading and incorrect to tell students to �just add r or d.� When choosing words for this feature, be sure to include words like missing that at first glance appear to apply to the doubling principle. They cause students to rely less on visual cues and more on base words. See WJ, p. 151, Figure 6-4, for sorts related to this feature. Other Syllable Juncture Doubling: Refer participants to WJ, p. 152. Here the focus is on syllable junctures within a base word, rather than between a base word and ending. Two types of syllables are studied - open and closed. Open syllables typically end with a long vowel sound (paper, season). Closed syllables end with a consonant and have a short vowel sound (enter, hopping). See WJ, p. 155, Figure 6-7, for a sorting of words by sound: identifying open and closed syllables. Long Vowel Patterns in the Stressed Syllable: Refer participants to WJ, p. 158. In this feature, students extend their within word pattern knowledge of vowels. The context has changed- namely, polysyllabic words. A basic knowledge of stress will be helpful, since they need to be able to identify the vowel pattern in the stressed syllable. R-Controlled Vowels in the Stressed Syllables: Refer participants to WJ, p. 159. As r-controlled vowels continue to be troublesome (due to their sound-alike nature), students must learn to recognize that this part of the word requires their attention. See Figure 6-8, for a sort related to this feature. Unstressed Syllable Vowel Patterns: Refer participants to WJ, p. 160. Words at this stage are some of the most difficult to spell because sound provides no clue to the pattern. Each vowel and vowel combination can result in schwa or unstressed sound. Meaning does sometimes provide a clue to the spelling. As a result, this is a good place to integrate grammar with word study. For example, words pertaining to people tend to end in er or or (baker, governor). Adjectives end in er or ar (smaller, circular). See WJ pg. 198 for the other possible weeks of study during this spelling stage. We believe that WTW pgs. 224-230 gives the best scope and sequence for each week�s study during the Syllable Juncture stage.

21. Word Study for Grades 4-8 Selecting the Words for Feature K Doubling and e-drop with �ed and -ing Day 1 Sort #1: Guided Word Walk- sort by vowel pattern VC VCC oddball get ask The categories are vowel consonant, vowel consonant consonant, and oddball. Participants read WJ from bottom of pg. 149-150. When preparing the word sort, it is helpful to construct a double set of word cards for yourself- one with the inflectional ending and one with just the base word. This will help you jog the students� memory of how a base word is spelled. This is a suggestion for a one-week study in Feature K. Day 1 Sort #1: Refer to WJ p. 150, 2nd full paragraph. By this stage, you may turn over the initial steps of the guided word walk students. Refer participants to WSSA pg. 8. Allow time for participants to say the words together. Discuss a few of the words before beginning the sort. Let them know how you are going to sort the words - by vowel pattern. Using your guided word walk and the directions listed in the �Demonstrate� section on this page Model the sort (Stop after it says ��they are all verbs).� Trainer: Record participants� discoveries on an anchor chart to model the importance of teaching students to keep track of their thinking in their word study notebooks. The categories are vowel consonant, vowel consonant consonant, and oddball. Participants read WJ from bottom of pg. 149-150. When preparing the word sort, it is helpful to construct a double set of word cards for yourself- one with the inflectional ending and one with just the base word. This will help you jog the students� memory of how a base word is spelled. This is a suggestion for a one-week study in Feature K. Day 1 Sort #1: Refer to WJ p. 150, 2nd full paragraph. By this stage, you may turn over the initial steps of the guided word walk students. Refer participants to WSSA pg. 8. Allow time for participants to say the words together. Discuss a few of the words before beginning the sort. Let them know how you are going to sort the words - by vowel pattern. Using your guided word walk and the directions listed in the �Demonstrate� section on this page Model the sort (Stop after it says ��they are all verbs).� Trainer: Record participants� discoveries on an anchor chart to model the importance of teaching students to keep track of their thinking in their word study notebooks.

22. Word Study for Grades 4-8 Selecting the Words for Feature K Doubling and e-drop with �ed and �ing Day 1-Sort # 2: Start with the base word. First, sort it by consonant pattern. Then, sort the �-ing� form of the word by either �double� or �no change.� Repeat these steps starting each time with the base word. VC Double VCC No change The categories are base + ed (no change), e-drop + ed, and oddball. Trainer note: You may want to make a separate set of cards for this sorts so that the base words and the �ing� form of the words can already be paired together. Model Day 1 Sort #2 using the steps on this slide and your guided word walk (steps 4-8 only). *Make sure that you have your base word cards and the ones with the �ing ending already paired (example: �get� and �getting� should be together). Trainer: Record more and/or refine Day 1�s discoveries on chart paper to reinforce the importance of keeping track of thinking in the word study notebook. Students should always record the sort and their discoveries in their word study notebooks. The categories are base + ed (no change), e-drop + ed, and oddball. Trainer note: You may want to make a separate set of cards for this sorts so that the base words and the �ing� form of the words can already be paired together. Model Day 1 Sort #2 using the steps on this slide and your guided word walk (steps 4-8 only). *Make sure that you have your base word cards and the ones with the �ing ending already paired (example: �get� and �getting� should be together). Trainer: Record more and/or refine Day 1�s discoveries on chart paper to reinforce the importance of keeping track of thinking in the word study notebook. Students should always record the sort and their discoveries in their word study notebooks.

23. Word Study for Grades 4-8 Word Study in Syllable Juncture Focus: Feature K - Doubling & e-Drop with �ed� and �ing� ending Day 2: Teacher Guided Blind Sort and/or Buddy Blind Sort Day 3: Word Hunt Day 4: Speed Sort - Beat the Teacher Day 5: Assessment Quiz Day 2 � Model a Blind Sort of Day 1- Sort #2. Day 3- To help the students apply the knowledge of the features, they can look for more examples of words with these same spelling features in a familiar text. They could find a minimum of two words for both of the inflectional ending categories (�double� and �no change�). These words could be recorded in their word study notebooks. Have participants skim the section �A Word Walk: Introducing the Sort and Building Vocabulary� WJ p.83-85 and record their �double� and �no change� words on a post-it note. Trainer: Record their results on chart paper. Day 4- Model Speed Sort- Beat the Teacher. Model the closed sort rapidly while someone times you. Students then have the opportunity to beat your time. Day 5 � The last day of studying the feature is the assessment day. This may be done as as a blind written sort. Explain the procedure: Students would have the category headers listed on their papers. As the teacher calls out the words, the students would write the word under the correct category header. Trainer note: In small groups, have participants discuss and choose the 10 high utility words for this week�s assessment quiz. Share some results. Day 2 � Model a Blind Sort of Day 1- Sort #2. Day 3- To help the students apply the knowledge of the features, they can look for more examples of words with these same spelling features in a familiar text. They could find a minimum of two words for both of the inflectional ending categories (�double� and �no change�). These words could be recorded in their word study notebooks. Have participants skim the section �A Word Walk: Introducing the Sort and Building Vocabulary� WJ p.83-85 and record their �double� and �no change� words on a post-it note. Trainer: Record their results on chart paper. Day 4- Model Speed Sort- Beat the Teacher. Model the closed sort rapidly while someone times you. Students then have the opportunity to beat your time. Day 5 � The last day of studying the feature is the assessment day. This may be done as as a blind written sort. Explain the procedure: Students would have the category headers listed on their papers. As the teacher calls out the words, the students would write the word under the correct category header. Trainer note: In small groups, have participants discuss and choose the 10 high utility words for this week�s assessment quiz. Share some results.

24. Word Study for Grades 4-8 Word Study in Derivational Constancy Refer participants to WJ, p. 169, Chapter 7, Derivational Constancy Word. This is the last stage of spelling development. The spelling-meaning connection becomes a strategy for understanding and spelling words. The principle that words related in meaning tend to be related in spelling is a powerful one (Templeton, 1983). Sounds that are obscure in one word and give no clue to the spelling are often obvious in a related form. Try to spell the word �mnemonic� . Did you spell it�..? What word can help you remember to spell it m-n-e�? Answer: amnesia. These words have a Greek origin. In Greek mythology, Mnemosyne was the goddess of memory. Usually at this stage, words are presented in pairs to make it easier for students to detect relationships between words. Refer participants to WJ, p. 169, Chapter 7, Derivational Constancy Word. This is the last stage of spelling development. The spelling-meaning connection becomes a strategy for understanding and spelling words. The principle that words related in meaning tend to be related in spelling is a powerful one (Templeton, 1983). Sounds that are obscure in one word and give no clue to the spelling are often obvious in a related form. Try to spell the word �mnemonic� . Did you spell it�..? What word can help you remember to spell it m-n-e�? Answer: amnesia. These words have a Greek origin. In Greek mythology, Mnemosyne was the goddess of memory. Usually at this stage, words are presented in pairs to make it easier for students to detect relationships between words.

25. Word Study for Grades 4-8 Word Study in Derivational Constancy P: Silent and Sounded Consonants Q: Consonants Changes R: Vowel Changes S: Latin-Derived Suffixes T: Assimilated Prefixes Silent and Sounded Consonants: Refer participants to WJ, p. 170. During the study of this feature, students will look at the strategy of considering derived forms when trying to spell words. Most students do not make such connections on their own. Consonant Changes: Refer participants to WJ, p. 170. In this feature, students will look at using the same �meaning connection strategy� for words that involve a change in the consonant sound from one form of the word to another, for example, office to official. Vowel Changes: Refer participants to WJ, p. 172. In this feature, most changes consist of a change in sound of the vowel pattern, but no change in the spelling, for example, please to pleasant. Latin-Derived Suffixes: Refer participants to WJ, p. 174. Students learn how to join basic suffixes to base words and how their addition affects the word meaning. For example, able is added to base words - reasonable, while ible follows a root - visible. Assimilated Prefixes: Refer participants to WJ, p. 179. This feature is the most difficult one assessed in the DSA. Here students learn how the final letter of a prefix is assimilated or absorbed into the base or root that follows it in words of Latin origin. Ganske suggests starting with the prefix �in� as it is more prevalent. (in + literate = illiterate) By organizing vocabulary study around the Greek and Latin root families, students have opportunities to explore the meanings of roots and extend this understanding to unfamiliar words. Silent and Sounded Consonants: Refer participants to WJ, p. 170. During the study of this feature, students will look at the strategy of considering derived forms when trying to spell words. Most students do not make such connections on their own. Consonant Changes: Refer participants to WJ, p. 170. In this feature, students will look at using the same �meaning connection strategy� for words that involve a change in the consonant sound from one form of the word to another, for example, office to official. Vowel Changes: Refer participants to WJ, p. 172. In this feature, most changes consist of a change in sound of the vowel pattern, but no change in the spelling, for example, please to pleasant. Latin-Derived Suffixes: Refer participants to WJ, p. 174. Students learn how to join basic suffixes to base words and how their addition affects the word meaning. For example, able is added to base words - reasonable, while ible follows a root - visible. Assimilated Prefixes: Refer participants to WJ, p. 179. This feature is the most difficult one assessed in the DSA. Here students learn how the final letter of a prefix is assimilated or absorbed into the base or root that follows it in words of Latin origin. Ganske suggests starting with the prefix �in� as it is more prevalent. (in + literate = illiterate) By organizing vocabulary study around the Greek and Latin root families, students have opportunities to explore the meanings of roots and extend this understanding to unfamiliar words.

26. Word Study for Grades 4-8 Selecting Words for Feature SLatin-Derived Suffixes -ible -able oddball For this sort, we will use the discovery method to allow students to formulate the generalization. You will attempt to spell the words based on your prior knowledge. For this sort, we will use the discovery method to allow students to formulate the generalization. You will attempt to spell the words based on your prior knowledge.

27. Word Study in Derivational Constancy Focus: Feature S - Latin Derived Suffixes Day 1: Students discovery with Spelling Assessment & Word Card Template. Record Discoveries. Day 2: Students- Closed Sort and record the sort. Day 3: Word Hunt Day 4: Blind/Written Sort WJ pg.87 �Writing Sorts� Day 5: Assessment Quiz This is a suggestion for a one-week study for Feature S. We will focus on the Latin Derived Suffixes �__ible� and � ___able.� Option #1 Day 1: Trainer administers a traditional spelling test of the �ible and �able words (say the word, use it in a sentence, and then repeat the word). Use the words listed in PM, p. 9. PARTICIPANTS CAN CHECK THEIR OWN SPELLING TEST WITH PM p. 9 AFTER YOU HAVE ADMINSTERED THE TEST. Give them time to formulate their generalization of the words ending in �ible and the others �able. Trainer: Record participants� discoveries on an anchor chart to model the importance of keeping track of thinking in the word study notebook. Refer participants to WJ p. 174. Participants can read to find out the underlying principle (___able is added to base words and ____ible is added to word roots). Or Option #2 Follow lesson in PM pg. 10 Days 2-5- Review and Remind participants of procedures for each sort and the assessment quiz. Refer participants to a similar sort in WSDR p. 102 Sort 46 and the template on p. 109. Also refer them to WTW pgs. 282-284 for deeper study of �ible and �able. This is a suggestion for a one-week study for Feature S. We will focus on the Latin Derived Suffixes �__ible� and � ___able.� Option #1 Day 1: Trainer administers a traditional spelling test of the �ible and �able words (say the word, use it in a sentence, and then repeat the word). Use the words listed in PM, p. 9. PARTICIPANTS CAN CHECK THEIR OWN SPELLING TEST WITH PM p. 9 AFTER YOU HAVE ADMINSTERED THE TEST. Give them time to formulate their generalization of the words ending in �ible and the others �able. Trainer: Record participants� discoveries on an anchor chart to model the importance of keeping track of thinking in the word study notebook. Refer participants to WJ p. 174. Participants can read to find out the underlying principle (___able is added to base words and ____ible is added to word roots). Or Option #2 Follow lesson in PM pg. 10 Days 2-5- Review and Remind participants of procedures for each sort and the assessment quiz. Refer participants to a similar sort in WSDR p. 102 Sort 46 and the template on p. 109. Also refer them to WTW pgs. 282-284 for deeper study of �ible and �able.

28. Word Study for Grades 4-8 Activity and Purpose Sheet Go over the answers to the Activity and Purpose Sheet, PM, pg 11. Make sure teachers have their sheets filled out correctly. This sheet will remind teachers when certain sorts are appropriate and why each one is important for spelling words correctly. Blind - attention is focused on the sound pattern Speed - automaticity Word Hunts - application Open - insights about how students think about words Explain to teachers that if students are not proficient in the feature by the end of week, they will need to continue with the same feature the next week using different words. Go over the answers to the Activity and Purpose Sheet, PM, pg 11. Make sure teachers have their sheets filled out correctly. This sheet will remind teachers when certain sorts are appropriate and why each one is important for spelling words correctly. Blind - attention is focused on the sound pattern Speed - automaticity Word Hunts - application Open - insights about how students think about words Explain to teachers that if students are not proficient in the feature by the end of week, they will need to continue with the same feature the next week using different words.

29. Word Study for Grades 4-8 Remember� All the word study in the world will not help if children are not doing plenty of reading. Words Their Way First Edition, pg. 248

30. Word Study for Grades 4-8 Does our English spelling system make sense? Ask participants to review their answers to the Anticipation Guide, PM 8, from yesterday. Have participants discuss answers in small groups. They should be prepared to share the discussion of one item with the whole group. The answers may be found in TA, p. 2. Ask participants to review their answers to the Anticipation Guide, PM 8, from yesterday. Have participants discuss answers in small groups. They should be prepared to share the discussion of one item with the whole group. The answers may be found in TA, p. 2.

31. Word Study for Grades 4-8 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 Refer participants to WJ, p. 2, last paragraph. As Henderson reflected: Those who set out to remember every letter of every word will never make it. Those who try to spell by sound alone will be defeated. In word study, those who are taught to explore the sound, pattern, and meaning relationships among words through various compare and contrast strategies will learn to spell English. The instructional routine that we have proposed supports the principles of word study. Refer participants to WJ, p. 2, last paragraph. As Henderson reflected: Those who set out to remember every letter of every word will never make it. Those who try to spell by sound alone will be defeated. In word study, those who are taught to explore the sound, pattern, and meaning relationships among words through various compare and contrast strategies will learn to spell English. The instructional routine that we have proposed supports the principles of word study.

32. Word Study for Grades 4-8 Homework Word Journeys - Review Chapter 2, Assessing Word Knowledge: The Developmental Spelling Analysis. Administer the DSA to students during the first two weeks of school. After administering the DSA, read Chapter 5, 6, OR 7 depending on the stage of spelling development in which you plan to start instruction. The expectation is that you will administer the DSA to your class during the first two weeks of school. We can review the findings and make a plan for instruction. I can come to classrooms to model the Word Walk procedure or any other aspect of word study. I can also observe your word study block and provide feedback. Be prepared to return in September for a follow-up day.The expectation is that you will administer the DSA to your class during the first two weeks of school. We can review the findings and make a plan for instruction. I can come to classrooms to model the Word Walk procedure or any other aspect of word study. I can also observe your word study block and provide feedback. Be prepared to return in September for a follow-up day.

33. Word Study for Grades 4-8 Reflection 3 things I�ve learned today� 2 things I�m unsure of� 1 thing I can do immediately� Participants should reflect on the last two days. The reflection sheet can be found in the PM on pg. 14.Participants should reflect on the last two days. The reflection sheet can be found in the PM on pg. 14.