Words Their Way and Word Study in Third Grade

1. Words Their Way and Word Study in Third Grade

2. The goal is to teach our children to become word solvers . . . to read for meaning and to communicate in writing.(M. Trehearne)

3. Why Words Their Way and Word Study? • Research based practice • District-wide implementation at the elementary level

4. Traditional Spelling Whole group instruction Set list for the whole class Emphasis on learning spelling rules. Of course, for every rule there are exceptions that threaten the rule. Reputation for being boring Encourages memorization and assignment completion designed only to ensure repeated mechanical practice Taught as a separate program Weekly Friday spelling tests Word Study Small group instruction Individualized lists Encourages examination of words to form generalizations about spelling through the use of patterns Encourages interest in words Cohesive approach that addresses word recognition, vocabulary, phonics and spelling Integrated into literacy program. Word study builds word knowledge that can be applied to both reading and writing. Variety of ongoing assessments Weekly Friday spelling tests What are the changes?

5. What is Word Study? Word study is an alternative to traditional spelling instruction. It is based on learning word patterns rather than memorizing unconnected words. Word study provides students with opportunities to investigate and understand the patterns in words. Knowledge of these patterns means that students needn’t learn to spell one word at a time.

6. What are the benefits of Word Study? Explicit, systematic word study instruction at each child’s developmental level. Learning is based on the way students naturally learn: through comparing and contrasting and discovering similarities and differences within and between categories. Build from what is known about words to what is new. Word Study is active.

7. How does Word Study work in the classroom? Spelling Inventory is given and groups are formed. Word sorts are used daily to encourage students to compare and contrast features in words. Engagement in hands-on activities and games using the patterns for the week. Students are assessed.

8. What does it look like in the classroom? A cycle of instruction for word study: • Introduction of the spelling pattern • Word Sorts in a variety of contexts • Discovery of the pattern in student’s reading and writing • Reinforcement activities to help students relate this pattern to previously acquired knowledge • Assessment

9. How can parents help? • Each week a word sort will be sent home for additional practice. • Spend time each evening working with your child with the sort. • Keep all sorts sent home for further sorting with new patterns. • Ask your child open-ended questions about their sort. • What do you notice? • Tell me about your sort. • Tell me what you were thinking about these words.

10. What activities can be done at home? Words Out Loud: Your child reads the words out loud as they sort. Pattern Sorts: Your child sorts the words according to spelling pattern practiced at school. Explain Out Loud: Your child tells why they sorted the words as they did. No Peeking Sort: You read the words and your child points to the spelling pattern where it belongs. Word Hunt: Find 2 or 3 words that are examples of each pattern being studied. Speed Sort: Pattern sort and your child tries to beat his/her best time. No Peeking Writing Sort: You read the words to your child and your child writes the word in the correct spelling category

11. How will my child learn the high frequency words? Your child will continue to work with the 103 high frequency words outlined at Curriculum Night. High frequency words often have irregular sound patterns. The expectation is that all students will read and spell these words correctly. A list of 5-6 of these words will be covered each week through the 3rd quarter.

12. Questions?