Word Study for Phonics, Spelling and Vocabulary Instruction

1. Word Study for Phonics, Spelling and Vocabulary Instruction From Words Their Way, Third Ed. Bear, Invernizzi, Templeton, Johnston

2. Why is word study important? I have a spelling checker It came with my PC It plainly marks for my revue Mistakes I cannot sea I've run this poem threw it I'm sure your please to no, It's letter perfect in it's weigh My checker tolled me sew. -Anonymous

3. Word Study… • Is based on research about the importance of developmental spelling and a knowledge of how “words work” • Reveals consistencies within the language system (spelling and meaning) • Assists students with word recognition, spelling and meaning • Is hands-on!

4. Traditional Explicit skill instruction Word Study Explicit skill instruction

5. Traditional Systematic scope and sequence Word Study Systematic scope and sequence

6. Traditional Grade level determines focus Word Study Feature analysis determines focus

7. Feature Guide

8. Levels of Word Learning • Independent Level (What students do correctly) • Instructional Level (What students use, but confuse!) • Frustration Level (What is absent in students’ spelling)

9. Traditional Repeated practice Word Study Authentic repeated practice

10. Traditional Rote drill and memorization Word Study Hands-on learning

11. Traditional Little transference of critical thinking Word Study Higher level of transference due to critical analysis of words

12. Traditional Mastery determined by performance on “Friday’s test” Word Study Mastery determined by accurate use of word patterns in authentic reading and writing

13. Why Word Study? Research has shown that children do not transfer performance on “traditional spelling test” to everyday writing. (Invernizzi, 2004)

14. So…what is it?

15. The Basis for Word Study Word study is developmental Word study follows the continuum of word knowledge. Most students follow the same continuum, but possibly at different rates.

16. Orthographic Development Alphabet PatternMeaning Emergent Emergent Stage Pre-K to mid First Grades Letter Name-Alphabetic Beginning Stage K to mid Second Grades Within Word Pattern Transitional Stage First to mid Fourth Grades Syllables and Affixes Intermediate Stage Third to Eighth Grades Derivational Relations Advanced Stage Fifth to Twelfth Grades

17. Stages of Spelling Development Emergent Letter-Name Alphabetic Within Word Pattern Syllables and Affixes Derivational Relations

18. Emergent Stage Emergent to early readers Random marks to actual letters that have no sound relationship Pre-phonetic Spellers: Lack of correspondence to sound when writing MST for bed, TFP for ship, E for bed Many kindergarteners are emergent spellers at the beginning of the year. (0-5 years old)

20. Letter Name-Alphabetic Stage Early readers and writers Bd for bed bad for bed Ft for float flot for float Kindergarten and first-grade years

22. Within Word Pattern Stage Fluent readers Control letter-sound correspondence and short vowels Flowt for float flote for float Bodol for bottle botel for bottle • Late first grade through second • and third grade

24. Syllables and Affixes Stage Upper elementary and middle school years (9-14 years old) Correctly spell most one-syllable short- and long-vowel words Examine multi-syllabic words Bottel for bottle plesher for pleasure

27. Derivational Relations Stage Last stage in the developmental model. Begin by fifth grade and move throughout adulthood Builds a wide vocabulary Common derivations and related roots and bases Confedent for confident oposision for opposition

29. Bringing Reading, Writing and Spelling Together

30. Instructional Practices

31. Word Sort Lesson Plan • Demonstrate: Introduce sort, use key words or pictures • Sort and Check: Sort individually or with a partner. Check • Reflect: Declare, compare, and contrast • Extend: Introduce activities to complete at seat, center, or home

32. Why Do We Sort Words? • Categorizing is how humans make sense of the world • Sorting helps students organize what they know about words and form generalizations that they can apply to new words

33. Why Do We Sort Words? • “Best of Both Worlds” • Teacher-Directed Instruction - Teacher “stacks the deck” by choosing the sound, pattern, or meanings to be contrasted • Constructivist Learning - Students make their own discoveries and form their own generalizations

34. Why Do We Sort Words? • Generalizations can be applied to new words, therefore students learn for application rather than memorization • Hands-on! (Students are actively engaged)

35. Types of Sorts Sound Sorts

37. Types of Sorts Sound Sorts Pattern Sorts

39. Types of Sorts Sound Sorts Pattern Sorts Meaning Sorts

41. Blind Sorts Guess My Category Writing Sorts Word Hunts Brainstorming Buddy Sorts Speed Sorts Draw and Label Variations of Sorts

42. Wander and Investigate…

43. Any questions?!?

44. What about HOMEWORK?

45. “Looking at a child’s spelling gives us a window into that child’s word knowledge…Spend some time sitting beside your students and looking through the window that their spellings provide.” Bear, Donald R. et al. Words Their Way. Upper Saddle River, NJ: Pearson Learning (2008)