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Word Study Instruction K-3

Word Study Instruction K-3. Virginia School-University Partnership October 15, 2013 Charlottesville, VA. Today’s Agenda. Word Study Overview Developmental Spelling Assessment Planning for Instruction Sorting Connecting Word Study to Text Connecting Word Study to Writing

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Word Study Instruction K-3

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  1. Word Study InstructionK-3 Virginia School-University Partnership October 15, 2013 Charlottesville, VA

  2. Today’s Agenda • Word Study Overview • Developmental Spelling Assessment • Planning for Instruction • Sorting • Connecting Word Study to Text • Connecting Word Study to Writing • Review Games for Extended Practice • Automaticity Activities • Putting It All Together

  3. What is Word Study? PHONICS + SPELLING + VOCABULAR INSTRUCTION = WORD STUDY Teaches students how to categorize the sounds, patterns, and meanings in words to build knowledge of the English language.

  4. (Taken from Words Their Way, Bear et al, 2012)

  5. Stages of Spelling Development • EMERGENT • LETTER-NAME • WITHIN-WORD PATTERN • SYLLABLES & AFFIXES • DERIVATIONAL RELATIONS

  6. EMERGENT SPELLERS bed • Instruction includes: phonological awareness & alphabet knowledge (letter names, letter sounds & letter production) • Lack concept of word • Early emergent: scribble • Middle emergent: use letter-like forms • Late emergent: use of letters, some letter-sound correspondences house T mitten D duck

  7. LETTER-NAME SPELLERS LP lump • Map names of letters to sounds • Predicted stage of reading development: beginning reader • Instruction includes: word families, short vowels, blends/digraphs, preconsonantal nasals • Developing phonemic awareness and a sight vocabulary BAD bed FLOT float STEK stick

  8. WITHIN-WORD PATTERN SPELLERS TRANE train • Predicted stage of reading development: transitional reader • Attend to the pattern features of spelling in single syllable words • Instruction includes: common long vowel patterns, r-influenced vowels, complex consonants FRITE fright MARCHT marched SPOYLE spoil

  9. SYLLABLES & AFFIXES SPELLERS BOTEL bottle • Predicted stage of reading development: transitional/ intermediate readers • Attend to spelling changes within and across syllables • Instruction includes: inflected endings, e-drop/doubling/ nothing, syllable stress, simple prefixes & suffixes SHOPING shopping DAMIGE damage PERTEND pretend

  10. DERIVATIONAL RELATIONS SPELLERS CONFUDENSE confidence • Predicted stage of reading development: intermediate -advanced readers • Attend to meaning-based changes in spelling • Instruction includes: affixes, assimilated or absorbed prefixes, Greek/Latin roots OPISISION opposition EMFASIZE emphasize COMOTION commotion

  11. Guidelines for Word Study • Assess students’ spelling • Group by assessment results • Plan differentiated instruction for groups • Teach through sorts, activities and games • Use ongoing assessments & re-group as needed • Provide independent practice • Apply taught features in meaningful reading and writing!

  12. DEVELOPMENTAL SPELLING ASSESSMENT • Administer a spelling inventory • Analyze spelling using a feature guide to determine: • Known features (independent) • Used but confused features (instructional) • Absent features (frustration) • Determine stage of spelling development

  13. Planning for Instruction Target features for instruction!

  14. Pacing Word Study Instruction Factors to Consider: Informal Assessments • Which features should I introduce? • How many features should I introduce? • 2 features? • 3 features? • 4 features? • Am I moving too quickly? • Am I moving too slowly? • Do I need to cover every feature in every stage? Informal Assessments to help guide your pacing decisions: • Weekly Spell Checks • Running Records • Writing Samples

  15. Sorting Types of Sorts • Picture/Word Sorts • Buddy Sorts • Writing Sorts • Blind Sorts • Speed Sorts

  16. Picture / Word Sorts Categorizing pictures, words or a combination by their sound, pattern, or meaning feature. Picture Sort Word Sort Picture/Word Sort

  17. Buddy Sorts Working collaboratively, students sort the picture and/ or word cards, “check” each column in the sort and then discuss the generalizations covered by the sort.

  18. Writing Sorts Like a picture and/or word sort, except students categorize and write the words into columns according to phonics features.

  19. Glue and Label Step 1: Sort pictures & glue Step 2: Label pictures. *be sure to hold students accountable for what they have learned.

  20. Speed Sorts Students time themselves completing a sort in order to support automatic recognition of the words and features.

  21. Blind Sorts The student hears the words read by someone else and categorizes them without seeing the spelling. Blind sorts encourage students to focus on sorting by “sounds.”

  22. Sorting Checklist Sample sort: http://www.youtube.com/watch?v=rgID2Acjeqs

  23. Sorting Games Treasure Sorting Game Popcorn Sorting Game

  24. Additional Activities with Sorting Cards • Concentration • Match two words with the same feature (i.e., rain-wait) • Roll-the-Word • Roll the dice. Flip over a word with the feature rolled. • Spin-the-Word • Spin the spinner. Flip over a word with the feature on the spinner.

  25. Concentration Match 2 cards with the same feature (i.e., tug-hug)

  26. Roll-the-Feature • Roll the dice. • Flip over a word with the feature rolled.

  27. Connecting Word Study to Reading Types of Texts: • Familiar Texts • Decodable Texts • Word Study Poems • Text Copies Good Night, Little Bug By Cynthia Rothman “Just one more run,” said the bug. “Just one more run,” said her mother. “Just one more hug,” said the bug. “Just one more hug,” said her mother. “Just a little more fun,” said the bug. “No,” said her mother. And the little bug went to sleep, snug as a bug in a rug.

  28. Sample Decodable Texts

  29. “OOK the BOOK” and… Og the Frog I am Og, Og the Frog I like to jog in the fog. I can hop on a log With my friend Hog. I am Og, Og the Frog. Your turn…. • Choose a word study feature. • List words containing the chosen feature. • Write a poem, following the “OOK THE BOOK” format.

  30. Letter Hunts & Word Hunts Word Hunts • Highlighters • Highlighter Tape • Word Finders • Wikki Stix • Clear Counters

  31. Word Hunts

  32. Decodable Sentence Concentration UT, UG, UN Decodable Sentence Concentration AY, AI, A-E Decodable Sentence Concentration

  33. Connecting Word Study to Text:Additional Activities Roll-A-Wordor Spin-A-Word

  34. Organizing Decodable Texts Store books according to phonics features. For example, have one book tub for initial sound books, one tub for short vowel books, one tub for long vowel books, etc.

  35. Connecting Word Study to Writing Writing Sorts Wipe-off board Word Study Notebook

  36. Connecting Word Study to Writing Dictated Sentences Follow-Up: Students highlight features in words. Teacher dictates a sentence containing word study words.

  37. Sample Dictated Sentences Letter Name: UT, UN, UG • Bug can run to the hut. Within Word Pattern: AY, A-E, AI • Snail had a date to play in the rain. Syllables and Affixes: VCV vs. VCCV • Tiger gave kitten a lesson on how to open the paper letter with a big ruler.

  38. Blending & Segmenting • Students develop decoding skills through segmenting and blending phonemes • Working at the phoneme level provides students with a foundation in the alphabetic principle • Important component of word study for letter name stage (i.e., beginning readers)

  39. Blending and Segmenting Activities • Phoneme Mats • Magic Dice • Magnetic Letters/Letter Tiles Flipbooks Slides

  40. Blending & Segmenting :Phoneme Mats Swap-A-Letter Sticky Notes

  41. Blending & Segmenting Magnetic Letter Tiles

  42. Blending & Segmenting: Magic Dice Individual Phonemes Onset-Rimes

  43. Blending & Segmenting Flipbooks Slides

  44. Review Games for Extended Practice • Goal : To develop automaticity with reading and spelling words. • Providing students with extended practice helps students develop mastery of features. • Follow the Path Games • Robot Factory • The Great Gumball Escape • Tic-Tac-Toe Boards • Splat!* • Swat the Word* • Oh, No! Cards* • Slapjack* • Roll-It, Flip-It* *activities that build automaticity

  45. Follow the Path Games • Types of Playing Cards: • Word Study feature cards • High-Frequency word cards • Game Variations: • Read the Words • Write the Words • Put Them Back • Race the Timer

  46. Tic-Tac-Toe Gameboards • Sticky Notes • Writing Tic-Tac-Toe • Blending & Segmenting

  47. Activities to Build Automaticity • Splat! • Swat the Word • Oh, No! Cards • Slapjack • Roll-It, Flip-It Playing Cards include: • Weekly Word Sorts • High Frequency Words • Letter Cards (emergent)

  48. Developing Automaticity Oh, No! Cards • Students take turns drawing a card and reading it. • If a student reads the word automatically, h/she keeps it. • If a student draws an OH, NO! card h/she must return all his/her accumulated cards to the table.

  49. Developing Automaticity Variations of Oh, no! cards BOO! crash! DUMP ‘EM EXPLODE!

  50. Word Study Homework • Provides additional extended practice of weekly features • Establish weekly homework routines • Send home weekly sorting cards • Provide clear examples of each word study activity for parents

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