introduction - jefferson parish public school...

Instructional Guides

Word Study Guide

© 1997-2012 n2y, Inc. ULS, August 2012 of 23

Introduction For many years, a sight word approach was considered the most effective way to teach students with significant cognitive disabilities. However, when a sight approach is the only method being taught, the students do not acquire the strategies needed to identify words that are not in their sight word vocabulary. They are limited to only the words they have been taught.

The National Reading Panel (NRP) issued a report in 2000 to provide “an evidenced-based assessment of the scientific literature on Reading and its implications for reading instruction.” The findings of this report provide analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary and text comprehension. While this panel did address low-achieving students, it is likely that this did not specifically include students with severe/profound disabilities, who are the focus of this document. Because these areas have been identified as central to learning to read, they should be considered as a component to reading instruction for all students.

Learn more: National Reading Panel (NRP) Frequently Asked Questions: http://www.nationalreadingpanel.org/faq/faq.htm

Becoming a literate reader or writer requires fast and accurate recognition and production of words and their meaning within text materials. When students are able to do this, they can concentrate on comprehension or making meaning of what is being read.

The primary purpose of Word Study is to help students develop strategies in reading words. To become a successful reader, the student must experience opportunities to learn strategies that will: • Develop phonemic awareness • Build sight word vocabulary; • Develop decoding skills; • Expand vocabulary meaning. Unique Learning System has developed three guides: Phonemic Awareness, Word Study and Vocabulary. While we must recognize the interdependence and overlap of these components of learning to read and write, this document will focus on the strategies and skills for developing word decoding and building sight word vocabulary. Word Study teaches students to examine words for patterns and conventions within English print and to generalize this into their own reading and writing. Much of the current research emphasizes the blending of reading (decoding) and writing (spelling) as components of good word study. Word Study activities are typically a component of early elementary grade reading and writing instruction. These strategies are not limited to early grades and can, and should be, incorporated with older students who are emerging and early readers. Many students with significant disabilities have not been exposed to word study instruction. This document presents activities that can address areas of word study and includes the accommodations to incorporate for our students with significant disabilities and those with challenges in oral and written communication.

Unique Learning System provides a variety of early phonics skills within the Elementary and Intermediate grade bands. This guide will suggest ways that developmental word study activities can be integrated into all reading instruction at all grade bands, while using the current materials that are provided with the Unique Learning System.

http://www.nationalreadingpanel.org/faq/faq.htm


Word Study Guide


What is Developmental Word Study?

Orthography is the method of representing the sounds of our English language by written or printed symbols. Students learn to read and write in developmental layers of alphabet, patterns and meaning. Alphabet: the relationship between letters and sounds

Patterns: using patterns or groupings of letters

Meaning: making meaning of unusual patterns

We blend sounds to make words. Letters represent these sounds. /b/ /e/ /d/ is blended to read the word bed.

We recognize the /ake/ pattern in words like cake and lake. The “e” at the end of the words does not make a sound but has an important part of meaning when in this pattern.

Prefixes and suffixes are added to words that we already know from a pattern. Walking is built on our pattern for walk.

When we speak of “developmental word study,” we mean that instruction must be designed and presented at the level the student is at. An instructional lesson may incorporate a different focus for one student than another student, yet at the same time using the same materials. This is a process of knowing each individual student’s skill level and differentiating to match his or her word study needs. This is what is meant when we hear terms like “systematic sequential” instruction. Therefore, it will be helpful to recognize the developmental stages of reading and writing for typical students. Formal or informal assessment may not be a productive means to establish these levels for our students who are older, have cognitive delays or are challenged in oral or written modes of communication. However, we can certainly reference this information to guide our instruction and subsequent modifications. Emerging Stage (typically Pre-K – Grade 1)

Letter Name- Alphabetic Stage (typically K – grade 2)

Word Pattern Stage (typically grades 1 – 4)

Syllables and Affixes Stage (grades 3 – 8)

Spelling Stages: Early Examples: Scribbles (pretend writing) Later Examples: Writes letters but does not have sound/letter connections (pretend writing)

Spelling Stages: Early Examples: b = bed ct = cat Later Examples: bol = ball pikl = pickle

Spelling Stages: Early Examples rane = rain teme = team Later Examples: plese = please bare = bear

Spelling Stages: Examples: sumer = summer bakeing = baking stoped = stopped

Emergent Reading Stages: • No understanding of the alphabetic principle • Reads books from memory • Calls out names of familiar logos • Attaches to letters of own name

Beginning Reading Stages: • Partial consonant cues when reading • Takes cues from repeated readings and predictable text • Reads word by word; Finger points • Reads aloud slowly

Transitional Reading Stages: • Automatic recognition of onset • Attempts to decode vowels and patterns • Reads silently with more fluency

Intermediate Reading Stages: • Reading fluently and with expression • Growing reading vocabulary • Reads silently faster than orally


Word Study Guide


Activity #1: Word Sorts

Select words and pictures from unit materials that fit the criteria of the word study activity that matches your students’ instructional levels. Word sorts are appropriate for teaching skills at the emergent, beginning and transitional levels of reading. Word sorts are a categorization skill that allows students to find similarities and order among words they encounter. Sorting words is a powerful way to help students make sense of words. • This activity may be supported with use of the sound boards that are at the end of this activity. • A simple frame for sorting 2 sets of pictures/words is included at the end of this activity. This may be laminated for repeated use. The top two sections will include the sorting criteria. • Sorting frames may be used with a dry erase marker to write words as well. Modeling the written word is a good strategy for building word study skills.

Picture Sort - Sounds: (Emergent Stage) Materials: Select pictures with the same initial sound, vowel sound or ending sound

• When the students are directed to the picture/no text, this is a phonological awareness task. • Begin the lesson by identifying the sounds that will be sorted. (e.g., We are looking for words that begin like

car. /C/ is the sound at the beginning of car.) • Sort pictures according to the established criteria: same beginning sound, same vowel sound, same

ending sound.


Word Study Guide


Word Sort – Sounds and Letters (Emergent Stage)

Materials: Pictures with words, or words with the same initial sound/letter, vowel sound/letter or ending sound/letter

• Begin the lesson by identifying the letters and sounds that will be sorted. (e.g., Car begins with the letter “c.” “C” makes the sound /c/. We are looking for words that begin like car.)

• These word sorts direct the student to the sounds that are associated with the letters in words. • Sort words according to the established criteria: initial sound/letter, vowel sound/letter or ending

sound/letter.

Word Sort – Patterns (Beginning Stage)

Materials: Pictures with words or words with same word rime, blends or vowel patterns

• Begin the lesson by identifying the letters and sounds that will be sorted. (e.g., In the word hat, we see the word part “at” which says /at/. We will find other words that have the “at” word part.)

• Present words or words with pictures according to the established criteria: word rimes (e.g., bat, hat, cat), blends (e.g., block, black, bloom) or vowel patterns (e.g., bake, cake, rake)

Word Sort – Prefixes and Suffixes (Transitional Stage)

Materials: Pictures with words or words with prefix or suffix, including morphological markers

• Begin the lesson by identifying the sorting criteria. (e.g., Walking has the “ing” ending.) • Present words or words with pictures according to the established criteria: prefix or suffix, including

morphological markers.

Word Sort – Meaning Concepts (All Stages)

Materials: Pictures, pictures with words or words that can be sorted into categories: These may be related to the unit topic or other areas of categorization that are at the student level of vocabulary understanding.

• Begin the lesson by identifying the sorting criteria (e.g., plants/animals; actions/people).

Adaptations:

For students with motor and speech challenges, provide the model of the word sort with aided participation. Oral and written models become the “voice in their head.” • Present two choices of the “next” word or picture to be sorted for the student to select using a non-verbal mode of selection. This allows for active participation.


Word Study Guide


Word Sort Frame Sorting Criteria Stimulus

Sorting Criteria Stimulus


Word Study Guide


Sound Board: Beginning Consonants

b

ball

c

car

d

dog

f

fish

g

goat

h

house

j

jar k

kite

l

lamp


Word Study Guide


m

mouse

n

net p

pig

r

rose s

sun

v

van w

wagon

y

yo-yo z

zip


Word Study Guide


Sound Board: Diagraphs

ch

chair

sh

shoe th

think

wh

wheel

Sound Board: Blends

bl

block

br

broom

cl

cloud

cr

cry


Word Study Guide


dr

drink

fl

flag

fr

frog

gl

glass

gr

grass

pl

plate

pr

present

sc

scout

sk

skate


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sl

slide

st stop

sm

smile

sn

snail

sp

spider

sw

swing

tr tree

tw twin

qu quilt


Word Study Guide


Sound Board: Short Vowels

a

cat

e

bed

i

pig

o

sock

u

cup


Word Study Guide


Sound Board: Long Vowels

a

cake

a

tray

e

feet

e

leaf

i

kite i

light

o

bone o

soap

u

tube


Word Study Guide


Activity #2: Word Hunt

A Word Hunt is an extension of the sorting activity. Students will “hunt” through their reading or writing text for additional examples of the sound, pattern or meaning that was the criteria for the sorting task. • Identified words may be highlighted, underlined or otherwise marked. The comparison should be made to the criteria of the sort. Example: Find the words that have the “an’ like in fan.

Example: Find the words that begin like house.

For students with motor and speech challenges, read the sentence aloud with students giving a “stop” response on the word that is “hunted.” Model and “talk through” the reasons for selection. Oral and written models become the “voice in their head.”


Word Study Guide


Activity #3: Alphabet Books

Create alphabet books with familiar words, students’ names, topic specific vocabulary. • This is an activity that can be used with readers and writers at all stages. Some students may create a book with pictures, some with word cards and some may write their words in their personal alphabet book. The words selected to place in the alphabet book will be based on the areas of word study.

• The initial letter naturally categorizes the words in the alphabet book. However, other features of selected

words may be based on word rimes, vowels sounds, vowel patterns or concepts within unit topics or concept sorts.

• Alphabet books may be used for review and practice of words learned during word study or as a reference support within writing activities.

G g

For students with motor and speech challenges, say the words aloud and “talk through” the reason for placing this word/picture in the alphabetic location in the book. Students should also observe the word written, again with a “talk through.” Oral and written models become the “voice in their head.”


Word Study Guide


Activity #4: Word Wall

The Word Wall is used to teach words that you want students to easily recognize. These are words that they should not have to work to decode or spell. Word Wall vocabulary may include:

• High frequency words, such as words from the Dolch or Fry’s sight word list. Generative patterns that are able to transfer to other words. (ie, if “cat” is on the wall, then don’t add other “at” words. Teach children how to transfer learning from “cat” to apply to new words containing “at.”) • High utility words, such as school name, student names, TV favorites, etc. • Spelling demons or words that students regularly misspell in writing. • High frequency words (from the combined Dolch or Fry’s list) are identified in all grade bands of Unique Learning System. Twelve words are identified each month in the Elementary grade band and eighteen words are indentified each month in the Intermediate, Middle School and High School grade bands.

o At the Elementary and Intermediate levels, word cards are presented in a format of 2-inch words with color coded outlines. The color coding of these cards are based on a system developed by Goossens’, C., Crain, S., & Elder, P. (1992). Pink – verbs Yellow – nouns Blue – descriptors Red – miscellaneous Green – prepositions

o At the Middle and High School levels, these high frequency words are presented in simple word cards. These may be used for a word wall for older students. High frequency words are not identified within the Transition band.

• Add up to 5 new words a week. • As a general rule, if the goal is word learning, don’t include a picture symbol with the word. • Words remain on the wall all year. • Refer students to the word wall throughout the day for use in reading and writing activities. • Spend 10 minutes each day doing word wall activities.

and


Word Study Guide


Introducing Words

Step 1

• Put the 5 new words on a display separate from the word wall. (e.g., chalk ledge, pocket chart) • Say the first word as the students look at it. Discuss meaning or use. • Clap and cheer. Chant 3 times: o A-N-D –and. A-N-D –and. A-N-D –and. • Vary the clapping actions. (e.g., clap above your head; slap the sides of your legs.) Older students might make up their own chant/cheer.

Step 2

• Each student writes the word. • Model correct letter formation by writing the word on the chalkboard or the student paper. • Students may use markers for writing if pencil tasks are difficult. • Words may also be created with a keyboard or alternate keyboard (e.g., IntelliKeys) and a talking word processing program.

o Students with AAC devices can spell on their device using an alphabet overlay.

Teach students location of the whole word on the device in addition to the way to spell it.

• Use stamp pad letters as an alternative to writing.


Word Study Guide


Daily Word Wall Activities:

Go Fish • Put pairs of words from the wall on cards. • Deal out 3 – 5 cards to each player. • Do you have and, A-N-D? • If yes, give it to player. If no, “go fish”. • Count up pairs and play again.

Concentration (or Match Game) • Use same set of cards from “Go Fish” • Select # of words from the wall. • Lay all cards face down on the table. • Students take turns turning over a card: And A-N-D. • Students may all read/spell together for all turns. • Repeat with a second card. • If a match, take pair from the table. • If not a match, turn back over and go to next player. • Count pairs.

Be a Mind Reader • Teacher thinks of a word on the wall and gives up to 5 clues to have the students guess the word.

o Clue 1: It’s on your word wall. o Clue 2: It has three letters. o Clue 3: It rhymes with sand. o Clue 4: It begins with “a”. o Clue 5: It is a conjunction-junction word.

Be a Cheerleader • Select a word from the word wall. Write the letters on large cards. • Give the letters to different students who will come to the front and hold their card. Students must line up in the order the word is spelled. • All together, the students will spell the word and the student holding that letter raises it above their head as it is called. • When the word has been spelled, say the word: A-N-D, and. • Repeat the cheer 3 times.

Flashlight Fun • Turn out the lights. • Say the poem:

Flashlight, flashlight, oh so bright. Shine on a word with your light. (This may be programmed on a Big Mac for a student to “speak.” o Shine the light on a word for the class to spell and chant.


Word Study Guide


Word Chain • Cut out strips of paper 1 x 5 inches. • Write a word wall word on each strip. • Pass out the strips to students. • On the student’s turn, they must locate the word on the wall. All students spell the word and chant. • The strip can now be glued together for the beginning of the chain. • Continue in this manner for the next student. Glue this strip to the other word to make a chain. • Hang the chain in the room and continue to add more links on other days.

Activity #4: Make a Word

Make - A - Word encompasses analytic word instruction (look at the whole and take parts of it to decode new words) as compared to traditional synthetic models (part to whole learning). Create a set of letter cards with lower-case letters on one side, capitals on the reverse side. Each student should have a set of cards. Velcro® boards or pocket charts may be used for organization and manipulation of cards. “Systematic Sequential Phonics They Use” (Cunningham) is an excellent resource for lessons in Making Words. It includes 140 lessons that teach all of the common phonics patterns in a sequenced manner. Early lessons introduce short vowels and common consonants, while later lessons introduce more complex consonant and vowel patterns. The examples provided in this booklet are based on Cunningham’s model; however, modifications are made to accommodate students with more involved learning needs.

Selecting Words for Make - A - Word 1. Select a 5-letter or longer word. This will be referred to as the “secret word.” It may be a word that is related to a unit topic or one that contains specific target phonetic skills and common rimes. Attempt to select words that relate to the student experiences or applied areas of learning. Extended vocabulary activities may be based on the secret word of the day. 2. Brainstorm several little words that can be made from the secret word. Write these little words on index cards and place in an envelope. On the outside of the envelope, write the words in the order that they will be presented in the lesson (# 1 to 5, with the 5th word being the secret word). If there are more little words, they may be used for lessons on another day. This provides a storage system for your Make - A - Word activities that can easily be pulled out on any given day. 3. Write a sentence beside each word, using the word in the sentence. This makes it easier to have the sentence planned ahead rather than to think of one during the lesson. 4. Sample:


Word Study Guide


hands: a, an, and, Dan, had, has, sad, hand, sand. • an: I have an apple. • and: Mark and Susie are here today. • Dan: Dan is a boy. • had: Bill had a birthday last week. • has: Carlos has brown hair. • sad: The boy was feeling sad.

Teaching a Make - A - Word Lesson Make - A - Word should be a fast-paced activity, completed daily for 10 to 15 minutes. 1. Select a 5-letter word or longer based on curriculum needs and student interests. The final word that is created in the activity will use all the letters and is referred to as the “secret word.” 2. In a front-of-the-classroom display, line big letters of this word in alphabetical order, putting vowels at the beginning of the order. 3. Give the students a set of the same letters. Name the first letter in the row and have the students locate their letter card and say the name of the letter. Identify the common sound of the letter. Continue until all letters are identified and students have their letter lines in this order. 4. Tell the students that every word must have a vowel. Name the vowel that will be used from the list (e.g., “a”). Put this letter in the word-making row on the display and say the letter. Students will do the same with their letter card. 5. Say, “The first word I want you to make has two letters—the (vowel) plus one more.” Pronounce the word (e.g., “at” and have the students repeat. Use the word in a sentence. Say “Find a letter to add to the (vowel) to spell (word).” In early lessons, model the letters with the big cards for the student to copy, but later, wait for the students to place on their charts before giving the model. Students may also be selected to use the big cards in front of the class. Once all students have the letters in order, spell the word and say the word (e.g., a-t spells “at”). 6. Continue this procedure making new words by adding and/or moving letters to create another word. The 5th word that is made should be the “secret word.”

Modifications for Diverse Learners • For students with limited cognitive ability: Provide one-on-one facilitation, with the facilitator selecting the card, saying the letter, and then prompting the student to place the card in a given grid square. The goal for this student might be direction following and learning left to right task completion. • For an AAC user: Using an alphabetic overlay, create the words using the AAC device with text-to-speech. Student learns to use the “speak” feature to say the word.


Word Study Guide


Make - A - Word Letter Cards Glue letter pages back-to-back before cutting out.

a

b

c

d

e

f

g

h

i

j

k

l

m

n

o

p


Word Study Guide


q

r

s

t

u

v

w

x

y

z


Word Study Guide


Glue letter pages back-to-back before cutting out.

D

C

B

A

H

G

F

E

L

K

J

I

P

O

N

M


Word Study Guide


T

S

R

Q

X

W

V

U

Z

Y

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