VIRGINIA SCHOOL-UNIVERSITY PARTNERSHIPOCTOBER 15, 2013

CHARLOTTESVILLE, VA

Word Study Instruction

K-3

Today’s Agenda

Word Study OverviewDevelopmental Spelling AssessmentPlanning for Instruction

— Sorting— Connecting Word Study to Text— Connecting Word Study to Writing— Review Games for Extended Practice— Automaticity Activities

Putting It All Together

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.

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

Stages of Spelling Development

EMERGENT

LETTER-NAME

WITHIN-WORD PATTERN

SYLLABLES & AFFIXES

DERIVATIONAL RELATIONS

EMERGENT SPELLERS

• 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 correspondencesDduck

Tmitten

house

bed

LETTER-NAME SPELLERS

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

LPlump

BADbed

FLOTfloat

STEKstick

WITHIN-WORD PATTERN SPELLERS

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

SPOYLEspoil

MARCHT

marched

FRITEfright

TRANEtrain

SYLLABLES & AFFIXES SPELLERS

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

PERTEND

pretend

DAMIGEdamage

BOTELbottle

SHOPING

shopping

DERIVATIONAL RELATIONS SPELLERS

Predicted stage of reading development: intermediate -advanced readers

Attend to meaning-based changes in spelling

Instruction includes: affixes, assimilated or absorbed prefixes, Greek/Latin rootsCOMOTION

commotion

EMFASIZEemphasize

OPISISIONopposition

CONFUDENSE

confidence

Guidelines for Word Study

Assess students’ spellingGroup by assessment resultsPlan differentiated instruction for groupsTeach through sorts, activities and gamesUse ongoing assessments & re-group as

neededProvide independent practiceApply taught features in meaningful reading

and writing!

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

Planning for Instruction

Known Features(independent)

Used but Confused(instructional)

Absent Features(frustration)

-Features students use correctly-Easy level for students

-Features students use but confuse-instruction is most helpful

-Features that are absent-Spelling concepts are too difficult-Do NOT teach here!

Target features for instruction!

Factors to Consider:Factors to Consider: Informal AssessmentsInformal Assessments

Informal Assessments to helpguide your pacing decisions:

Weekly Spell Checks

Running Records

Writing Samples

Pacing Word Study Instruction

• 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?

Sorting

Types of SortsPicture/Word SortsBuddy SortsWriting SortsBlind SortsSpeed Sorts

Picture / Word Sorts

Word SortPicture/Word Sort

Categorizing pictures, words or a combination

by their sound, pattern, or meaning feature.

Picture Sort

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.

Writing Sorts

Like a picture and/or word sort, except students categorize and write the words into columns

according to phonics features.

Step 1: Sort pictures & glueStep 1: Sort pictures & glue Step 2: Label pictures.Step 2: Label pictures.

Glue and Label

*be sure to hold students accountable for what they have learned.

*be sure to hold students accountable for what they have learned.

Speed Sorts

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

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.”

Sorting Checklist

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

Before the Sort

I introduce the features. I model 1-2 examples. I encourage students to say the name of the

picture/read the word aloud.

During the Sort

I remind students to say the name of each picture/word.

I quickly tell students the names of unknown pictures.

I discard unknown words. I allow students to correct their own mistakes.

After the Sort

The students read the examples under each header. After each column, I ask, “Does that sound/look

right?” Correct mistakes if needed. I discuss the spelling features: “What’s the same

about these words?” (e.g., how it’s spelled, how it looks, etc.)

The children write some of the words in their notebooks.

Treasure Sorting GameTreasure Sorting Game Popcorn Sorting GamePopcorn Sorting Game

Sorting Games

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.

Concentration

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

Roll-the-Feature

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

Connecting Word Study to Reading

Types of Texts:

Familiar Texts

Decodable Texts

Word Study Poems

Text Copies

Good Night, Little BugBy 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.

Sample Decodable Texts

“OOK the BOOK” and…

Og the Frog

I am Og, Og the FrogI like to jog in the fog.

I can hop on a logWith my friend Hog.

I am Og, Og the Frog.

Your turn….

1.Choose a word study feature.

2.List words containing the chosen feature.

3.Write a poem, following the “OOK THE BOOK” format.

Letter Hunts & Word Hunts

Word HuntsHighlightersHighlighter TapeWord FindersWikki StixClear Counters

Word Hunts

UT, UG, UN Decodable Sentence Concentration

UT, UG, UN Decodable Sentence Concentration

AY, AI, A-E Decodable Sentence Concentration

AY, AI, A-E Decodable Sentence Concentration

Decodable Sentence Concentration

Roll-A-Word

or Spin-A-Word

Connecting Word Study to Text:Additional Activities

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.

Connecting Word Study to Writing

Writing Sorts

Wipe-off boardWord Study Notebook

Dictated Sentences

Connecting Word Study to Writing

Teacher dictates a sentence containing word study words.

Follow-Up: Students highlight features in words.

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.

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)

Blending and Segmenting Activities

Phoneme MatsMagic DiceMagnetic Letters/Letter Tiles

FlipbooksSlides

Blending & Segmenting :Phoneme Mats

Sticky Notes Swap-A-Letter

Blending & Segmenting

Magnetic Letter Tiles

Blending & Segmenting: Magic Dice

Individual PhonemesIndividual PhonemesOnset-RimesOnset-Rimes

Blending & Segmenting

Flipbooks Slides

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 BoardsSplat!*Swat the Word*Oh, No! Cards*Slapjack*Roll-It, Flip-It*

*activities that build automaticity

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

Tic-Tac-Toe Gameboards

Sticky Notes

Writing Tic-Tac-Toe

Blending & Segmenting

Activities to Build Automaticity

Splat!Swat the WordOh, No! CardsSlapjackRoll-It, Flip-It

Playing Cards include:Weekly Word SortsHigh Frequency WordsLetter Cards

(emergent)

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.

Developing Automaticity

Variations of Oh, no! cards

DUMP ‘EM

crash!

Word Study Homework

Provides additional extended practice of weekly features

Establish weekly homework routinesSend home weekly sorting cardsProvide clear examples of each word study

activity for parents

Putting It All Together

Literacy Work Stations

Sample Lesson Plans

Questions