word study for phonics, vocabulary and spelling instruction
TRANSCRIPT
WORDS THEIR WAY…
Word Study for Phonics, Vocabulary and Spelling Instruction
What is Word Study?
A developmental phonics, spelling, vocabulary program where students are constructing their own knowledge of spelling patterns.
Why is KCS Implementing Word Study?
Differentiation for small group instruction
Provide instruction for students at their developmental level
Multiple opportunities to work and study word features
Moves students from memorizing to a deeper understanding of word structure
Stages of Spelling Development
EmergentLetter-NameWithin Word PatternSyllable and Affixes (Syllable Juncture)
Derivational Relations (Derivational Constancy)
EmergentPre-K to Middle of 1st Grade
Scribble letters and numbers
Lack concepts of wordsLack letter-sound correspondence
Pretend to read and write
Letter-Name K to Middle of 2nd
Represents beginning and ending sounds
Has functional concept of word
Reads word by word in beginning reading materials
Within Word Pattern1st Grade to Middle of 4th
Spells most single-syllable short vowel words correctly
Spells most beginning consonant digraphs and 2-letter consonant blends
Attempts to use silent-E markersReads silently and more fluentlyWrites more fluentlyCan edit and revise
Syllable Juncture/Syllables and Affixes
Grades 3-8
Spells most single syllable words correctly
Makes errors at syllable juncture and in unaccented syllables
Read with good fluency and expression
Reads faster silently than orallyWrites responses that are
sophisticated and critical
Derivational ConstancyGrades 5-12
Have mastered high frequency words
Make errors on low frequency words derived from Greek and Latin combining forms
Word meaning plays an important role at this stage
Students make connections between words with similar roots
How To Score
When You are Scoring, You are looking for TwoThings….. Features and Correct Spelling1. Your answer key underlines the feature
assessed by that particular spelling word. 2. Draw a line next to the word. Label one column
F (for feature) and one C (for correct).3. Identify if the feature is correct by using the
answer card. If correct-mark a 1 in the F column. If the word is spelled correctly mark a 1 in the C column
4. Tally the 1’s in the C’s column to determine the student’s “STAGE SCORE”
Feature Score
The student answer sheet is coded with letters of the alphabet that corresponds to each feature. (Feature Letters)
Tally the words that have each targeted feature correctly represented in the F column.
Put the total for each feature under the feature letter chart at the bottom of the student answer sheet
Determining Which Stage to Begin
Your stage score: 22-25 confident (give the next stage
assessment)-see page 37 in handout12-21 is their stage of development0-11 Frustrational
Transferring Data
Once you have scored your whole class , stack them according to stage score from highest to lowest.
Record onto DSA Class Record
How To Use Your Data
After transferring data to the DSA Class Record , look for patterns in your students’ results.
If the student scores a three or less in a feature, this is where instruction can begin. For grouping purposes, you may need to start the student on the previous features’ lessons.
Instructional Implementation
DemonstrateSortReflectExtend
Three Types of Sorts
Sound Sorts– Focus on phonemes contained in the words– Can use Word Cards, Picture Cards, or do “Blind Sorts”– Can include rhyme, # of syllables, and syllables
stressedPattern Sorts
– Focus on visual patterns formed by groups of letters or letter sequences
– Examples: Word families or rime, vowel patterns, syllable patterns,etc.
– Students should always sort by sound first and then by pattern
Three Types of Sorts
Meaning Sorts– Can be sorted by concepts or by spelling-
meaning– Used to assess or build background knowledge
before a new unit – Links vocabulary instruction– Examine homophones, homographs,
Greek/Latin roots, derivation
What types of word sorts have you used in your classroom?
Approaches to Sorts
Teacher-directed Closed Sorts Teacher defines categories Modeling and scaffolding Carefully monitored and corrective feedback
is givenStudent-centered Open sorts
Students should already be accustomed to sorting Gives teacher opportunity to observe and see
what students understand or misunderstand (diagnostic in nature)
Create productive discussions
Thank You for your Participation!