words their way: word study in action, developmental model · student and allows students to build...

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Program Overview

Introduction

Program Overview

This guide explains how Words Their Way: Word Study in Action, Developmental Model provides comprehensive word study instruction for students in Kindergarten through fifth grade.

You will learn about the components of the program and how to use them to help your students meet the foundational reading skills and Language Standards in the Common Core State Standards.

Words Their Way: Word Study in Action, Developmental Model is a student-centered, assessment-driven approach to fostering word knowledge. During twenty minutes of daily instruction, teach phonics, spelling, word recognition, and vocabulary. Students learn to examine, manipulate, and categorize words while focusing their attention on the critical features of words: sounds, spelling, and meaning. Every student’s writing and spelling progresses along a research-based continuum of development.

Qualitative spelling inventories can be administered to determine students’ knowledge of key spelling features that relate to the different spelling stages.

Teachers group students in small, flexible groups for instruction that ensures effective and personalized learning using the results from the inventories and from observing students’ reading and writing.

Stages of Spelling in Words Their Way

Emergent-Early Letter Name During this stage,

children learn to recognize and write the letters of the

alphabet. They play with the sounds in words and

letters. Through most of the stage, children sort

pictures by rhyme and beginning sounds. By the end of

the stage, children begin to match picture cards to the

words that represent their names.

Letter Name At the beginning of this stage, students

apply the alphabet principles primarily to consonants.

By the end of the stage, students are able to represent

most short vowel patterns, consonant digraphs, and

consonant blends correctly. In this level, students sort

pictures and/or words by beginning consonants,

digraphs, and blends, and by word families.

Developmental Stages

The methodology of Words Their Way: Word Study for Phonics,

Vocabulary, and Spelling Instruction reflects a progression of

stages that describe students’ spelling behavior as they move

from one level of word knowledge to the next. The stages cited

in the book make it easier to understand and recognize the basic

strategies that students use to spell. In Words Their Way: Word

Study in Action, these stages have been adapted to correspond to

the five specific levels of spelling: Emergent-Early Letter Name,

Letter Name, Within Word Pattern, Syllables and Affixes, and

Derivational Relations.

bedb bd bad

ships sp sep shep

floatf ft fot flot float

traint trn jran tan charn tran

cattlec kd cat cadol

cellars slr salr celr

pleasurep pjr plasr plager

confident

opposition

Examples Emergent Letter Name (Alphabetic)

6 7

Within Word Pattern Students at the beginning ofthis stage spell most one-syllable, short vowel wordscorrectly. Then students move away from the sound-by-sound approach of the letter name and begin toinclude patterns or chunks of letter sequences thatrelate to sound and meaning. In this level, studentsbegin to sort words by long vowel patterns.Syllables and Affixes Spelling By this stage,students already spell most one-syllable short and longvowel words correctly. The focus of instruction shiftsto multisyllabic words and patterns. In Words TheirWay: Word Study in Action, students sort words byspecific vowel combinations, inflected endings(including plurals, -ing, and -ed), and vowel patterns inaccented and unaccented syllables. Students studyhow syllables divide in words with open syllables(cli/mate, trea/ty, re/act) and closed syllables (sup/ply,clos/et, hun/dred).

Derivational Relations At the beginning of thisstage, students will be able to spell most wordscorrectly. In this stage, students sort words by patternand meaning, with an emphasis on meaning andrelated word parts. They discover how spellingpreserves meaning even when there are changes insound (for example, the e in compete shifts in soundfrom a long vowel to a schwa in competition). Aftercommon prefixes and suffixes are studied, students willbegin to examine the meanings of bases and roots andthe classical origin of polysyllabic words. In this level,students will study suffixes with vowel alternations, aswell as Greek and Latin word roots (such as sect, vert,and form) to expand their word knowledge.

bed

ship

flowt floaut flote floatteran traen trane traincatel catol cattel cattlesaler celer seler celler seller cellarplejer pleser plesher plesar plesher plesour plesure pleasure

confadent confiedent confedent confendent confidentopasishan oppasishion opositian oposision opposition

Within Word Pattern Syllables and Affixes Derivational Relations


Program Components

Differentiated instruction provides personalized learning for each student and allows students to build word knowledge based on their own development.

Word study is done as a part of a balanced approach to reading, writing, and spelling instruction. The program covers the five developmental stages of word study: Emergent-Early Letter Name, Letter Name, Within Word Pattern, Syllables and Affixes, and Derivational Relations.

The Scope and Sequence chart reviews the skills presented in the program. It includes the word features and the stages.

The heart of the program is the sort that enhances students’ learning through hands-on experience. Students compare and contrast words by sound and spelling pattern, and they categorize the words by meaning, use and parts of speech.

Words Their Way: Word Study in Action, Developmental Model includes all you need for word study success.

Each developmental stage of the program features a consumable student book that contains picture or word cards, a grid for sorting, and a writing activity for each lesson.

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Sort 1: Com

pound Words

1

Compound Words Sort1

lightweight headfirst downstairs snowflake bookmark

downtown bookworm snowstorm daylight headlight

snowplow flashlight headphones downpour cookbook

sunlight headstrong snowball scrapbook countdown

WTW_SA_Book4_p001-004.qxd 3/25/11 12:40 PM Page 1

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Sort 1: Com

pound Words

3

Compound Wordsbookcase lighthouse downhill headline snowman

WTW_SA_Book4_p001-004.qxd 3/25/11 10:01 AM Page 3

4 Sort 1: Compound Words

Choose words from the box to make new words. Writethe words and the compound words on the lines. Drawa picture to illustrate each compound word.

+ =

+ = + =

+ =

+ =

+ =

light house sun book snow

worm cook head phones man

WTW_SA_Book4_p001-004.qxd 3/25/11 12:41 PM Page 4


The comprehensive Teacher Resource Guide provides both instructional and content support to implement and manage an effective word study program.

Use the Big Book of Rhymes to introduce many sorts in the Emergent-Early Letter Name, Letter Name, and Within Word Patterns stages.

The Teacher Resource CD contains a variety of materials that can be printed and integrated into the classroom word study instruction for interactive learning. Find Picture Cards or Word Cards that can be used to demonstrate each sort. There are games that give students additional practice, and rhymes from the Big Book of Rhymes. Blank templates are also included so that you can create your own sorts and games for supplemental instruction.

The Whiteboard Activities DVD engages students in interactive learning with each sort. The rhymes from the Big Books of Rhymes are included on the DVD, enabling teachers to introduce the sorts in an engaging fashion. The writing sorts, also found on the DVD, provide another avenue to solidify learning.

Each sort in Emergent-Early Letter Name, Letter Name, and Within Word Patterns is aligned to a corresponding little book from the Words Their Way Library. Use these little books to build decoding skills, and increase sight word vocabulary and fluency.

TEACHER RESOURCE

GUIDE

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GU

IDE

WO

RD

S TH

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WAY

WORD STUDY IN ACTION • TEACHER RESOURCE GUIDE

Word Study in Action • Emergent-Early Letter Name

Word Study in Action • Letter Name

Word Study in Action • Within Word Pattern

Word Study in Action • Syllables and Affixes

Word Study in Action • Derivational Relations


From Assessment to Instruction

One way to learn about students’ word development is to observe their reading and writing. In addition, students may take an informal qualitative spelling inventory as they would a spelling test, but they do not study the words in advance.

You may use a qualitative spelling checklist to identify progress through the stages of spelling development, based on students’ use of specific spelling features in their writing.

Use the Feature Guide to analyze students’ spelling development to determine a starting point for instruction. In this example, the student missed two features under the Other Vowels feature. This is where to begin instruction.

Use the assessment information and the Spelling-by-Stage Organization Chart to assist you in forming small, flexible groups for instruction.

Ongoing assessment provides additional information to monitor student progress and adjust the content and pacing of instruction to meet students’ needs. Spell checks are provided in Words Their Way: Word Study in Action, Developmental Model, to fine-tune placement and inform instructional decisions.

11

WordsFeature SpelledPoints Correctly

Student’s Name _______________________________ Teacher ______________________________ Grade ____________ Date ____________

Words Spelled Correctly: ______ / 25 Feature Points: ______ / 62 Total: ______ / 87 Spelling Stage: ________________________________

SPELLING EMERGENT LETTER NAME–ALPHABETIC WITHIN WORD PATTERN SYLLABLES AND AFFIXES DERIVATIONAL RELATIONS

STAGES → LATE EARLY MIDDLE LATE EARLY MIDDLE LATE EARLY MIDDLE LATE EARLY MIDDLE

UnaccentedConsonants Short

CommonLong Other Inflected Syllable Final Harder Bases or

Features → Initial Final Vowels Digraphs Blends Vowels Vowels Endings Junctures Syllables Suffixes Roots

1. bed b d e2. ship p i sh

hwenehw.34. lump l u mp

aolfttaolf.5iartnniart.6e-alpecalp.7

e-irdvevird.8hgirbthgirb.9

10. shopping o sh pping11. spoil sp oi12. serving er ving

13. chewed ch ew ed14. carries ar ies rr15. marched ch ar ed16. shower sh ow er17. bottle tt le18. favor v or19. ripen pen20. cellar ll ar21. pleasure ure pleas22. fortunate or ate fortun23. confident ent confid24. civilize ize civil25. opposition tion pos

Totals / 7 / 5 / 6 / 7 / 5 / 7 / 5 / 5 / 5 / 5 / 5

5

9 43 52

✓ ✓ ✓ 1

✓ ✓ ✓ 1

✓ ✓ 1

✓ ✓ ✓ 1

✓ ✓ ✓ 1

✓ ✓ ✓ 1

✓ ✓ 1

✓ ✓ ✓ 1

✓ 1

✓ ✓ 2

✓ 1

✓ ✓ 1

3

3

2

3

3

3

2

3

2

✓ ✓ 2

✓ 1

✓ ✓ ✓ 3

✓ ✓ ✓ 3

✓ 1

✓ 1

✓ 1

✓ 1

✓ ✓ 2

7 5 6 7 4 5 3 2 2 1 1 43 9

Jake Fisher

i-e

oy

oo

T. Atkinson September

Late Within Word Pattern

FIGURE 2.4 Jake’s Feature Guide for the Elementary Spelling Inventory

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Feature Guide

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Walk through a Lesson

For each sort in Words Their Way: Word Study in Action, Developmental Model, there is an easy-to-follow lesson plan.

Objectives for every lesson identify the skill covered and describe what the students are expected to learn. A list of materials lets you know at a glance where to find each component used in the lesson.

Use the whiteboard DVD-ROM or CD-ROM word cards to introduce and model the sort in small groups. Rhymes from The Big Book of rhymes are found at the first three stages and can be read from the Big Book, displayed from the DVD or printed out from the CD and used to identify and discuss words in the poem that align with the sort.

Students complete and check their sorts using the student book or whiteboard DVD and explain the generalization used in the sort. Students demonstrate what they have learned by completing a writing activity. A game presents a fun way for students to apply the sort generalization. Games can be printed out from the CD-ROM.

Little books are available at the first three developmental stages. They provide both shared and independent reading with a book that aligns with the sort and includes opportunities for word hunts.

48Sort

Words

a ar oddball

drag car war crab far rag farm snap bark crash art trap card flag yard brag dark grand shark jar

Bonus Words stand barn

flap hard

mash mark

nag smart

Extend the Sort

Alternative Sort: Ending Letters Have children re-sort the cards into two categories: words that end with two consonants and words that end with one consonant. After sorting, have children work in pairs, taking turns holding up a card with the other child saying the word.

Vocabulary Building VocabularyWrite the word bark on the board. Ask children if they know the meaning of bark. Children will probably be familiar with the meaning “loud sound that a dog makes.” Explain that bark can also mean “thick covering of a stem or tree.”

Bonus Words ActivityAsk children to find other words that include short a and ar. If children need prompting, make suggestions from the Bonus Words list as necessary. Then help children make word cards for these new words. Encourage them to work in pairs or small groups to sort the words into categories.

Monitor Progress Spell Check 7After completing Sort 48, administer Spell Check 7. See pp. 80–81 in this Teacher Resource Guide for instructions.

Introduce/Model Small Groups

• Read a Rhyme Read “Grand Slam,” emphasizing the words that contain short a and ar. Read the poem again and ask children to raise their hands when they hear a short a or ar word. Write the words in two columns. Help children understand that the words in each column contain either the short a or ar sound.

• Model Use the whiteboard DVD or the CD word cards. Explain that children will sort the word cards by vowel sounds. Demonstrate how to sort words by short a and ar. Point out that war is an oddball. Explain that war has the ar spelling pattern, but not the ar vowel sound. Help children sort and explain their sorts.

Practice the Sort Independent/Partner

• Have children use the Student Book or whiteboard DVD to read the words and use the grid to sort their cards into words with short a and ar and oddball words.

• Have children check and explain their sorts.

Apply Independent/Partner/Small Groups

• Read aloud the directions on Student Book p. 192. Have children write short a and ar words.

• Game Allow time for children to play Word Maker, which is on the CD.

• Little Book Read A Sea Star with children. Have them identify words with a/a/ or r-influenced a.

Objectives• To identify words with short a and ar

• To identify and sort words with short a and ar

Materials for Letter Name

Big Book of Rhymes, “Grand Slam,” page 45

Whiteboard Activities DVD-ROM, Sort 48

Teacher Resource CD-ROM, Sort 48 and Word Maker Game

Student Book, pages 189–192

Words Their Way Library, A Sea Star

Short a and ar

Letter Name 129

For each sort in Words Their Way: Word Study in Action, Developmental Model, there is an easy-to-follow lesson. A lesson plan for Emergent-Early Letter Name, Letter Name and Within Word Pattern is shown on this page. A lesson plan for Syllables and Affixes and Derivational Relations is shown on the next page.

Apply Students demonstrate what they have learned by completing a writing activity.

A Game presents a fun way for students to apply the sort generalization. Games can be printed out from the CD-ROM.

Little Books are available at the first three developmental stages. They provide both shared and independent reading with a book that aligns with the sort as well as opportunities for word hunts.

Objectives identify the skill covered and describe what students accomplish in the lesson.

A list of Materials lets you see at a glance where to find each component used in the lesson.

The pictures and/or words in the lesson are clearly identified.

A Bonus Words Activity occurs at the first three developmental stages and provides a sorting activity that can be used with the Bonus Words.

Letter Name Lesson

Introduce/Model Use the whiteboard DVD-ROM or CD-ROM word cards to introduce and model the sort.

Read a Rhyme occurs at the first three developmental stages. Read a poem from the Big Book of Rhymes. Children identify and discuss words in the poem that align with the sort.

Practice the Sort Students complete and check their sorts and explain the generalization used to sort.

Walk Through a Lessong

Spell Check presents a way to monitor progress after students complete a specific area of study.

Bonus Words Many lessons at the first three developmental stages include additional words that coordinate with the sort generalization for more practice.

14

3Sort

Words

+ -es + -s

branches leashes taxes buses voices

churches wishes mixes kisses horses

speeches ashes changes

scratches crashes places

peaches splashes

lunches eyelashes

Extend the Sort

Vocabulary Word Of the Week: eyelashes Tell students that eyelashes is a compound word that can be interpreted literally. The two smaller words—eye and lashes—create the compound that means “the hairs on the edge of the eyelid.”

Alternative Sort: Noun or VerbThe words in this sort are all nouns, but some of the base words can also be used as verbs. Have students work in pairs to find the base word of each word in the sort and determine if the base word can also be a verb. Then have students sort according to the part of speech of the base word: only noun or noun/verb.

ELL English Language LearnersExplain to students how all of the words in this sort are plurals and remind them that plural means “more than one.” Have students identify and then underline each base word. Challenge them to use each plural and its singular base word in sentences, such as: I ride a bus to school. Sometimes the buses are late.

Teacher TipRemind students that most singular nouns are made plural by adding -es or -s. However, they should always look at and think about the ending of a base word before choosing -es or -s.

Introduce/Model Small Groups

Use the whiteboard DVD or the CD word cards to introduce the words. Lead students to notice that all of these words end with -s but the endings of the base words in each column are different.

Have students assist you in identifying the base words that end in -ch, -sh, -x, and -s.

Have students identify the base words in the column where only -s has been added.

Have students read aloud the words and describe how the words in each group are alike and how they are different.

Practice the Sort Independent/Partner

Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words.

Have students check and explain their sorts.

Apply Independent/Partner/Small Groups

Read aloud the directions on Student Book p. 12. Have students change the singular words to plurals by adding -s or -es.

Game Allow time for students to play Spell It, which is on the CD.

Objectives To identify spelling patterns of plurals whose base words end with final -ch, -sh, -x, and -s

To sort plurals whose base words end with final -ch, -sh, -x, and -s

Materials for Syllables and Affixes

Whiteboard Activities DVD-ROM, Sort 3

Teacher Resource CD-ROM, Sort 3 and Spell It Game

Student Book, pages 9–12

Plural Endings -es, -s

188 Syllables and Affixes

Extend the Sort A variety of activities provides students with more practice and reinforcement of the sort generalization.

Word of the Week presents explicit vocabulary instruction for one of the words in the sort.

Building Vocabulary, as shown on the facing page, occurs at the first three developmental stages. It provides meanings for unfamiliar words and pictures and suggests a strategy to help students understand words they don’t know.

An Alternative Sort provides another way for students to sort their picture/word cards.

English Language Learners notes present extra support for vocabulary in context, unfamiliar sounds, and other concepts that English language learners may find difficult.

Teacher Tips are suggestions designed to aid in areas such as instruction, assessment, and classroom management.

Syllables and Affixes Lesson

15


A Bonus Words Activity is offered at many of the first three developmental stages. This provides a sorting activity that can be used with the Bonus Words.

Spell Checks present ways to monitor progress after students complete a specific area of study.

A variety of activities provides students with more practice and reinforcement of the sort generalization.

You can assign students a variety of follow-up activities to reinforce generalizations and students’ memory of words. Follow-up activities can also be used to connect reading and writing and to build speed and accuracy.


Meeting Individual Differences

Review

Words Their Way: Word Study in Action, Developmental Model provides the flexibility to meet the varied developmental levels in your classroom.

You can meet individual differences by adjusting the pace of instruction, making sorts easier for students who need more help with word study, or making sorts harder for students who need a more challenging word study routine.

English Language Learner notes are located in the lesson plan. They present extra support for vocabulary in context, unfamiliar sounds, and other concepts that English Language Learners may find difficult.

The Teacher Resource Guide offers helpful strategies for the unique learning needs of English language learners.

You can also find suggestions for Word Study Homework and a sample parent letter with parental expectations to encourage parents to become involved in their children’s spelling homework.Look to the Correlation of Words Their Way: Word Study in Action, Developmental Model Common Core State Standards for English Language Arts guide and The Words Their Way Approach to Word Study and the Common Core State Standards by author Shane Templeton for more information about how the program supports the Common Core State Standards.

This guide explained how Words Their Way: Word Study in Action, Developmental Model provides comprehensive word study instruction for students in Kindergarten through fifth grade.

You will learn about the components of the program and how to use them to help your students meet the foundational reading skills and Language Standards in the Common Core State Standards.

words their way: word study in action, developmental model · student and allows students to build...

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