Transcript Words Their Way - Clara E. Coleman Elementary School

What is Word Study?
Jane Bean-Folkes
February, 2014
Phonics + Spelling + Vocabulary Instruction
= Word Study
Why do we teach Word Study?
• Word study is the study of phonics,
vocabulary, and spelling instruction.
• Words study is the integration of phonics,
spelling, and vocabulary instruction.
• Word study teaches students how to look
closely at words to discover regularities and
conventions of English orthography or
spelling.
Word Study and the CCSS
• Foundational Skills
Foundational skills must follow a developmental sequence.
Students must "know and apply grade-level phonics and word
analysis skills in decoding words." There is a call for explicit
instruction.
• Vocabulary
Vocabulary demands are greater today, as students must read more
complex literary and informational texts.
• Morphology
The study of morphology involves deep and generative study of
words and their meanings.
http://www.brainshark.com/mcgraw-hillseg/vu?pi=zHezaK8uCz3rXxz0
Purpose of Word Study
• “First, students develop a general knowledge of
English spelling. They also discover
generalizations about spelling, instead of just
spelling rules.” Sound,
• “Second, word study increase student’s specific
knowledge of words – sound, spelling & meaning
of words .”
Words Their Way
Why Word Study?
Literacy is like a braid of interwoven threads:
• Reading
• Oral Language
• Writing
• Orthography
– Words Their Way demonstrates how exploration of
orthographic knowledge can lead to the lengthening
and strengthening of the literacy braid.
See WTW, page 2
Synchrony of Literacy Learning
Layers of the English Orthography:
Alphabet
Pattern
Meaning
Reading and Writing Stages:
Emergent
Beginning
Transitional
Intermediate
Advanced
Spelling Stages:
Emergent
Letter-Name
Within-Word
Syllable & Affixes
Derivational
Spelling-Word Study
Orthography
Encoding
Decoding
Literacy
J. Brownell, 2011
What should students know?
• Spelling Stage 1 - Emergent (2)
Preschool-K
• Spelling Stage 2 - Letter-Name Alphabetic (5)
1st to 2nd grade
• Spelling Stage 3 - Within-Word (4)
2nd to 3rd grade
• Spelling Stage 4 - Syllable Affix (3)
Late 3rd grade to 5th Grade
• Spelling Stage 5 - Derivational Relations (3)
5th Grade and up
(See Handout)
End of Year Spelling Goals
Per Grade Level
•
•
•
•
•
•
•
K
1
2
3
4
5
6+
Middle Letter Name
Early Within Word
Late Within Word
Early Syllable and Affixes
Middle Syllable and Affixes
Late Syllable and Affixes
Derivational Relations
Assessment
What students:
• can do and do know
• Students need to be able to explain the pattern of the
words studied; deeper knowledge and generalization of
words
• Cumulative assessments
• use but confuse
• Day-to-day writing; students use knowledge of words
Gates (1919) wrote students should not “write
words 10 times each”.
Learners need frequent, deep and rich
experiences with words and vocabulary.
Strategies to Help
• Sight Words
• Sound
– Picture sorts
– Word sorts
– Blind sorts
• Pattern
– Word sorts
– Can use key pictures
• Meaning
– Concepts sorts
• Content area words/pictures
• Pre-reading/pre-writing/grammar
– Spelling-meaning sorts
• Homophones (buy, by)
• Homographs (record (v), record (n))
• Greek/Latin elements ( spec = spectator, inspect, speculate)
Word Study Resources
Websites:
• Huneycutt.biz/english/wordstudy
• Literacyconnections.com/wordstudy
• Readingrockets.org
Apps:
• See handout
English Alphabetic Code
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k12.ny.us%2FAlphabetLetterGame.ppt&ei=
PUAOU6zJEMK80gHDqoC4Bg&usg=AFQj
CNEDwbrvplJc51BqET0NSpK80rsRPw&b
vm=bv.61965928,d.dmQ