Transcript Words Their Way - Burlington Township School District

Words Their Way
PD Institute
Presented by
Jackie Brownell
What is spelling and is it
necessary to teach?
Purpose of Word Study
• “To examine words in order to reveal
consistencies within our written language
system…”
• “…To help students master the
recognition, spelling, and meaning of
specific words.”
Words Their Way
“Braid of Literacy”
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Oral Language
Writing
Reading
Orthography
See WTW, page 2
Three Layers of English
Orthography
Meaning
Pattern
Alphabet
Terms
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Graphemes
Phonemes
Onsets
Rimes
Morphemes
The Reading Process
Literacy Development
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Emergent
Early
Early Fluent
Self-Extending Fluent
Advanced Fluent
Word Study Development
Synchrony of Literacy Development
(p. 19)
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WTW
Emergent
Letter Name
Within Word Pattern
Syllables & Affixes
Derivational Relations
Reading
Emergent p. 11
Early
p. 12
Early Fluent p. 13
Self Extending p. 14
Advanced p.15
See WTW, pages 22-24; front inside cover
Letter Name Spellers Use and Confuse:
– Names of letters to spell
• GP for jeep
• YEN for when
• Pg. 135
– How words are formed in mouth
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Jip, chip, trip, drip (affricates)
Fan, van (voiced)
BAT for bet (letter names closest to short vowel articulation)
Pg. 136-138
– Preconsonantal nasals
• Say bad, ban, band
• Sound passes through nose
End of Year Spelling Goals
Per Grade Level
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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
Informed Assessment
What students:
• can do and do know
• use but confuse
Developmental Spelling
Inventories
• Primary Spelling Inventory K-3, pg. 266
• Elementary Spelling Inventory 1-6, pg. 270
• Upper Elementary Spelling Inventory 5-12,
pg. 273
Reflect on each one and discuss characteristics noted.
Feature Guides
• Primary-pg. 268
• Elementary-pg. 271
• Upper Elementary-pg. 274-275
What are we analyzing?
Feature Guide Directions
• Match each word spelled by student with real
word in list.
• In each column, check or circle each feature that
the student used correctly.
• Count number of features used correctly and
record in Feature Points column.
• If student spelled word correctly, one extra point
is added in last column for Words Spelled
Correctly.
• Reversals are counted as correct but record
them on feature guide for reference.
• Staple spelling inventory to feature guide.
• Use information to group students according to
needs.
Scores
• Power Score
– Number of words spelled correctly
– Indicates developmental stage, pg. 34
EM.
L.N.
W.W.
S.A.
D.R
• PSI
0
0 2 6
8 13 17
22
N/A
• ESI
0
0 2 3
5 7 9
12 15 18
20 22
• USI
0
2 6 7
9 11 18
21 23 27
• Feature Analysis
– Find first column with 5/7 or less.
– This column determines the feature at which to begin
instruction.
– Circle stage and whether in Early, Middle, or Late part
of stage.
– Group like students together.
– Go to that leveled book and the corresponding unit to
begin sorting activities with group.
Practice
1. Choose spelling inventory sample.
2. Review and discuss with peers.
3. Complete Feature Guide and share
results.
• Sight Words
• Sound
Sorting Activities
– 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)
Spelling-Word Study
Orthography
Encoding
Decoding
Literacy
J. Brownell, 2011
Word Study Websites
• Huneycutt.biz/english/wordstudy
• Literacyconnections.com/wordstudy
• Readingrockets.org