Transcript Words Their Way

Word Study for Phonics, Vocabulary
and Spelling Instruction
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A developmental phonics, spelling,
vocabulary program where students are
constructing their own knowledge of spelling
patterns.
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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
 Emergent
 Letter-Name
 Within Word Pattern
 Syllable and Affixes
(Syllable Juncture)
 Derivational Relations
(Derivational Constancy)
 Scribble letters and numbers
 Lack concepts of words
 Lack letter-sound
correspondence
 Pretend to read and write
 Represents beginning and
ending sounds
 Has functional concept of
word
 Reads word by word in
beginning reading materials
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Spells most single-syllable short vowel words
correctly
Spells most beginning consonant digraphs
and 2-letter consonant blends
Attempts to use silent-E markers
Reads silently and more fluently
Writes more fluently
Can edit and revise
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 orally
 Writes responses that are sophisticated
and critical
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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
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When You are Scoring, You are looking for Two
Things….. Features and Correct Spelling
1. 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”
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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
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Your stage score:
22-25 confident (give the next stage
assessment)-see page 37 in handout
12-21 is their stage of development
0-11 Frustrational
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Once you have scored your whole class ,
stack them according to stage score from
highest to lowest.
Record onto DSA Class Record
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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.
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Demonstrate
Sort
Reflect
Extend
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 stressed
Pattern 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
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?
Teacher-directed Closed Sorts
 Teacher defines categories
 Modeling and scaffolding
 Carefully monitored and corrective feedback is given
Student-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!