Transcript Overview of Word Study

The
Wonderful
World of
Word Study
Washington Township
Public Schools
Stages of
Spelling Development
I
Emergent Spelling
II
Letter Name (LN) Spelling
III
Within Word (WW) Pattern Spelling
IV
Syllable Juncture (SJ) Spelling
V
Derivational Constancy (DC)
Spelling
Stage I: Emergent Spelling
• Includes the writing attempts of
children who are not yet reading;
• Pretend writing with scribbles or
random marks;
• No relationship between the letters
used and the sounds represented;
Stage II: Letter Name
Spelling
• Rely on the names of letters to spell
words
• Spellers seek out the letter name
that most closely matches the sound
they are trying to reproduce
• Initial and final consonants; initial
and final consonant blends and
digraphs; short vowels
Stage III: Within Word
Pattern Spelling
• Learners at this stage are able to
chunk parts of words and process
them in a more automatic fashion
• Vowel-consonant-e, R-controlled
vowel patterns, other common long
vowels, complex consonant patterns,
and abstract vowels
Stage IV: Syllable Juncture
Spelling
• Spellers at this stage use most vowel
patterns in single-syllable words
correctly
• Polysyllabic words become the
instructional focus
• Doubling and e-drop with -ed and -ing
endings; other doubling at the syllable
juncture; long vowel patterns and rcontrolled vowels in the stressed
syllable
Stage V: Derivation
Constancy Spelling
• Last stage of development and one
that continues through adulthood
• Words at this stage are related and
derive from the same root
• Students learn to preserve the
meaning units of derivationally related
words (music / musician)
Feature Inventory
• Administer Feature A for Within Word
• Score Feature A
2 points
entire word is correctly spelled
1 point
targeted feature is correct;
entire word is not
0 points
Targeted feature is incorrect
Feature Inventory
• Determine a student’s Stage Score using
the Feature Inventory
 Count the number of correctly spelled words
(those with a score of 2)
 Stage scores cannot exceed 25, since there are
only 25 words
 Observe student’s performance
Feature Inventory
Stage Score
Observations
22-25
Secure Understandings: The speller is competent
12-21
Stage of Development: The student is confronted
Below 12
Early Stage of Development: Although there is much
Below 12
Too Much Is Unknown: Without a firm understanding
(correctly spelled
words)
(but with strong
scores, 22-25, on the
previous stage)
and confident at this stage and demonstrates firmly
developed understandings. (MOVE TO THE NEXT STAGE!)
with new spelling issues that challenge existing
understandings. (KEEP IN THIS STAGE!)
at this stage that the speller hasn’t yet figured out about
the spelling system, the student has a solid base of
understandings from which to progress. (KEEP IN THIS
STAGE!)
at the previous stage, scores below 12 reflect an overload
of new issues. (DROP TO PRIOR STAGE!)
Analyzing Feature
Performance
• Each stage contains 5 features (Each
feature contains many patterns.)
• Identify the five words on the inventory
for a specific feature
• Count the number of words in this feature
with a score of 1 or 2
• Record the results at the bottom of the
answer sheet
• Continue the process for all five features
on the stage inventory
~ Recording Results ~
The Class Record
 Arranging the papers – all students in WW Stage get
grouped together, etc…
 Entering the names – Start with DC spellers and enter
their names down the left side of the class record. Continue
with SJ, WW, and then LN.
 Recording the stage scores – Transfer each student’s
stage scores to the appropriate columns of the chart. Some
student’s stage score space will be blank at this time.
 Determining a total inventory score – Stage scores are
needed for all four stages in order to ascertain the total
inventory score. To obtain stage scores for lists that were
not dictated, do the following: Assume a stage score of 25
for all stages preceding one with an achieved score of 20 or
greater. Assume a stage score of 0 for all stages following
one with an achieved score of 11 or less. Total inventory
scores will range from 1 to 100.
Class Record
Class Record
~ Recording Results ~
The Student Profile
 Used as a long-term record of individual
student performance.
 The profile highlights word knowledge at
three different levels – the feature, the
stage and the total inventory.
 The directions for completing the Class
Record apply to filling out the student
profile.
Student
Profile
Classroom Management
• You will most likely have 3 groups in your
class (DC, SJ, and WW).
• You will need three different sorts – one
each for DC, SJ, and WW.
• One group may be so large that you may
have to break it up into two smaller
groups.
• You now have to meet with 4 groups (DC,
2 SJ, and WW).
• Name your groups (Ex: Dynamos, Supers
1 & 2, Wonders)
Classroom Management
• Meet with a group during word study
work time or any other time during
the day when possible such as a
work period for students.
• Teach words to a group using a type
of sort such as closed, open, blind,
writing, speed, or concept.
Word Sorts
• Closed Sort – word sort that relies on predetermined
categories for classifying words
• Open Sort – a categorizing of words or pictures according
to a student’s own judgment
• Blind Sort – students are not allowed to see the words
they are sorting but must depend on sound and their
knowledge of the associated pattern to determine word
placement
• Writing Sort – words are written down on paper under
appropriate categories, headed by key words. This is
usually done independently or in a small group
• Speed Sort – word or picture sorts intended to help
students internalize spelling patterns through repeated,
timed trials; sorting of the features becomes automatic
Classroom Management
• Word Study is not a Monday to Friday program.
• Students may be working on their words for 2-3
weeks.
• During these 2-3 weeks, you need to meet with
each group (DC, SJ, WW) a minimum of 2 times
– once to teach the words and once to assess the
students.
• Consider meeting with one group a day while the
other groups rotate through word study related
stations.
• Teach students various activities to practice
words.