Transcript Word Study Slides FA2011

Developing Fluent Readers and
Writers with Word Study
Instruction in Phonics and Fluency
EDC 424
Connecting Your Readings
• Reading Guide #2
• Tompkins: What & why to teach word
patterns for fluency development (and how
to assess it)
• Words Their Way: What and how to teach
word patterns for spelling and reading
development (and how to assess it)
Phonics
Fluency
• Word Recognition (Automaticity)
– Sight words
– High frequency words
• Word Identification Strategies
– Decodable words
Fluency (ASP)
– Accuracy
– Speed
– Prosody
Apply strategies using knowledge of …
1. Phonics
3. Syllables
2. Word families
4. Root words & affixes
Four Word Identification Strategies
Using (integrated) knowledge of
– Phonics (sound-symbol correspondence)
– Word families (onset & rime, then substitute
onset)
– Syllables (CVC, CV, open vs. closed patterns)
– Root words and affixes (morphemes = meaning)
Fluency Instruction: Word
Recognition
• How do you teach automatic word recognition?
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Introduce words in context
Chant and clap words
Practice reading and writing words together
Have children read and write words
• How do you assess automatic word recognition?
– High frequency word lists
– Observation Survey: word reading and writing
vocabulary subtests
– Authentic writing samples
Fluency Instruction:
Word Identification
• How do you teach strategic word identification?
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Teach letter sequences & phonics patterns
Teach onset & rime – link reading and writing
Teach syllable patterns;
Teach meanings of Greek & Latin roots, prefix, & suffixes
• How do you assess strategic word identification?
– Developmental Reading Assessment [DRA] (leveled
books and running records)
– Names Test (phonics)
-- Running Records
– PALS: Words in Isolation Word List
Developmental Reading Assessment (DRA)
Benchmark Assessment Books
Phonological Awareness Literacy Screening (PALS)
Sight Word Walls (Grade K-1)
Make reachable
and interactive
Word Walls Grades 1-2
Themed Word Walls Grades K-6
For reading, writing,
and content-area
vocabulary
Themed Word Walls Grades K-6
For reading, writing,
and content-area
vocabulary
Personal or Portable Word Walls
YouTube
(add to journals, send home)
WTW: Organizing for Word Study
• How are word sorts different than other phonics
programs?
1. Hands-on manipulatives to learn by doing
2. Work from known to unknown to help spell
3. Analytic (whole > part) rather than synthetic (part >
whole)
4. Critical thinking about principles (compare/contrast)
rather than memorizing rules
5. Efficient (more words) and cost effective (reusable
cards vs. worksheets with fewer words
6. Easier to differentiate instruction and adapt (just
combine different word groups and cards)
Three Main Types of Word Sorts
1
Correct sequence
2
• Sound Sort > Visual Pattern Sort > Meaning Sort
Picture sort
(early stages)
Word sort
(see sound
vs. spelling)
Blind sort
sort by sound
without
visual cues
Use keyword
headings
(either picture
or visual
pattern)
Concept sort
(themed words or
vocabulary
Spelling/meaning
sort
(homophones;
homographs;
affix/suffix sorts)
Try it out: Word Sorts
• First, sort by SOUND of G. I will model this.
Soft G
badge
Hard G
cage
lodge
page
stage
bag
twig
drug
flag
leg
slug
judge
edge
huge
Try it out: Word Sorts
• First, sort by SOUND of G. I will model this.
Soft G
badge
Hard G
bag
cage
drug
edge
flag
huge
leg
judge
lodge
page
stage
slug
twig
Try it out: Word Sorts
• Now, sort by [visual] pattern. Work with a partner to
discover the different patterns & reflect (compare &
declare) - HINT (there are more than two groups)
cage
drug
edge
flag
huge
leg
judge
lodge
page
stage
slug
twig
Try it out: Word Sorts
• Now, sort by [visual] pattern. Work with a partner to
discover the different patterns & reflect (compare &
declare)
g
dge
ge
badge
cage
judge
lodge
edge
page
huge
slug
bag
drug
flag
stage
leg
soft g at end has a silent e
when short vowel = dge
when long vowel = ge
twig
short vowel =
hard g and no “e”
How teach/practice word sorts?
• Teacher directed closed sort (Hard/Soft G)
– Teacher defines categories and models the sort;
refer to keyword headings each time and gradually
release responsibility to the reader
• Student directed open sort (Spelling pattern)
– Students create own categories of words and
explain why sorted that way
– Interesting for diagnostic and assessment
purposes
Teacher-Directed Word Study Lessons
1. Demonstrate: Tell words and model with hard words (no
guessing games)
2. Sort & check: Don’t correct errors for students; they check
by reading themselves (can have check sheet to help monitoring)
3. Reflect: Have students compare and declare the patterns
4.
5.
they notice
Extend: revisit during week in centers, with partner,
seatwork, homework, with parents, etc.
Making Sorts Harder or Easier: increase/decrease
number of contrasts, vocabulary, or types of words
6. Add Oddball Sorts: include exceptions (sight words or just
don’t fit the rule) within the set of words to sort
Variations on Word Sorts
Refer to the list in your Reading Guide
• Which is especially useful for emergent/early
readers?
• Which might work best with controlled texts
at first?
• Which two might foster reading fluency?
• Which two might give practice generating new
words that fit that group?
• Which provides explicit links to writing?
Tips for Preparing Word Sorts
• Decide on developmentally appropriate
features and common error patterns
• Contrast at least two groups – later exceptions
or even three groups
• Start with easy contrasts > then harder ones
• Cull words from multiple spelling lists to
provide contrasts (rather than all same pattern)
Word Study In Action
• Let’s see some examples.
• Noticing/Improving Word Study Teaching
Techniques
– What do you notice?
– What would you do to improve?
– How would you create a word sort around this
principal that’s differentiated by ability/grade
level?
Word Study In Action
• Work in groups of four to develop a gradeappropriate word study list and task that
focuses on Adding Inflected endings “ed”
• Grade 2: 2 categories (double/not)
• Grade 3A: 3 categories: VC/CVVC/VCC
• Grade 3B: 4 categories: VC/CVVC/VCC/edrop
• Grade 4: 3 categories (double/not/irregular)
• Grade 5: 3 categories and 2 syllable words
(double/not double/e-drop)
Materials and Space Considerations for
Word Sorts Brainstorm with a partner
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Pocket Charts for peer interactive practice
Handouts / Worksheets for cutting, gluing, writing
Whiteboards for independent practice
Laminated classification folders
Labeled envelopes or baggies for storage (can self
check with answers on back if desired)
• Word study journals in box near word study center
• Game boards and pieces to extend practice
• Stopwatch for speed sorts
Key resources can be found in the
Appendix to Words Their Way
• Appendix B: Soundboards for sorting labels
• Appendix C: Pictures for Sorts & Games
(consonants, short vowels, long vowels)
• Appendix D: Sample word sorts by spelling
stage (important for grade level lesson plans)
• Appendix E: Sight Words and Patterned Words
for Word Sorts (including homophones, compound
words, open and closed syllables, prefixes/suffixes,
roots)
• Appendix F: Games and Templates for Sorts
Setting Up Schedules for Word Sorts
Two schedules for Students
Offset Weekly Plan for Differentiating
Word Sort Instruction
Expectations for
Word Study Notebooks
Holistic Assessment for Spelling/Writing
Making Words (a, e, g, m, n, s, t)
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Use 3 letters to spell net.
Change the first letter in net to spell met.
Change the first letter again to spell set.
Add a letter you can’t hear to set to spell seat.
Change the first letter in seat to spell neat.
Change the first letter again to spell meat.
Use the same letters in meat but move them around so they
spell team.
Use 4 letters to spell east.
Clear your holders and start over to spell another 4 letter
word: stem.
Use a letter you can’t hear to turn stem into steam.
I have just one word left you can make with all your letters.
Homework and Reminders
• Tompkins Chapter 2 (p. 38-52) Teaching Reading
(to prepare for understanding the lesson plan
assignment that we’ll cover next class) PreReading, Reading, Responding, Exploring, and
Applying
• Tompkins, Ch. 4 and assorted pages (Guided
Reading Instruction)
• Work on Literacy Photo Journal
– I will post some examples and a template on the
wiki to help you get started – we’ll do more next
week