Transcript Word Study - RPS Monthly Meetings

Word Study: A Differentiated
Approach to Spelling
Instruction
What is word study?
A
developmental instructional model
for teaching phonics, decoding and
vocabulary.
Students
learn to recognize patterns
instead of memorizing every single
letter of every single word.
What is word study?

Word study teaches students to
examine and discover regularities,
patterns, and rules by comparing and
contrasting words.

Word study increases specific
knowledge of words--the spelling and
meaning of individual words.
Features to study

Phonics and vocabulary instruction based on
assessment information

Developmental progression based on
phonetic/spelling/writing research
 A suggested progress will be provided

Features students use and confuse while
reading or writing
 Ex. Short e and long ie
Stages of Spelling Development
Emergent
Letter
name
Within
word
Syllable and
affixes
sample
record
record
Pre-K to early
K
K to 2nd
write one
scribbles and letter for
random letters most of the
sounds that
they hear
Derivational
relations
combine
combination
1st to 5th
3rd to 9th
5th+
learn that more
than one letter
can represent a
sound within a
word
single syllable
patterns apply to
words with more
than one syllable,
accented syllables
meaning of a word
is related to it’s
spelling
Word Study Stages
 Letter
Name
 Within Word
 Syllables and Affixes
 Derivational Relations
Letter Name
Characteristics

Represent most salient sounds (K, or
T or CT/cat)
 Concept of Word
 Beginning Readers: Fingerpoint
Tracking
 Beginning Writers: A few sentences
 “Break the Code”
7
Letter Name Features

Beginning and ending sounds

Short vowels- bet

Blends & Digraphs- chat, drip,
best
8
Within Word Pattern
Features





Common long vowel patterns (cake)
-r control vowel patterns (girl, fair)
Homophones (main, mane, Maine)
Complex consonant clusters
(scratch)
Ambiguous vowel patterns (couch,
boy)
9
Syllables and Affixes





Intermediate Readers & Writers
Read a range of genres and can apply
to their writing
Focus on 2 syllable words in the
spelling
Issue: To double or not to double?
Beginning to address the spellingmeaning connection
10
Syllables & Affixes
Features





Consonant Doubling: hoping/hopping
Long Vowel patterns in 2 syllable words:
parade, parading
-r control patterns in stressed syllable:
disturb
Unstressed syllable vowel patterns:
trample, solar
Some suffixes and prefixes: -ly, -ness,
re-, in11
Derivational Relations





Advanced Readers and Writers
Mastered high frequency words
Examine polysyllabic words with a
focus on meaning
Examine words with Greek and Latin
Roots
Vocabulary Building
12
Derivational Relations
Features



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Silent/sounded consonants (sign/signal)
Consonant changes (explode/explosion)
Vowel/Sound changes (reduce/reduction)
Greek/Latin roots and derivatives
(photograph/visible)
Assimilated prefixes (immature, illegible)
13
Tiers of Orthography and
Corresponding Developmental
Stages of Spelling
Sound
Letter Name
a.
b.
c.
1:1
correspondence
of sound to letters
Apply the
alphabet literally
Word by word
readers and
writers
Pattern
Within Word
Pattern
a.
b.
c.
Words have more
letters than
sounds
Silent letters form
patterns
Movement from
disfluency to
phrasal fluency in
reading and
writing
Meaning
Syllables & Affixes
Derivational
Relations
a.
b.
c.
Meaning units
form or join
syllables
Meaning units
connect across
derivations
Fluent readers
and writers
14
Case Study 1
What level of speller am I?

Spelled scrape- skrape or scrap
 switch- swech
 Knotted- knated
 Within word speller
Who has a
within word speller?

Share the spelling a few
words.
Case Study 2
What level of speller am I?

Spelled confidence- confedenc
 visible- viseble
 circumference- sircomference
 Derivational relations speller
Who has a
derivational relations
speller?

Share the spelling of a few
words.
Case Study 3
What level of speller am I?

Spelled trapped- traped
 squirt- sqirt
 pounce- puns
 crater- crator
 Syllable juncture speller
Who has a
syllable juncture speller?

Share the spelling of a few
words.
Lets look at your
assessments
1. Complete the feature guide for
each student.
 Lets look at the example, pg. 35
 Complete the feature guide for
one of your students. Determine
their spelling level.
2. Rank order the students by the
number of words spelled
correctly.
3. Complete the Classroom
Composite Chart and determine
groups.
 Let’s look at p. 41
Where to begin instruction

If misspelled the first two letters
of switch, trapped, shaving or
crater
 Give the students the Elementary
Spelling Inventory and begin with
letter name sorts with blends
Where to begin instruction
If spelled the first two letters in
first two letters of switch,
trapped, shaving or crater
correctly but didn’t get all of
the vowels correct
 Begin within words sort 1

Where to begin instruction
If spelled all of the vowels
correctly in words 1-6
 Give the spell check on p. 70
 If pass begin with within word
sort 31 if not begin with within
word sort 25

Where to begin instruction

Anyone feel they may have a
student who needs to start
beyond within word sort 31?
Instruction
Sort introduction

Explain the sorts
 Show the headers
 Do the sort with the students
 Ask the students to sort on their
own
Instruction
Partner sorts
 Speed sorts
 Games
 Spelling checks

 Includes
the list
2 or 3 words not on
/ou/
Students will examine these words and determine that
these words have the same sound but are spelled
differently. They will play games and manipulate these
words throughout the week.
ou
ow
 bounty
 allow
 council
 brownie
 Devour
 coward
 fountain
 dowry
 mouthwash
 prowler
Instruction

If mastered
move to next
sort


If did not master
repeat sort again
with new words
with same feature
Find additional
words and
template in WTW
or Word Journeys
Beginning
Word Study Instruction
1 week and ½ to prepare
 Begin October 10
 Complete instead of
Advanced Word Study

Questions????