Transcript New to Junior/Intermediate Word Study Workshop

Word Study
1.
2.
3.
4.
Spelling (phonetic-letter/sound patterns, prefix/suffix)
Vocabulary development
Grammatical Concepts of words
Word Choice in reading and writing
Our Learning Goal and Success
Criteria for Word Study
Learning Goal
We are learning why and how to implement Word
Study.
Success Criteria:
I can
 State why Word Study is important
 Identify structures of a Word Study program.
 Share best practices to be used to implement Word
Study.
Think about the question,
“Why is Word Study important?
Jot down quick ideas on sticky note
paper.
Why is it important to have students
involved in word study?
1.
Word recognition skills are fundamental to proficient reading.
2.
to
Efficient processing at the word level frees the reader engage
more time in higher order thinking skills.
3.
Building vocabulary develops reading comprehension.
4.
Word study improves the quality of one’s writing.
Research
Recent L&S Monograph on word study instruction sites that:
1.
Vocabulary, spelling, word level grammatical concepts and
effective word choice work in tandem to help learners to
develop into mature readers.
2.
Vocabulary is one of the best predictors of reading
comprehension.
3.
Focused spelling instruction has also been shown to have an
impact on reading comprehension.
4.
Spelling instruction which has an impact on quality of writing,
also helps students understand how words work at the level
of sound, structure and meaning.
Structure of Word Study
1. Assessment
2. Organization-class and student level
3. Planned and Focused instruction
4. Learning activities that involve student
engagement-inquiry-accountable talk
5. Integrated across curriculum subject areas
Assessment
1. Diagnostic-Elementary Spelling Assessment
(Words Their Way)
-Other assessments
(sound/letter pattern, prefix/suffix)
2. Formative-observations of student awareness and
application of reading and spelling words
3. Summative
Class-Organization
1. Classroom level-
display board for
sound/letter patterns
prefix/suffix patterns
2. Tricky words- ongoing list on chart paper
or display word wall board for tricky words
Individual-Organization
Student folders:
-sound/letter patterns
-prefix/suffix patterns
-tricky words
Timetable
1. Planned focused instruction
2. Engaging activities of inquiry
Monday
Letter/sound pattern
or spelling pattern
Bellwork
Word Study
Lesson
(10 minutes)
Tuesday
Wednesday
Prefix/Suffix
(grammar)
Thursday
Vocabulary
(grammar)
Friday
Consolidation
(teacher-small
group)
1. Writing words
-Inferring
letter/sound pattern
and tricky words
1. Brainstormscavenger huntwords with focused
pattern
1. Specific prefix or
suffix
-scavenger hunt
-infer meaning
1. Infer voc.
meaning sentence.
-meaning in words
and pictures
1. Complete any
unfinished
activities
-highlight
-brainstorm other
words
Or
1. Word Sort-given
categories
or
1. Word sort-not
given categories
And /or
1. Explode a
given word
-explode own
-word
(grammatical use)
or
1. Voc. Huntsubject based
words
-scan text-infer
meaningrecord/illustrate
Or
1. Practice spelling
tricky words or
Or
1. Making words
using letters of
mystery word
2.Sharing
-Pair/share-class
-Discussion of findings
-tricky words- say,
cover, spell, check
3.Post and record in
folders (sound/tricky
words)
2. Sharingdiscussion of
findings
(observations)
And/or
3.Partner word
sort/or
brainstorming
4.SpellingMetacognition
2. Sharing
-discussion on
findings (meaning,
spelling,
grammar)
3. Post in
prefix/suffix folder
and class chart
2. Sharing
-discussion of
findings
3. Complete
recording in
notebook
2. Sharing
w/Partner
3. Activities
- Rivet
- Mind reader
-Yatzee
-Word scramble
-partner spell
practice
-Games from –
Words their way
Possible Weekly Schedule
Learning by experiencing.
Monday-Focus-Letter/sound pattern focus
( basic letter patterns making long e sound)
Teacher chosen words-recorded on board/smart board
Letter Pattern/Sound Focus
really
theme
street
Tricky Words
threat
Bell Work
1. Provide copy of words of the week – words with pattern focus and
tricky words.
2. Infer sound pattern and then underline letters making the pattern
3. Infer what makes tricky words tricky and circle or highlight tricky part.
4. Transfer- add own words to categories or practice writing words in
Word Study notebook. (possible practice for cursive)
Monday-Focus-Letter/sound pattern
(“ie” making long e sound and review of other long e sound patterns)
Teacher chosen words-recorded on board
believe
yield
chief
really
theme
street
friend
threat
Bell Work
1. Provide copy of words of the week – words with pattern focus and
tricky words.
2. Infer sound pattern and underline letters making the pattern
3. Infer what makes tricky words tricky and circle or highlight tricky part.
4. Transfer- add own new words to categories or practice writing words
in Word Study notebook. (possible practice for cursive
Possible student bell work responses
Words
Letter /sound pattern
believe
really
yield
theme
chief
street
(thief)
Tricky/odd ball words
friend
threat
(scream)
Observations/Inferences
1. Sound letter pattern-ie pattern makes long e sound
2. Other long e pattterns-ea, ee, e_e, y
2. Tricky word-friend-“ie” is making short e sound and not following
ie pattern of making long e sound -breath-ea is not making long e sound
but short e sound.
Monday-Focus-Letter/sound pattern
(“ie” and review of long e letter/sound patterns)
Lesson
1. Read all words together–and have teacher and/or student use each in
sentence.
2. Students share thinking from Bell Work around sound focus.
Identify sound focus and tricky word for week.
3. Add sound pattern/anchor word(s) to class sound wall,
student letter/sound pattern folder and tricky words to tricky
word folder.
If time
-share some other words that they brainstormed
Tuesday-Focus-Letter sound/pattern-Spelling
Bell work
Brainstorming Words and Word Hunt
(Words with specific letter/sound pattern
using focus of week-”ie”-review long e sound)
1. using rhyming strategy- if you can spell…then you can spell
2. exploding and brainstorming other words that have pattern.
3. word hunt – individual reading books, content subject texts, dictionary…
(Remember- if word does not look right, it may be spelled with another letter
pattern)
Possible student bell work responses
Brainstorming words with “ie” pattern
If I can spell…then I can spell
believe, relieve, retrieve, achieve, grieve,
yield, field, shield
chief-thief, belief, relief
Exploding-believer, unbelievable
Other wordspiece, pieces, piecing,
quiet (odd ball word)
From other texts/sources-alien
Tuesday-Focus-Letter/Sound Pattern-Spelling
Lesson
1. Share-partner/class
2. Word sort –with partners /using own brainstormed words
-sort by number of syllables
One syllable
grieve
chief
thief
shield
Two syllable
believe
retrieve
relieve
achieve
Three syllable
Four syllable
believer
3. Metacognition
4. Transfer of skill and knowledge-Spelling other words.
Five syllable
Or more
unbelievable
Tuesday-Another Option
Bell Work
Word Sort with specific letter/sound focus
1. Sort given words using given categories
2. Underline letter/sound patterns
3. Add own words
Categories-ie, ea, ee, e_e, y, odd ball words)
Words- niece, meaning, greedy, greed, friend, shield, screen, chief,
cleaner, seen, head, scene, leaves, threat, fly, every, measure, disappear,
disbelief
Student Bell Work
Word Sort
Word sort- given categories
ie
ea
ee
niece
meaning
greedy
shield
cleaner
seen
disbelief
leaves
disappear
e_e
theme
scene
y
greedy
every
odd ball words
friend
fly
threat
measure
head
Tuesday
Lesson
1. Share sort and make observations
2. Metacognition-How does knowing the different long e patterns help you as a
speller and a reader? What strategies can we use to help us spell?
3. Spelling-Dictate more challenging words using the spelling patterns. Have
students write word (white board, notebook,) –say, segment, spell, check
Check-reread, “does it look right”, try another way
(endearment, achieved, biweekly)
Tuesday-Another Option
Bell Work
Word Sort –Not Given Categories
Wordsaddress, piece, peace, theme, except, succeeding, quiet, often,
friend, ready, softly, grouchy
1. Sort words using own category (possible partner activity)
2. Brainstorm other words for categories.
3. Sort another way.
Tuesday
Lesson
1. Sharing-categories used to sort (pair/share)
2. Teacher gives-specific sort –long/short vowel sound -underline sound/letter
patterns
3. Transfer of Learning-identify other words that would fit (allows for differentiation)
Long e
Short e sound
words
piece
address
peacefully
except
succeeding often
theme
softly
disagree
(proceed)
(helper)
Odd ball
quiet
friend
ready
grouchy
(jealous)
Wednesday-Prefix/Suffix Focus
Word(s) with prefix (or suffix) on board
disagree
disappear
disbelief
Bell Work
1. Write the word
2. Identify prefix/suffix with a line to separate it
3. Brainstorm/word hunt other word with same prefix/suffix
4. Infer how word meaning changes with use of prefix/suffix
Possible Student Bell work
Prefix
dis-agree
dis-appear
dis-belief
Brainstormed words-
Prefix-”dis”
disabled
disconnect
disappoint
… Infer meaning:
dis-the opposite of ….
Wednesday-Focus-Prefix/Suffix
Lesson
1. Students share list of words (partner share/class)
( teacher may also present a list that students read together)
2. Discuss-How it changes the meaning of the word
3. Post anchor word to Prefix/Suffix classroom chart and student prefix/suffix
folder
(This could be a place where you talk about grammatical use i.e. nouns,
verbs, adjective, adverbs…)
(dis)agree
dis-meaning not
-verb or action word
Wednesday- Focus-Using Prefixes/Suffixes-Spelling
Another Option
Bell Work
1. Explode teacher selected word
“friend” (or words “believe”) by adding prefixes
and suffixes to root or base word.
2. Think about word meaning and grammatical use.
3. Choose own word to explode.
Bell Work
Possible Student responses
Wednesday-Focus-Exploding with Prefix/Suffix-Spelling
Lesson
1. Students share list of words (class or partner share)
2. Discuss-Using the root word discuss how meaning of the word changes.
3. Examine changes made to root word when adding ending to word.
4. May also examine some of the words in terms of their grammatical formnoun, verb, adjective, adverb…
(Post word on prefix/suffix chart/wall and to student prefix/suffix folder if a
new prefix or suffix was used in exploding activity.)
Thursday-Focus-Vocabulary Building
Teacher chooses voc. word and sentence.
Post on board.
Vocabulary word-”purpose”
The purpose of including word study in our literacy program is to
enable students to be better readers, writers and spellers.
Bell Work
1. Write word
2. Infer meaning. (if necessary allow student to use dictionary)
4. Think/write/sketch meaning of word-in own words and pictures
5. Think about how word is used grammatically.
Possible Student bell Work
Sketch
(boy shooting
basketballgetting a
basket and
scoring a
point
.
Word
purpose
Written
Meaning
-the reason for
doing/using
Thursday-Focus-Vocabulary Building
Lesson
1. Share ideas for voc. meaning.
2. Metacognition- What strategies help us determine word meaning?
3. Discuss-Grammatical use
4. Discuss several ways this might be shown in picture form.
5.If time-Student add or finish recording.
Thursday- Another Option
Bell Work
1. Vocabulary Hunt- “pulley, fulcrum….”
(content words in Nelson, history, science texts,.articles…)
2. Scan text for given words
3. Infer meaning
4. Define in words and illustrate if possible
5. Choose vocabulary words to challenge other
students.
Friday-Focus-Consolidation/Practice
Bell Work
1. First complete any unfinished activities from the week
Choice
• Practice spelling tricky words-say, cover, spell, check
or
• Brainstorm words that can be spelled using letters… and
guess mystery word
dliure fnny
Possible Student Bellwork
Making words
die, end, fly, lied, life, rude, field, infer, fern, under, deny, dinner,
finely, funnel, rule, rudely, unlined, funny, funnier, funniest
Friday-Focus- Consolidation/Practice-partner activity
Teacher -supports small group or individual students
-addressing specific need
Lesson
1. Partners share words created if making words activity completed.
2. Choose an activity to do with partner.
Rivet game
Be A Mind Reader
Yatzee
Unscramble-What’s my word?
Game from Words Their Way (specific area of need)
Other
Rivet (community)
Student selects a word (ex. Content-based word…) and puts a blank for
each letter of word.
Partner tries to guess word.
After an incorrect guess, student who selected word adds one letter each time.
Read My Mind (friend)
I am thinking of a word from the tricky word chart.
This word has 1 syllable.
This word begins with a consonant blend.
This word has the letters that make the long e vowel sound.
The vowels create an “oddball” sound.
Take one guess after each clue.
When word is guessed, give another word, or have student give a word.
Can be played as whole class or in pairs.
.
Word Yahtzee
Materials – white board, marker, die
Students play in pairs.
Write 6 categories on board.
Each student draws t-chart with numbers 1-6 down left side and
spaces for word on right side. (on white board)
One partner rolls die. Read category on board that coincides with number
on die. Record a word in the space beside the number on student’s whiteboard.
Other partner takes turn. If a player rolls the same number a second time,
then a blank space must be crossed out.
At the end of the game, players add up points to determine winner.
Play again!
.
Yatzee Board
Examples of categories:
1. Word with the prefix “dis”.
2. Three syllable word with a “long e”
sound spelled with “ea”.
3. A tricky word spelled with “ie”.
4. A synonym (same meaning) for the
word “father” and having a “long e”
sound spelled with “y”.
5. An antonym (opposite) for “believer”.
6. A homonym (sounds same/different
meaning) with a “long e” sound
1
2
3
4
5
6
Questions
Think/Pair/Share-Sliding Line
1. Form two lines at front of class facing each other.
2. You will be asked a question to think about and then
pair/share.
3. When signalled, one row will clockwise one person.
4. Think about next question and pair/share.
.
Feedback Form
What do you now know, think, wonder…..after this workshop???