Transcript Word Study - Master File

Word Study
Alicia Sims
Colleen Kiley
Katelyn Gorham
Alana Amorese
Kathryn Connolly
Bethany Barone
By PresenterMedia.com
Agenda
An idea of how tonight will go…
5:00-5:30pm
Introduction to Word Study
5:30-6:30pm
Stations (2 rotations)
6:30-6:40pm
Break
6:40-7:10pm
Stations (last rotation)
7:10-7:30pm
Conclusion & Wrap-up

Prior Knowledge:
Survey Says:
In order to prepare for this presentation, we sent out a brief
survey, which consisted of seven questions. We felt these questions
would provide us with a generalization of the knowledge of word
study already held by our peers. The results of this survey are
as follows:
Question 1
Question 2
Question 5
Question 3
Question 6
Question 4
Question 7
Question 1
Back to
Questions
What is word study? There were 13 responses, 3 of which stated
more than 1 answer.
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Spelling Instuction
The Relationship of
Words
Word Patterns and
Rules
Study of Words
Phonics and
Vocabulary
Question 2
Back to
Questions
On a scale of 1 to 5, rate your comfort level with teaching word study
(1 being uncomfortable and 5 being very comfortable).
Comfort Level 1
(25%)
Comfort Level 2
(33%)
Comfort Level 3
(33%)
Comfort Level 4
(8%)
Comfort Level 5
(0%)
Question 3
Back to
Questions
Have you ever heard of a spelling inventory?
No
Yes
0
2
4
6
8
10
Question 4
Back to
Questions
What is Nifty Thrifty Fifty?
50 minutes of uninterrupted reading
per day
A Dr. Seuss book
50 words that contain all prefixes,
suffixes, and root words children need
to know
The 50 most common words read
0
2
4
6
8
10
Question 5
Back to
Questions
Why is word sorting beneficial?
14
12
10
8
6
4
2
0
Engages
children in
Helps organize
Helps children
what children
active process
form
know about
of searching,
generalizations
words
comparing,
to apply to
contrasting,
and analyzing
new words
All of the
above
Question 6
Back to
Questions
When is word study instruction MOST beneficial?
Individual Instruction
Small-Group Instruction
Whole-Group Instruction
0
2
4
6
8
Question 7
Have you ever created a word wall?
Back to
Questions
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Yes
No
No, but I have seen one
So, what exactly is Word Study?
•
Word study allows students to discover patterns, regularities, and
conventions of the English language.
•
This allows an increase in specific knowledge of words, such as
the spelling and meaning of individual words.
•
Purpose:
•
to examine words in order to reveal consistencies within our written
language system
•
to help students master the recognition, spelling, and meaning of specific
words
- Bear, Invernizzi, Templeton, & Johnston (2004)
YouTube Clips on Word Study

Word Study in Action, Focusing on Spelling Patterns

Word Study in Action, Focusing on Literacy Centers

Word Study in Action, Focusing on Building
Metacognition

Words Their Way authors on Student Benefits

Words Their Way authors on ELL Application
Stages of Word Study
1. Emergent (Pre-Kindergarten – Middle of Grade 1)
2. Letter Name-Alphabetic (Kindergarten – Early of Grade
3)
3. Within Word Pattern (Grade 1 – Middle of Grade 4)
4. Syllables and Affixes (Grade 3 – Grade 8)
5. Derivational Relations Stage (Grade 5 – Grade 12)
Back to Stages
Emergent Stage
• Talk with students and read to students to enhance vocabulary
• Build vocabulary with concept sorts
• Develop phonological awareness with picture sorts, songs, and games
• Enhance alphabet knowledge with sorts, games, writing, and matching activities
• Sort pictures by initial consonant sounds to learn letter-sound correspondences
Emergent Spelling
Emergent Writing
Emergent Reading
Emergent
Activities
What Does Spelling Look Like?
Back to Emergent Stage
•
Learn to recognize and write letters of the alphabet
•
Play with sounds in words and letters
•
Sound play focuses on beginning and rhyming sounds
•
Sort by rhyme and beginning sounds
•
By the end, acquire an understanding of the concept of words
•
Begin to match picture cards to the words that represent their names
What Does Reading Look Like?
•
Back to Emergent Stage
Pretend reading
•
paraphrase or spontaneous retelling at the global level that children produce while
turning pages of a familiar book
•
Memory Reading
•
Involves an accurate recitation of the text accompanied by pointing to the print in
some fashion
•
•
Helps children coordinate language with print at the level of words, sounds, and letters
Acquire Directionality
•
Realizing they should move left to right, top to bottom and end up on the last word of
the page
•
Concept of Word (COW)
•
Ability to finger point or track accurately to words in print while reading from
memory
What Does Writing Look Like?
Back to Emergent Stage
Early Emergent Writing
• Discovering scribbling can represent something
• Largely pretend
• Scribbles can evolve into representational drawings
• Learns print is distinct from drawing
Middle Emergent Writing
• Top to bottom linear arrangement
• Experiments with letter-like forms
• As letters and numbers are formed, they show up in letter strings or “symbol
salad”
Late Emergent Writing
• Use letters to represent speech sounds in a systematic way
• Represents 4 critical insights and skills:
1. To produce a spelling, children must know some letters
2. They must know how to form or write some of the letters
3. They must know that letters represent sounds
4. They must attend to the sounds or phonemes within spoken words and syllables and
match those sound segments to letters
Emergent Activities
Back to Emergent Stage
Read-Alouds
PEER Retellings
Two for One!
Back to
Activities
Using Read-Alouds to Develop Vocabulary
•
Teachers need to draw attention to words and plan
ways to ensure that new words are acquired and
used
PEER-Retellings through Dialogic Reading
•
Children learn how to talk about and retell a storybook with the guidance and prompting of the
teacher
•
Children are gradually given more responsibility for retelling the story until they can do so
with little or no assistance
•
Procedure

Begin by reading a book aloud and then follow up with small-group or individual rereading before engaging
in a prompted discussion

Should follow the PEER guidelines

P- Prompt the child to say something about the book using open-ended questions (point to a picture of a
mouse and say “What is he doing” The child says “Running”)

E- Evaluate the child’s response (“That’s right”)

E- Expand the response by rephrasing or adding information to it (“The mouse is running away from the
cat”)

R- Repeat the prompt and ask the child to expand on it (Tell me what the mouse is doing” The child says,
“He is running away from the cat.”
Back to
Activities
Two for One! Long Words, Short Words
•
Build compound words to help to create phonological awareness
•
Procedure:
•
Choose two syllable compound words from Appendix E (bedroom, blackbird, doorbell, eyeball, fireman,
football) with corresponding pictures
•
Take a picture of snow and another picture of a man and discuss meaning of the words separately
•
Place the two pictures side by side and have the students say each word in succession (snow-man)
•
Replace the two pictures with a picture of a snowman and have the students discuss how it’s made of two
words
•
Hold up a picture of snow and have students clap as they say “snow” then same with “man” and then clap
the “snowman” picture
•
Discuss how the word “snowman” is longer than the single words “snow” and “man” because it has two
claps
Back to
Activities
Back to Stages
Letter Name-Alphabetic Stage
• Use picture sorts to review initial consonants
• Sort pictures and words to contrast blends and diagraphs
• Introduce short vowels in contrasting word families
• Examine short vowels in CVC words
• Develop sight words with word banks
• Enhance oral vocabulary through read-alouds and concept sorts
LNA Spelling
LNA Writing
LNA Reading
LNA Activities
What Does Spelling Look Like?
Back to LNA Stage
•
Operate in the first layer of English - the alphabetic layer
•
There’s an understanding that words can be segmented into sounds and that letters of the alphabet
must be matched to these sounds in a systematic fashion
•
Beginning of Stage:
•
Students use most salient or prominent sounds and syllables, usually the beginning
and ending consonants
•
Middle of Stage:
•
Students include a vowel in each stressed syllable and they spell short vowels by
matching the way they articulate the letter names of the vowels
•
End of Stage:
•
Students have learned how to spell many words with short vowels correctly
What Does Reading Look Like?
•
Back to LNA Stage
Students acquire a concept of a word - the ability to track or fingerpoint read a memorized text
without getting off track on a two-syllable word
•
Students have rudimentary concept of a word and eventually have full concept of a word
•
Students are able to point and track to the words of a memorized text using their knowledge of
consonants as clues to word boundaries
•
Students are thrown off track with two syllable words and when they are asked to find words in
what they read they are slow and hesitant
•
Students are able to acquire a few words from familiar stories and short dictations that they have
reread several times
•
Students’ sight vocabulary grows slowly and pictures are mixed with known words in sorting
•
At the end of the stage students are able to identify words immediately when asked to find words
in a text
•
Disfluecny is very common with beginning reader
What Does Writing Look Like?
Back to LNA Stage
•
Students often write words slowly, sound by sound
•
Students in the name-alphabetic stage can usually
read what they write, depending on how completely
they spell, and their writing is generally readable to
anyone who understands the logic of their lettername alphabetic strategy
Back to LNA Stage
LNA Activities
Rhymes & Pattern
Stories
Sound Boards
Roll the Dice
Rhymes and Pattern Stories
•
Back to
Activities
This activity will help students in their development and use of personal readers and Word Banks. This
activity provides support for beginning readers and can then be used to harvest known words for
Word Banks.
•
Procedure:

Teacher will find a rhyme, jingle, or predictable story that students find memorable and read-able

Teacher will introduce text and read aloud to the students using fingerpointing

The students choral read along with the teacher

The teacher will decide which parts of the text will be compiled for personal readers

Each student has a copy of the text that is being read

In the preceding days the teacher rereads the rhyme or story and harvests words for a Word
Bank

Sentences from the text can be written on sentence strips and the students can work to rebuild
the text in a pocket chart
Sound Boards
•
Back to
Activities
Sound Boards will help students review the beginning sounds including digraphs and blends. Sound boards are
references for letter-sound features( beginning consonants, digraphs, and blends). Sound boards provide a key word
and picture for each letter-sound match, helping students internalize the associations
•
Procedure:

Sound boards are placed in students writing folders or personal readers making it easy for students to find
letters to stand for the sounds they want to use

Teacher often posts charts of various letter-sound features. Display the chart in a prominent place for
reference

A sound board may be left in a students word study folder to serve as a record of progress - Students
can color the letters they have studied

Use sound boards to generate more words to add to a word family

The rime of the family is written on a small card and slid down beside the beginning sounds
Back to
Activities
Roll the Dice
•
This activity can be used to enforce the study of word families. This game is for two to four
players. Teacher will need a cube on which to write four contrasting word families ( an, ap, ag, at).
A blank side is labeled ) “Lose a Turn”
and another is labeled “Roll Again” . You will also need a
blackboard or paper for recording words
•
Procedure:

Students roll the die

If it lands on a word family, the student must come up with a word for that family and
record it on the chalkboard or paper

Students keep their own lists and can use a word only once, although someone else may have
used it

If a player is stumped or lands on “Lose a Turn”, the die is passed to the next person

If the student lands on “Roll Again”, he or she takes another turn

The person who records the most words at the end of the allotted time wins
Within Word Pattern Stage
Back to Stages
• Sort pictures to contrast short and long vowel sounds
• Use words to study long vowel patters as well as ambiguous vowels and r-controlled
vowels
• Study complex consonants and homophones
• Develop weekly routines and word study notebooks
• Enhance vocabulary through homophones and inflectional morphology
WWP Spelling
WWP Writing
WWP Reading
WWP Activities
What Does Spelling Look Like?
Back to WWP Stage
•
Spell most single syllable short vowel words correctly
•
Move away from sound by sound approach of the letter name
and begin to include patterns or chunks of letter sequences
that relate to sound and meaning
•
Begin to sort words by long vowel patterns
What Does Reading Look Like?
•
Back to WWP Stage
Students move from full alphabetic phase to the consolidated alphabetic
phase in which they being to recognize patterns and chunks to analyze
unfamiliar words

(ch-e-s-t) vs. (ch-est)

Enables students to read in phrases and with greater expression
•
Approach oral reading rates of 100 words per minute
•
Can manage substantial periods of silent reading
•
Students should read at least 30 minutes each day in instructional and
independent level materials
What Does Writing Look Like?
•
Back to WWP Stage
Physical act of writing is performed with greater
speed and less conscious attention
•
Added fluency gives writers more time to focus on
their ideas which will account for a greater
sophistication in the writing itself
WWSP Activities
Back to WWP Stage
Vowel Spin
Homophone Win,
Lose, or Draw
Semantic Sorts
Vowel Spin Activity
•
Players spin for a feature (vowel sounds or vowel patterns) and remove pictures
or words from their games boards that match the feature
•
Materials

30 or more cards or picture cards that correspond to the feature
students have been studying

Spinner divided into 3-6 sections labeled with vowel sounds or patterns to
be practiced
•
Procedure

Players draw 9 cards from the deck and arrange in a 3 by 3 array

Player spins and removes the picture or word cards that fit the sound or
pattern indicated by the spin.

The cards go into that players point pile

Re-draw to replace those cards in the array

Play continues until player is out of cards or there are no more to be
drawn.

Player with the most cards in their point pile wins
Back to
Activities
Homophone Win, Lose, or Draw
•
Back to
Activities
Four or more students work in teams to draw and guess each other’s words in a game that
resembles charades (list can be found in Appendix E)
•
Procedure

Write homophone pairs on cards and shuffle

Students divide into 2 equal teams

One player is selected as the artist for that round

They must draw a picture representing a given homophone, which requires understanding a
homophone’s spelling and meaning

A card is pulled from the deck and shown to the artists for both teams

As the artist draws, teammates call out answers

When the correct word is offered the artist calls on that team to spell both words in the
pair

Point awarded to the team with the correct information first
Semantic Sorts
Back to
Activities
•
Students work with content related words to compare and contrast
•
Procedure

Make a list of key terms from a given unit in a textbook and make
word cards for those terms

Sort the words in an open sort, establishing their own categories

Start with easy and familiar topics

Sorts are copied into a word study notebook for that content area
Back to Stages
Syllables and Affixes Stage
• Use word sorts to study inflected endings and compound words
• Examine syllable juncture with open and closed syllable sorts
• Review vowel patterns in accented syllables
• Sort words by final unaccented syllables
• Study common prefixes and suffixes and how affixes change meaning and grammatical
use
• Enhance academic vocabulary in content areas
S&A Spelling
S&A Writing
S&A Reading
S&A Activities
What Does Spelling Look Like?
Back to S&A Stage
•
Lingering confusions with ambiguous vowel patterns
•
For the most part students know how to spell single syllable words correctly
•
Focus shifts to two-syllable words and the conventions that govern spelling
where syllables meet known as syllable juncture
•
Student often relies on sound rather than knowledge of the spelling meaning
connection of the base word
•
Structural analysis, or examining important word elements is a powerful tool for
spelling
•
Students use larger chunks of words
What Does Reading Look Like?
Back to S&A Stage
•
This stage is seen with intermediate readers
•
In this stage time is spent expanding reading interests and fine-tuning reading strategies
•
Background knowledge and vocabulary become critical elements in comprehension
•
Examining
how important word elements (prefixes, suffixes, and base words) combine is a powerful
tool for vocabulary development, spelling and figuring out unfamiliar words during reading:

If there is a prefix, take it off first

If there is a suffix, take it off second

Look at the base to see if you know it or if you can think of a related word

Reassemble the word, thinking about the meaning contributed by the base, the suffix, and then
the prefix
•
Students often use dictionaries to offer opportunities for determining the precise meaning of word
students need to know in their reading as well as for understanding a word deeply
What Does Writing Look Like?
•
Back to S&A Stage
Increasingly confident and fluent in their writing, able to work
for a longer period of time
•
Ability to spell majority of words allows them to focus attention
on meaning they are trying to convey
•
More likely to hear a “voice” in their writing
•
More aware of their “audience”
•
Intermediate writers can be expected to revise for accuracy of
spelling and punctuation
Back to S&A Stage
S&A Activities
Freddy the Frog
Slap Jack
Pair Them Up
Back to
Activities
Freddy the Hopping, Diving, Jumping Frog
•
In this board game for 2-4 players, students review generalizations for adding –ing.
•
Create a game board by arranging Green circles in a path to represent lily pads
•
On each space write either “Double”, “E Drop”, or “Nothing”
•
Prepare playing cards by writing a variety of words with an –ing ending, an equal number
for each rule
•
Use words that students have been sorting and add more words from a different word list
•
Procedure

Place playing cards facedown and put playing pieces on the starting space

Each player draws a card, reads the card aloud, and moves to the closest space that
matches

A player who draws a penalty or bonus card must follow the directions on the card

The winner is the first person to reach the home lily pad
Slap Jack
•
Back to
Activities
A 2 person card game that is used to contrast open- and closed-syllable words as represented by any of
the syllable spelling patterns. The object of the game is for one player to win all 52 cards.
•
Materials: On 52 small cards, write the words that you want to contrasted. For example, 26 words would
follow the open-syllable VCV pattern (pilot, human) and 26 would follow the closed-syllable VCCV pattern
(funny, basket). Write the word on both ends of the cards so that neither player has to read the words
upside down
•
Procedure:

The cards are dealt one at a time until the deck is gone, players keep their cards facedown in a pile
in front of them.

Each player turns a card face up in a common pile at the same time

When 2 words with either open syllables or close syllables are turned up together, the first player
to slap the pile takes all the cards in the common pile and adds them at the bottom of his or her pile

Turning cards and slapping must be done with the same hand

A player who slaps the common pile when there are not two open-or closed- syllable words must
give both cards to the other player

Play continues until one player has all the cards

If time runs out, the winner is the player with the most cards
Pair Them Up
Back to
Activities
•
In this version of Memory or Concentration, students match up unusual plurals
•
Materials: Create two sets of cards using word pairs such as the ones that
follow: wife/wives, leaf/leaves, life/lives, wolf/wolves, knife/knives, man/men,
woman/women, mouse/mice, goose/geese, tooth/teeth, child/children. Make one
card each of fish, sheep, and deer.
•
Procedure:
•
Shuffle the cards and lay them all out facedown in a 5 x 5 array
•
Each player turns over two cards at a time
•
If the cards make a match, the player keeps them and turns over two
more
•
If fish, sheep, or deer are turned over, there is no match and the player
automatically gets to keep the card and go again
Derivational Relations Stage
Back to Stages
• Examine the spelling-meaning connection through the study of words derived from shared roots and
bases
• Sort words by Greek and Latin roots
• Study assimilated or absorbed prefixes
• Study suffixes and how they signal pars of speech
• Enhance vocabulary through the study of morphology
• Explore etymology and the history of the English language
DR Spelling
DR Writing
DR Reading
DR Activities
What Does Spelling Look Like?
Back to DR Stage
•
Fairly competent spellers
•
Errors made are considered “high-level”, which require a
more advanced foundation of spelling and vocabulary
•
Developing a deeper understanding and appreciation of how
words work through spelling
•
Less urgency to move students along through this stage
because they will be in this stage for a long period of time
•
Study of spelling-meaning connections is of paramount
importance in boosting students’ vocabulary
What Does Reading Look Like?
•
Back to DR Stage
Explore Greek and Latin word elements that are important
morphemes out of which thousands of words are constructed
•
Generative Process:

60-80% of English vocabulary is generated through the
combination roots, prefixes, and suffixes

Students who understand this process can analyze unfamiliar
content-specific vocabulary they will encounter in their
reading
•
Intermediate readers will pick up syllabic chunks while reading

•
Ex: morphology = mor-pho-lo-gy
Advanced readers will pick up morphemic chunks while reading

Ex: morphology = morph-olgy
What Does Writing Look Like?
•
Back to DR Stage
Proficient writers have potential to exercise the
forms and functions of different genres

This knowledge helps to inform their voice or
stance in their writing

Guides their word choice when they write or
revise
Back to DR Stage
DR Activities
You Teach the
Word
Words That Grow
Root Webs
You Teach the Word
•
•
•
Back to
Activities
Teachers assign students a word
The student is required to teach this word to the
class
• Students create a small poster including:
• Definition
• Synonym or Antonym
• Etymology
• Sentence
• Illustration
Encourage students to think of creative ways to help
their peers remember the word
Words That Grow
•
Whole-group or small-group
activity in which students
directly see how words grow
•
Procedure:

Decide on a base word or
word group (“spec”) and
write it at bottom of tree

Write different forms on
individual branches
Back to
Activities
Root Webs
•
Back to
Activities
A graphic way to represent the links between words derived from a common
root
•
Procedure:

Choose a set of common roots, such as “photo-”, “geo-”, “aqua-”, “astro-”

Teacher models how to make web

Students create web in a small group

Students use dictionaries to locate roots, verify meaning, find origin, search
for related words

Eliminate words that don’t fit the meaning of root

Lead students to examine parts and meaning
Alright, station time!
Timer Web Site
So, what are teachers saying?
• What do you think of Words Their Way?
•“I think Words Their Way is a good program. First it gives us a way to
assess kids word knowledge that we did not have before our district
implemented the this program. It helps me understand the stages of learning
how words work and how kids learn them. The supplemental materials allow me
to meet the diverse word study needs of my students. It is also organized in a
way that I can easily use materials to move kids forward in their word
knowledge. The program also provide periodic small assessments to ensure that
the kids have mastered what they have been taught. I think the overall is
strong and designed to be used well in the classroom. The most challenging part
is managing several groups and prepping all the materials for each group. There
are consumable text books available but our district does not by them.”
- Polly Finnegan
Grade 1
West Ridge Elementary,
Thank you
