Word Study for Phonics, Spelling and Vocabulary Instruction

1
Word Study for Phonics, Spelling and Vocabulary
Instruction

• Words Their Way Word Study for Phonics,
  Vocabulary, and Spelling Instruction, 4th ed.
• Bear, Invernizzi, Templeton, Johnston

2
About Words Their Way

• Based on research about the importance of
  developmental spelling and a knowledge of how
  words work
• Organized around five stages and instructional
  levels of spelling development

3
Why Word Study?

• Word Study
• Explicit skill instruction
• Systematic scope and sequence
• Feature analysis
• Authentic repeated practice
• Hands-on learning
• Higher level of transference due to critical
  analysis of words
• Accurately use word patterns studied in
  daily writing.

• Traditional Spelling
• Explicit skill instruction
• Systematic scope and sequence
• Repeated practice
• Rote drill and memorization
• Little transference or critical thinking
• Retention only for Fridays test

4
Fundamental Principles

• The authors describe two basic principles of word
  study
• Students learning of spelling and vocabulary is
  based on their developmental or instructional
  level.
• Students learning is based on the way they are
  naturally inclined to learn, on their natural
  course of conceptual learning.
• Bear, Invernizzi, Templeton, Johnston, 2004, p. 27

5
Layers of English

• Alphabetdeals with the relationship between
  letters and sounds the first layer of
  orthographic development.
• Patternbecause there isnt a letter for every
  sound, patterns guide groupings of letters to
  represent sounds under different conditions.
• Meaninggroups of letters can represent meaning
  directly builds on knowledge of meaning parts
  and their derivations.

6
Levels of Learning

• Independent level what students do correctly, on
  their own.
• Instructional level what students use but
  confuse. Instruction is most helpful at this
  stage.
• Frustration level what is absent in students
  spelling. Concepts are too difficult and
  instruction is not appropriate.

7
The Basis forWord Study

• Word study is developmentalactivities match the
  developmental, or instructional, level of the
  individual child.
• Word study follows the continuum of word
  knowledge. Most students follow the same
  continuum, but possibly at different rates.

8
Stages of Spelling Development

• Emergent
• Letter-Name Alphabetic
• Within Word Pattern
• Syllables and Affixes
• Derivational Relations

9
Emergent Stage

• Involves the writing efforts of students who are
  not reading conventionally
• Includes the time before students have made the
  conventional letter to sound connection in a
  left-to-right sequence.
• Age range of 0-5 years. Many kindergarteners are
  emergent spellers at the beginning of the year.
• Emergent spelling ranges from random marks to
  actual letters that have no sound relationships
• Students are pre-phonetic spellers lack of
  correspondence to sound when writing

10
(No Transcript)
11
Letter Name-Alphabetic Stage

• This stage encompasses the time when students are
  first taught to read.
• The name reflects students dominant approach to
  spellingby using the names of the letters in
  connection with the alphabetic principle.
• Students move from partial to full phoneme
  segmentation spellings thus become more
  complete.
• It is typically observed during kindergarten and
  first-grade years.

12
(No Transcript)
13
Within Word Pattern Stage

• Students have a sight word vocabulary of 200-400
  words.
• Students exhibit automatic knowledge of
  letter-sound correspondences and short-vowel
  patterns allows for independent reading.
• It begins as students transition into independent
  reading late in first grade and expands into
  second and third grade.
• Struggling readers/writers may not move into this
  stage until much later.

14
(No Transcript)
15
Syllables and Affixes Stage

• This stage is often achieved in upper elementary
  and middle school years.
• Students are often between 9 and 14 years old.
• They correctly spell most one-syllable short- and
  long-vowel words
• Spelling experimentation shifts to the
  orthographic conventions of preserving
  pattern-to-sound relationships at the place where
  syllables meet.
• Students consider where syllables and meaning
  units meet at their juncture examine
  multi- syllabic words.

16
(No Transcript)
17
(No Transcript)
18
Derivational Relations Stage

• This is the last stage in the developmental
  model.
• Most D.R. spellers are in middle school, high
  school, and college though development continues
  throughout adulthood.
• Students build on and expand a wide vocabulary.
• Spelling errors deal with conventions of
  affixation and root constancy across related
  words.
• Students examine how words share common
  derivations and related roots and bases. They
  discover that meaning and spelling of parts of
  words remains constant across different but
  derivationally related words.

19
(No Transcript)
20
Words Their Way Bringing Reading and Writing
Together
21
Instructional Practices

• Types of Sorts

22
Word Study ActivitiesSound Sorts

• Pictures are appropriate for sound sorts because
  they dont deal with printed language, though
  printed words can also be used for sound sorts.
  The types of sound sorts are
• Picture sorts used to develop phonological
  awareness
• Word sorts words can also draw attention to
  sound, such as with long/short vowel sorts
• Blind sorts picture examples are used as
  categories so that students can develop an
  understanding on their own, rather than relying
  on the printed name of the sort

23
(No Transcript)
24
Word Study ActivitiesPattern Sorts

• Pattern sorts involve sorting the printed words
  to differentiate patterns in spelling, such as
  with word families, vowels, syllable juncture,
  etc.
• Picture sorts pictures are not appropriate for
  these sorts, unless used at the top as a category
  name
• Word sorts the mainstay of pattern sorts
• Writing sorts students record their sorts into a
  Word Study notebook. A question mark can be
  used as the header of an oddball category.

25
(No Transcript)
26
Word Study ActivitiesMeaning Sorts

• Meaning influences the spelling of words. May
  include homophone and homograph sorts, or roots,
  stems, and affix sorts.
• Concept sorts a good way to link vocabulary to
  conceptual understanding. Appropriate for all
  ages particularly useful for English Language
  Learners.
• Meaning sorts related to spelling homophones are
  words that sound alike but have different
  spellings homographs have same spellings but
  different sounds. Record sorts so students
  have a record of them for future use!

27
(No Transcript)
28
Sort Variations

• Teacher-Directed Sorts
• Student-Centered Sorts
• Guess My Category
• Writing Sorts
• Word Hunts
• Brainstorming
• Repeated Sorts
• Speed Sorts
• Draw and label/Cut and paste

Refer to the Words Their Way Classroom
Implementation Resource Guide for descriptions
and other activities.
29

• Looking at a childs spelling gives us a window
  into that childs word knowledgeSpend some time
  sitting beside your students and looking through
  the window that their spellings provide.
• --Bear, Donald R. et al. Words Their Way. Upper
  Saddle River, NJ Pearson Learning (2008). Pg 48.