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168 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado
Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI
The Framework for
Word Study �
��
Comprehensive Approach to Literacy Instruction
C A L I
���
169 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado
Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI
Jefferson�County�Public�Schools�
THE FRAMEWORK FOR WORD STUDY
Words�are�amazing;�they�enable�us�to�
communicate,�to�think,�and�to�enjoy.�I�
can’t�imagine�a�world�without�them.�
Kathy�Ganske
Unlocking�the�mysteries�of�reading�brings�joy�not�only�to�the�early�reader�but�warms�the�heart�of�every�teacher,�
parent,�or�significant�adult�who�observes�that�joy.�The�first�glimmers�of�phonemic�awareness�and�determination�of�
letterͲsound�relationships�create�a�spark�that�can�ignite�a�lifelong�love�of�reading.�Once�we�learn�to�unlock�the�
mysteries�of�words,�unimaginable�worlds,�amazing�possibilities,�delightful�characters,�and�reams�of�knowledge�
become�ours.�
Though�the�keys�to�unlocking�the�mystery�of�words�do�
indeed�have�their�origins�in�phonemic�awareness�and�
phonics,�they�reside�beyond�mere�accuracy�in�decoding�
words.�In�fact,�word�study�encompasses�phonemic�awareͲ
ness,�phonics,�vocabulary�study,�spelling,�and�the�underͲ
standing�of�word�families,�derivatives,�and�orthographic�
and�syntactical�systems.�Word�study�is�not�limited�to�the�
primary�grades;�effective�teachers�take�students�on�sysͲ
tematic,�wellͲorchestrated�word�journeys�that�can�last�a�lifetime.��
The most effective instruction in phonics, spelling, and vocabulary links word study to the texts being read, provides a systematic scope and sequence of word-level skills, and provides multiple opportunities for hands-on practice and application (Bear et al., p.4).
Teachers should be able to assess the needs of individual students and tailor instruction to their spe-cific needs (The Report of the Na-tional Reading Panel, p. 11).
In�the�classroom,�explicit�instruction,�which�is�largely�teacherͲ
directed,�working�in�concert�with�purposeful,�studentͲfocused�pracͲ
tice�and�application,�provides�students�with�meaningful�instruction�
in�all�aspects�of�word�study.�Word�study�is�not�incidental;�the�skills�
students�acquire�and�demonstrate�are�indeed�sequential.�However,�
the�effective�teacher�is�skilled�in�making�intentional�instructional�
decisions�based�on�ongoing�assessment,�adjusting�instruction�to�
meet�individual�student�needs.��
170 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado
Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI
Regardless�of�the�type�of�phonics/word�study�program�used�in�a�classroom,�the�goal�of�all�phonics�programs�is�to�
enable�learners�to�acquire�sufficient�knowledge�and�use�of�the�alphabetic�code�so�that�they�can�make�normal�
progress�in�learning�to�read�and�comprehend�written�language�(National�Reading�Panel,�Executive�Summary,�
pp.2Ͳ89).�As�with�any�instructional�program,�there�is�always�the�question:�“Does�one�size�fit�all?”�The�National�
Reading�Panel�(NRP.�Executive�Summary,�pp.�2Ͳ97)�recommends�that�teachers�meet�students�where�they�are,�
utilizing�phonics�programs�that�provide�guidance�in�how�to�place�students�into�flexible�instructional�groups�and�
how�to�pace�instruction.�Thus,�instructional�pacing�becomes�synonymous�with�instructional�placing.��
�
�As�Kathy�Ganske�writes,�in�order�to�become�skilled�readers�and�writers,�learners�need�many�opportunities�to�
read�and�write�for�pleasure�and�meaningful�purposes.�They�also�need�a�firm�understanding�of�the�sound,�pattern,�
and�meaning�relationships�to�English�orthography,�acquired�through�explorations�of�words�and�word�play.�These�
word�journeys�should�be�appropriately�timed�to�maximize�students’�learning,�but�they�should�also�foster�a�love�of�
words�and�their�use�that�will�prompt�students�to�continue�their�literacy�learning.�
�
The�Word�Study�section�of�the�CALI�provides�teachers�with�tools�that�enable�them�to�systematically�and�intenͲ
tionally�meet�individual�students’�needs,�to�continually�build�upon�student�strengths,�and�to�ensure�that�their�
word�journeys�are�successful�ones.�
171 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado
Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI
What�is�word�study?�
����
“We�believe�that�this�word�study�is�
well�worth�the�10Ͳ15�minutes�of�time�
daily.”��
Bear,�Invernizzi,�Templeton,�Johnston,�Words�Their�Way,�p.�4�
Word�study�involves�developing�students’�spelling�or�orthography�–�the�correct�sequences�of�letters�in�the�writing�system.��It�involves�phonics,�vocabulary,�and�spelling�instruction.��Word�study,�as�described�in�this�framework,�occurs�in�handsͲon�activities.��By�using�students’�invented/temporary�spellings�as�a�guide,�teachers�can�differentiate�efficient,�effective�instruction�in�phonics,�spelling,�and�vocabulary.��Through�active�exploration,�word�study�teaches�stuͲdents�to�examine�words�to�discover�regularities,�patterns,�and�conventions�of�English�orthography�needed�to�read�and�spell.��This�occurs�in�both�general�ways�(understanding�the�patterns�of�our�spelling�system)�as�well�as�increasing�specific�knowledge�of�words�–�the�spelling�and�meaning�of�individual�words�(Bear�et�al.,�p.�4).��In�order�for�word�study�to�be�effective�in�developing�word�knowledge�in�stuͲdents,�teachers�must�have�an�understanding�of�the�English�system�of�written�language.��Support�for�teachers�to�develop�their�own�understanding�is�proͲvided�in�Phonics�Lessons�(Pinnell�and�Fountas,�2003�)�for�grades�KͲ2�and�in�Words�Their�Way�(Bear�et�al.,�2004,�3rd�edition)�for�grades�3Ͳ6.�
The�Framework�for�Word�Study:�Questions�and�Answers
How�do�I�use�the�Jeffco�Framework�for�Word�Study?�
This�framework�serves�as�a�road�map�for�using�the�instructional�materials�Grades�KͲ2,�Phonics,�Pinnell�and�Fountas,�2003,�grades�3Ͳ6,�Words�Their�Way,�Bear�et�al.,�2004,�3rd�edition.���As�you�use�this�Framework,�you�will�find�references�to�specific�pages�in�these�resources.��These�references�proͲvide��instructional�support�to�teach�word�knowledge�through�direct,�exͲplicit,�systematic�instruction.����This�framework�…�x� defines�the�steps/components�of�
instruction�that�must�be�included�in�instruction�to�maximize�student�learning�
x� provides�the�“big�ideas”�regarding�the�features�of�the�stages�of�word�knowledge�development�as�a�supͲport�and�scaffold�for�the�use�of�Phonics�Lessons�and�Words�Their�Way.�
��
Look for the icon to use as a guide. The icon refers to specific pages in Phonics Lessons and in Words Their Way.
172 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado
Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI
How�can�the�needs�of�a�range�of�learners�be�met?��What�about�����responsive�������instruction?�����Differentiation?�
In�order�to�optimize�student�achievement�and�utilize�instructional�time�effecͲ
tively,�materials�need�to�match�the�needs�of�the�individual�student.��AssessͲ
ments,�as�well�as�the�evaluation�of�student�writing,�determine�the�word�knowlͲ
edge�level�of�each�student.��The�resources�of�Phonics�Lessons�and�Words�Their�
Way�provide�the�differentiated�instruction�needed�to�meet�individual�needs.���
�One�size�does�not�fit�all�when�it�comes�to�developing�word�knowledge�in�stuͲ
dents.��While�time,�intensity,�and�group�size�vary,�all�students�deserve�instrucͲ
tion�tailored�so�they�develop�as�readers�and�writers�through�explicit�and�sysͲ
tematic�instruction.��The�decisions�of�the�teacher�determine�if�instruction�is�
explicit�and�systematic.��Following�the�Framework�for�Word�Study�to�make�inͲ
structional�decisions�enables�teachers�to�be�specific�in�their�instructional�purͲ
poses�–�explicit�instruction�or�practice�and�application.
The�teacher�is�responsive�to�student�needs—using�continuous�assessment�to�
gauge�student�learning�and�then�adjusting�instruction�as�needed�in�response�to�
the�data.��Formative�assessment�data�is�critical.�
x� Included�in�both�programs�are�specific�ways�to�pace�learners�through�the�
sequence�of�skills.��This�allows�teachers�to�meet�the�wide�range�of�learning�
needs�in�their�classrooms.���
x� Included�in�both�programs�are�specific�ways�to�use�the�materials�with�EngͲ
lish�Language�Learners�in�order�to�support�teachers�as�they�address�these�
students’�unique�word�knowledge�needs.���
Differentiated instruc-tion is a natural by-product of the use of these instructional techniques.
How�do�I�assess�word�knowledge?�
Key�elements�for�assessing�word�knowledge�require�the�use�of�multiple�kinds�of�assessments,��formative�and�summative,�and�include�ways�to�progress�monitor.����
The�following�provide�information�about�a�student’s�word�knowledge:�Ͳ�WordͲlevel�structural�analysis�of�student�writing*�through�analysis�of�
student�authentic�writing�
Ͳ�Qualitative�Spelling�Inventory��See�Words�Their�Way�pp.�322Ͳ327���Ͳ�Use�DIBELS�data�for�KͲ3���Ͳ�Spelling�program�preͲtests��
�Research�has�shown�that�knowledge�of�the�spellͲing�of�words�is�highly�related�to�students�learning�to�read�and�to�the�acquisition�of�reading�fluency�(Bear�and�Templeton,�1998;�Ehri,�1998;�Perfetti,�1997).��Therefore,�analysis�of�student�spelling�in�authentic�writing�provides�data�on�which�to�base�instructional�decisions�and�to�monitor�growth,�and�serves�as�an�indicator�of�the�transfer�and�apͲplication�of�word�knowledge.�
*The word-level structural analysis of student writing evaluates the spelling of the writing. Spelling is an external indicator of word knowledge. Word-level structural analysis of student writing differs from analyzing student writing for the traits and crafts of writing.
173 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado
Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI
I�have�assessed�my�students�to�idenͲtify�their�word�knowledge�needs.�Now�what?��What�does�instrucͲtion�look�like�and�how�do�I�fit�it�all�in?
The�CAP�documents�delineate�core�curriculum�and�the�scope�and�sequence�for�
student�learning.��Familiarity�with�smaller�chunks�of�learning�shown��in�Phonics�
Lessons�for�KͲ2�or�Words�Their�Way�for�grades�3Ͳ6�allows�you�to�teach�the�seͲ
quence�based�on�student�need�and�aligns�with�CAP.���
�
Once�an�instructional�need�and�instructional�level�is�established�for�a�student�
through�both�informal�and�formal�assessments,�match�the�student�needs�to�the�
scope�and�sequence.��Design�explicit,�systematic�instruction�in�the�form�of�brisk�
lessons.��Use�a�variety�of�instructional�groupings�–�small�group,�large�group,�and�
individual�–�across�the�day.���
�
Some�suggested�places�in�the�day�for�word�study�to�occur:�
Ͳ�in�whole�group�or�small�group�miniͲlessons;�
Ͳ�in�the�context�of�authentic�reading�and�writing;�
Ͳ�in�the�guided�reading�lesson;��
Ͳ�during�practice�and�application�time�when�students�are�working�independently�
while�the�teacher�is�with�guided�reading�groups.�
�
�
�
��
�
�
�
�
�
Word study is part of the comprehensive literacy instruction detailed in the Jeffco Literacy Block.
Although the general sequence remains the same for most stu-dents, the pace of the lessons and length of time spent varies
with different students. To meet the changing needs of stu-dents, word study groupings must be fluid.
Refer to the Jeffco CAP documents and the Jeffco Literacy Block for guidance.
174 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado
Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI
What�is�invented,�temporary�spelling?�
Several�words�are�used�to�refer�to�temporary�spelling:�unconventional,�invented,�or�
phonetic,�to�name�a�few.���Children’s�“invented”�spellings�are,�in�fact,�anything�but�
made�up.��Temporary�spellings�are�highly�predictable�and�consistent�with�what�the�
child�knows�about�the�sounds�of�language.��Children�who�spell�phonetically�have�a�
strong�sense�of�phonological�awareness�–�the�knowledge�that�words�are�made�up�of�
individual�sounds.��Temporary�spelling�lets�children�explore�the�relationship.�between�
oral�and�written�language.���
�
Developmental�spelling�theory�suggests�that�invented�spelling�is�a�window�into�a�
child’s�knowledge�of�how�written�words�work�and�can�be�used�to�guide�instruction�
(Invernizzi�et�al.,�1994).���
�
In�Words�Their�Way,�Bear�et�al.,�discuss�developmental�spelling�as�it�relates�to�orthoͲ
graphic�knowledge.�
�
Specific� kinds� of� spelling� errors� at� particular� levels� of� orthographic�
knowledge� reflect� a� progressive� differentiation� of� word� elements�
that�determine�how�quickly�students�read�words�and�how�easily�they�
can�write�them.��Insights�into�students’�conceptual�understanding�of�
these�word�elements�helps� teachers�direct� their�efforts�as� students�
learn�to�read�and�spell.���p.�25�
175 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado
Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI
We learn about words by comparing, contrasting, and combining them. As teachers,
we need to make word study active, so that students not only expand their knowledge
of words but also make the powerful connection they need to understand the internal
structures of words as well as their shades of meaning.
Pinnell and Fountas
A�Few�Words�about�Word�Sorts��
�
The�introduction�of�a�concept�or�skill�for�word�study�is�teacherͲdirected.��The�instruction�using�word�sorts�is:�
Purposeful�~�Teachers�make�predetermined�decisions�about�the�lesson�focus�based�on�the�needs�of�the�
students.��Use�direct�instruction�(teacherͲdirected�instruction)�to�address�confusions�that�arise�in�stuͲ
dent�writing�by�using�word�work�activities�at�the�level�of�the�confusion�demonstrated�(“use�but�conͲ
fuse”).��Decisions�about�groupings�are�also�purposeful,�whether�smallͲgroup,�wholeͲgroup,�or�with�an�
individual�student.�
Explicit�~�In�explicit�instruction,�the�teacher�clearly�tells�the�students�what�they�are�going�to�teach,�why�it�
is�important,�when�the�learning�can�be�used,�and�how�to�use�it.���Being�explicit�in�instruction�means�
teachers�“let�students�in”�on�what�they�are�learning�and�why�they�are�learning�it,�as�well�as�when�and�
how�they�will�apply�the�learning.�
Direct�~�In�direct�instruction,�the�teacher�is�involved�in�instruction,�whether�through�modeling,�thinkͲ
aloud,�demonstration,�or�explanation.���
Systematic�~�Systematic�instruction�follows�a�“system”�or�layering�that�builds�skills�and�strategies.��An�
understanding�of�the�evolution�of�the�English�language�system�and�the�layering�of�alphabet,�pattern,�
and�meaning�elements�equips�teachers�to�teach�their�students�how�English�orthography�works�sysͲ
tematically�to�represent�a�balance�of�sound�and�meaning�(Wolf�and�Kennedy,�2003).�
�
x� After�explicit�instruction,�students�practice�and�apply�the�concept�or�skill�in�studentͲcentered�activities.��
Students�share�their�learning.���Teachers�make�clear�links�from�the�learning�to�reading�and�writing.���
x� Along�the�way,�students�reflect�on�the�learning�and�share�orally�and/or�write�down�their�thinking�about�
why�they�sorted�the�way�they�did.��Reflecting�on�the�learning�from�word�sorts�becomes�critical�to�ceͲ
menting�learning.���
x� Then�the�teacher�checks�progress�along�the�way,�as�well�as�at�the�end�of�the�teaching�of�the�concept�or�
skill,�to�evaluate�learning.��The�expectation�is�that�students�apply�the�learning�in�their�encoding�(writing)�
and�teachers�monitor�for�this�as�a�formative�assessment.�
�
Purposeful Direct
Explicit Systematic
Purposeful Direct
Explicit Systematic
176 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado
Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI
Teaching�and�Learning�Language���
The�Use�of�Phonics�Lessons��in�Grades�KͲ2��
�
�In�grades�KͲ2,�teachers�might�use�Phonics�Lessons�as�a�resource�to�support�Jeffco’s�CAP�core�curriculum�
in�order�to�develop�word�knowledge�in�students.���
�
The�following�section�provides:�
x� An�explanation�of�the�Nine�Categories�of�Learning;�
x� The�steps�in�a�phonics�miniͲlesson;�
x� Important�points�for�using�Phonics�Lessons�in�an�explicit�and�systematic�way�to�provide�diͲ
rect�instruction�to�develop�word�knowledge�in�students.�
�
�
�
��
� Highlights�of�the�key�points�for�successful�support�of�Jeffco’s�core�curricuͲlum�as�delineated�in�CAP�for�word�study: � 1. There�is�a�difference�between�explicit�instruction�and�application,�
practice�and�transfer.��Both�are�critical�aspects�which�the�teacher�
plans.
2. Use�multiple�kinds�of�assessments�to�determine�word�knowledge�
level.
3. Keep�the�lessons�brisk�and�implement�the�lessons�in�a�variety�of�setͲ
tings�throughout�the�day.
�
177 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado
Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI
Nine�Categories�of�Learning��
Within�the�Pinnell�and�Fountas�Phonics�Lessons�program�is�a�Word�Study�Continuum�composed�of�Nine�CategoͲ
ries�of�Learning.��These�categories�of�learning�are�a�way�to�organize�essential�literacy�concepts�students�should�
know�and�be�able�to�do.��Word�study�instruction�taught�using�the�Nine�Categories�of�Learning�ensures�that�a�
variety�of�topics�and�concepts�are�taught.��The�following�chart�shows�the�section�divisions�of�the�continuum.����
�
Category Explanation �
Each�category�contains�explicit�miniͲlessons�on:
Early�Literacy�Concepts Ͳ�concepts�of�print�(left�to�right,�top�to�bottom).
Phonological�Awareness�and�PhoneͲmic�Awareness
Ͳ�the�ability�to�hear,�identify�and�manipulate�larger�and�indiͲvidual�sounds�in�spoken�words.
Letter�Knowledge Ͳ�the�names,�shapes�and�distinguishing�features�of�the�letͲters�in�the�set�called�the�alphabet.
Letter/Sound�Relationships Ͳ�helping�students�develop�relationships�between�letters�and�sounds�and�the�combinations�of�multiple�sounds�for�the�same�letter�as�well�as�multiple�letters�for�the�same�sound.
Spelling�Patterns Ͳ�simple�phonograms,�word�endings,�and�words�that�have�reliable�letter/sound�relationships.��Words�are�spelled�accurately�and�automatically.
High�Frequency�Words Ͳ�the�development�of�a�useful�core�of�known�words.��These�words�lead�to�word�analogy�work�as�well�as�accurate�and�fluent�reading�with�“continuous�text.”
�Phonics�Lessons,�grade�1,�p.�5
Word�Meaning Ͳ�the�development�and�understanding�of�vocabulary�and�how�to�increase�vocabulary.
Word�Structure Ͳ�the�rules�for�understanding�the�concepts�of�compound�words,�contractions,�plurals,�possessives,�prefixes�and�affixes.
WordͲSolving�Actions Ͳ�strategies�for�decoding�words�when�reading�or�writing�continuous�text.��These�“in�the�head”�strategies�use�phonͲics�knowledge�in�connection�with�semantic�and�syntactic�information.
�Phonics�Lessons,�grade�K,�p.�5
See�pp.�4Ͳ5�of�each�Phonics�Lessons�book��for�more�about�the�Nine�Categories�of�Learning.�
178 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado
Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI
Instructional�Implications��The�organization�of�all�of�the�Phonics�Lessons�miniͲlessons�contains�four�components:��
�
TEACH,�APPLY,�SHARE,�and�LINK���
Organizing�learning�using�these�components�extends�vocabulary�instruction�beyond�shortͲterm�memorization�
through�multiple�targeted,�focused�opportunities�to�learn�and�apply�skills.��The�more�the�instruction�is�teacherͲ
directed,�the�more�explicit�the�instruction.��The�more�the�learning�is�studentͲdirected,�the�more�the�learning�is�
about�practice�and�application.��Instruction�needs�to�include�both,�and�teachers�need�to�be�purposeful�in�the�
intent�of�the�learning.�
Component Explanation
� TEACH
� The�TEACH�component�provides�the�direct,�explicit�language�teachers�need�to�teach�the�miniͲlesson�principle�in�order�to�provide�systematic�instruction.���It’s�important�to�stay�close�to�the�lessons�as�written�because�students�hear�consisͲtent�language�around�the�principle.��This�consistent�language�underlines�the�rigorous�nature�of�the�program’s�implementation.
� APPLY
� The�APPLY�component�provides�time�for�independent�student�practice�and�application�of�the�principle.��Differentiation�of�instruction�occurs�during�the�APPLY�portion�of�the�lesson.��Students�apply�the�principle�taught�and�selfͲdifferentiate�as�they�examine�the�new�information�around�the�alphabetic�prinͲciple�taught�and�connect�it�to�previously�learned�information.
�
SHARE � The�SHARE�component�reinforces�the�learning�gained�from�the�APPLY�compoͲnent.��The�teacher�organizes�this�in�a�thoughtful�way�to�solidify�student�learnͲing.
� LINK
� The�LINK�component�connects�the�learning�across�the�literacy�block�and�across�the�day�using�the�structures�for�teaching�reading.��Transfer�of�learning�is�evident�as�children�work.
See�pp.�7Ͳ10�in�each�Phonics�Lessons�book��for�more�about�the�lesson�components.���
179 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools
Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI
Assessment�Assessment�is�crucial�to�guiding�instruction�and�monitoring�student�progress.���The�Assessment�section�in�
Phonics�Lessons�is�extensive�and�comprehensive.��Progress�monitoring�can�be�done�before,�during,�or�
after�a�miniͲlesson.���
x� Before:��short,�fiveͲminute�assessments�provide�baseline�information;�
x� During:��teacher�observation�and�checking�for�understanding�questions�are�contained�in�each�
lesson;�
x� After:��the�end�of�each�miniͲlesson,�after�the�Share�component,�lists�different�suggestions�for�
teacher�observation�and�checking�for�understanding.�����See�section�beginning�on�page�1�in�
the�binder.�
�
Assessment�is�necessary�so�that�teachers�know�where�to�begin�instruction.��The�following�provide�informaͲ
tion�about�word�knowledge:�
Ͳ�Qualitative�Spelling�Inventory��&�Words�Their�Way�pp.�322Ͳ327�
Ͳ��WordͲlevel�structural�analysis�of�student�writing�
Ͳ�Prebook�test�that�determines�student�instructional�levels�
for�word�study��(Spelling�program�preͲtests�fall�under�
this�category.)�
Ͳ�DIBELS�for�KͲ3�
ELL Connection English Language Learner support is
provided in Phonics Lessons,
p. 18-21 and in each lesson for adapting instruction to meet the needs of English Language Learners.
Designing�Instruction��
x� Form�flexible�small�groups�based�on�assessments.�
�
x� Find�ways�to�implement�miniͲlessons��&�in�Phonics�Lessons�p.�29,�as�well�as�on�the�inside�back�cover�of�
the�paperback�book.���
�
x� The�miniͲlessons�in�Phonics�Lessons�fit�with�guided�reading�instruction�as�part�of�the�word�work�portion�
of�the�guided�reading�lesson�plan.��Remember,�these�are�brisk�lessons�–�they�should�not�consume�large�
amounts�of�time�as�teachers�pace�students�to�a�focused,�predetermined�learning�object.���
Ͳ�See�the�Guided�Reading�Lesson�Plans�in�the�Guided�Reading�Section�of�the�CALI.�
�
x� Differentiated�instruction�opportunities�are�built�into�the�program.�
Ͳ��Although�A�Lesson�Selection�Map��and�a�MonthͲbyͲMonth�Planning�Guide�are�included�for�each�
grade�level,�refer�to�the�CAP�for�pacing.���
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Ͳ��It�is�highly�recommended�that�teachers�read�the�Lesson�Selection�Map�information�thoroughly.��These�pages�prompt�teacher�thinking�around�lesson�choice.���
��Phonics�Lessons,�pp.�30�and�31��
Ͳ��The�Word�Study�Continuum�and�planning�guides�give�teachers�a�thorough�understanding�of�what�needs�to�be�taught�for�expert�word�solving�by�students.�
Ͳ��For�small�group�instruction,�there�are�suggestions�for�beginning,�middle,�and�end�of�year�activities.���
Ͳ��The�section�Basic�principles:��Designing/Implementing�Effective�Minilessons�provides�stepͲbyͲstep�information�around�planning�
for�effective,�systematic�instruction.���Phonics�Lessons,�p.�27�Ͳ��For�whole�group�instruction,�there�are�suggestions�at�the�end�of�
each�miniͲlesson�that�provide�deeper�instruction�for�those�students�needing�a�challenge.����Phonics�and�Spelling�Instruction�Connections�
x� The�first�five�miniͲlessons�in�each�WordͲSolving�Actions�section�of�the�paperback�book�provide�explicit�inͲstruction�around�learning�words.���
Ͳ��Choose,�write,�build,�mix,�fix,�mix,�fix�Ͳ��Look,�say,�cover,�write,�check�Ͳ��Write,�try�again,�mark,�write�Ͳ��Write,�connect�three�times�Ͳ��Say,�write��
Phonics�Lessons,�Grade�1,�pp.�467Ͳ468�
Phonics�Lessons,�Grade�2,�pp.�417Ͳ436��
x� Natural�links�between�Phonics�Lessons�miniͲlessons�and�spelling�instruction�occur�when�students�make�connections�to�known�words�and�change�them,�hear�and�stretch�the�sounds�correctly�for�temporary�spellͲing,�and�are�able�to�write�and�read�the�sight�words�presented�in�the�spelling�program.���
�x� As�students�gain�knowledge�about�sounds�heard�in�words,�they�write�more�confidently.��Each�miniͲlesson�
in�Phonics�Lessons�provides�plans�for�expanding�the�lessons�into�writer’s�workshop��x� The�Nine�Categories�of�Learning�include�a�variety�of�topics�and�concepts.��Matching�the�introduction�of�
these�concepts�and�topics�to�the�spelling�stage�of�the�individual,�small�group,�or�whole�group�is�a�critical�planning�consideration.�
�x� Spelling�is�a�developmental�process,�and�new�understandings�are�built�upon�previous�understandings�
about�words.�
Teachers can choose to teach a middle of the year activity at the beginning of the year if the instruc-tional level of the stu-dents warrants this approach.
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Launching�Instruction�x� The�section�Basic�Principles:��Designing/Implementing�Effective�MiniͲlessons�provides�stepͲbyͲstep�inͲ
formation�regarding�planning�for�effective,�systematic�instruction.���
�Phonics�Lessons,�p.�27��x� Preparation�time�for�each�miniͲlesson�in�Phonics�Lessons�is�
minimal�to�moderate�depending�on�the�lesson.��The�binder�is�a�resource�for�lesson�implementation�materials.�
��x� Pay�attention�to�the�section�New�Routines�to�Teach.���Once�stuͲ
dents�are�familiar�with�the�routines,�these�become�automatic�ways�for�students�to�continue�to�increase�their�knowledge�of�phonics�and�selfͲextend�their�learning.���
��
x� Use�the�direct,�explicit�language�presented�in�the�Explain�the�Principle�section�of�each�miniͲlesson.��Using�this�specific�language�provides�the�rigor�necessary�to�implement�explicit�instruction.�
See Phonics Lessons p. 36 and subsequent pages in the Month-by-Month Planning Guide . This ties to the scope and sequence delineated in CAP.
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�Teaching�and�Learning�Language���
The�Use�of�Words�Their�Way��in�Grades�3Ͳ6�
�
In�grades�3Ͳ6,�teachers�might�use�Words�Their�Way�as�a�resource�to�support�the�core�curriculum�as�deͲlineated�in�CAP�in�order�to�develop�word�knowledge�in�students.��The�following�section�provides:�
x� the�“big�ideas”�of�developmental�spelling,��x� the�scope�and�sequence�of�how�word�knowledge�is�developed,�and�x� key�points�for�using�Words�Their�Way�in�an�explicit�and�systematic�way�in�order�to�develop�
word�knowledge�in�students.��
Guide�to�Words�Their�Way,�p.�27�
� Highlights�of�the�key�points�for�successful�support�of�Jeffco’s�core�curriculum�as�delineated�in�CAP�for�word�study: � 1. There�is�a�difference�between�explicit�instruction�and�application,�practice�
and�transfer.��Both�are�critical�aspects�which�the�teacher�plans.
2. Use�multiple�kinds�of�assessments�to�determine�word�knowledge�level.
3. Keep�the�lessons�brisk�and�implement�the�lessons�in�a�variety�of�settings�
throughout�the�day.
� �
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Stages�of�Word�Knowledge�and�Spelling�Development
� I.��EMERGENT�STAGE
Spellers�at�this�stage�engage�in�pretend�writing,�scribbling,�and�random�letͲters.��There�is�no�relationship�between�letters�and�sounds. �
� II.��LETTER�NAME/�ALPHAͲBETIC�STAGE
Spellers�at�this�stage�use�the�sounds�and�names�of�letters�to�write�words�they�don’t�know�how�to�spell.��Invented/temporary�spelling�dominates�the�writing. Features�include: Reliance�on�the�names�of�letters Initial�and�final�consonants�recorded�first�(KT�for�cat) Short�vowels�are�confused�(GIT�for�got) Blends�and�digraphs�are�often�incomplete�or�confused�(jrop.�for�drop;�dis�for�
dish) �
� III.��WITHIN�WORD�PATͲTERN�STAGE
Spellers�at�this�stage�have�developed�sight�word�vocabularies�and�use�them�to�correct�invented/temporary�spelling.��They�rarely�confuse�blends�or�short�vowͲels.��Pattern�mastery�is�the�heart�of�this�stage�of�development. Features�include: Silent�“e”�pattern�(bake) RͲcontrolled�vowel�patterns;�may�reverse�order�or�confuse�them�(hert�for�
hurt,�gril�for�girl) Other�long�vowel�teams;�may�confuse�them�(nite�for�night,�poak�for�poke) Diphthongs�(ou,�ow,�ew,�oi,�oy,�etc.)�but�may�confuse�them�(cowch�for�couch) �
� IV.��SYLLABLES�AND�AFͲFIXES�STAGE
Spellers�at�this�stage�use�most�vowel�patterns�in�singleͲsyllable�words�corͲrectly.��Issues�involving�polysyllabic�words�become�the�instructional�focus. Features�include: Doubling�the�consonant�or�dropping�the�silent�“e”�when�adding�ed�and�ing ������������(hop�c�hopping,�bake�c�baking) Doubling�the�consonant�(silent,�not�sillent;�matter,�not�mater) Applies�pattern�knowledge�to�polysyllabic�words�(complaint,�not�complante) Spelling�variations�of�the�schwa�sound�(polar,�not�poler;�trample,�not�trampul)
� V.��DERIVATIONAL�RELAͲTIONS�STAGE
This�last�stage�of�spelling�continues�through�adulthood.��Spellers�at�this�stage�learn�to�use�Greek�and�Latin�roots,�prefixes,�and�suffixes�to�preserve�the�meaning�units�of�derivationally�related�words. Features�include: Silent�and�sounded�consonants�(hasten�–�from�haste) Consonant�changes�when�adding�a�suffix�(exclude�c�exclusion) Vowel�changes�involve�a�change�in�the�vowel’s�sound�(democratic,�not�demiͲ
cratic) LatinͲderived�suffixes�often�have�soundͲalike�counterparts�(respectable,�not�
respectible) Absorbed�prefixes�require�double�consonants�(misspell,�not�mispell;�immerse,�
not�imerse)
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Word�Knowledge/Spelling�Stages�
The�following�chart�suggests�the�associations�between�grade�levels�and�stages�of�spelling�development.��Students�move�through�distinct�stages:�alphabet�to�pattern�to�meaning.�
� Grade�Level
� Word�Knowledge/�Spelling�Stage
� K
� Letter�Name�–�Alphabetic
���������������������K�to�middle�of�2 � �
����������Within�Word�Pattern ���������������������Grade�1�to�middle�of�4 � � �
� � ����������������Syllables�and�Affixes
����������������������������Grades�3�to�8 � �
� � �
� �������������������Derivational�Relations
��������������������������������Grades�5�to�12
� 1
� 2
� 3
� 4
� 5
� 6
� 7+
�Words�Their�Way,�p.�9��
�
Use�assessment�to�determine�the�actual�word�knowledge/spelling�stage�of�each�student.��Note�that�a�student�may�demonstrate�different�stages�and�may�move�between�the�stages�depending�on�the�task.��After�assessing�student�needs,�use�The�Sequence�of�Development�and�Instruction�to�guide�instructional�decisions.�
�Words�Their�Way,�pp.�28Ͳ30�
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Assessment�The�use�of�assessments�drives�how�teachers�make�instructional�decisions.��Assessment�is�necessary�so�that�teachers�know�where�to�begin�instruction.��The�following�provides�information�about�the�word�knowledge�of�students:�
x� WordͲlevel�structural�analysis�of�student�writing�x� Prebook�test�that�determines�student�instructional�levels�for�word�study��
�����Ͳ��(Spelling�program�preͲtests�fall�under�this�category.)�x� Qualitative�Spelling�Inventory�x� Standardized�tests�
�Words�Their�Way,�pp.�36Ͳ53,�322Ͳ327�
��� ������
Instructional�Implications��Word�study,�including�word�parts�and�word�families,�extends�vocabulary�instruction�beyond�recognition�or�shortͲterm�memorization.��Word�study�instruction�should�include�a�variety�of�topics�and�concepts.��MatchͲing�the�introduction�of�these�concepts�and�topics�to�the�spelling�stage�of�the�individual�student�is�a�critical�planͲning�consideration.��Use�explicit� instruction� (teacherͲdirected� instruction)�to�address�confusions�that�arise� in�student�writing�by�using�word�work�activities�at�the�level�of�the�confusion�demonstrated�(“use�but�confuse”).���
� The qualitative analyses of the actual spelling errors of students specify precisely which spelling feature students have mastered and which one must be learned next.
� Marcia�Invernizzi�and�Latisha�Hayes,�Reading�Research�Quarterly,�2004
�
� The qualitative analyses of the actual spelling errors of students specify precisely which spelling feature students have mastered and which one must be learned next.
� Marcia�Invernizzi�and�Latisha�Hayes,�Reading�Research�Quarterly,�2004
�
� Spelling�Tests�and�
Grades �Words�Their�Way,��p.�90
Where do I begin? There is more to pacing instruction than plug-ging students into a sequence of phonics or spelling features. Instructional pacing must be synonymous with instructional placing—fitting the features of words to be taught into the students’ understanding of what is to be learned.
Words Their Way, p. 26�
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Word�Study�Lesson�Plan�Format�
Component Explanation
� DEMONSTRATE
� Introduce�sort;�use�key�words�or�pictures
� SORT�AND�CHECK
� Individually�or�with�a�partner
� REFLECT
� Declare,�compare,�and�contrast.��Students�write�about�their�thinking�once�a�week,�cementing�learning.
� EXTEND
� Activities�to�complete�at�seats,�in�centers,�or�at�home:�sorts,�games,�cut�and�paste,�additions�to�word�study�notebooks,�word�charts
�Words�Their�Way,�pp.�74Ͳ75�
The�purpose�of�the�learning�is�the�guide�to�whether�the�teaching�is�teacherͲdirected�or�studentͲdirected.��Both�are�important�components.��Consider�the�following�when�making�instructional�decisions:��
x� The�more�the�learning�is�teacherͲdirected,�the�more�direct�the�instruction. x� The�more�the�learning�is�studentͲdirected,�the�more�the�learning�is�practice�and�application.
�Planning�instruction�is�critical�for�successful�learning.��The�teacher�needs�to�be�involved�for�instruction�to�be�diͲrect.��Teacher�language�determines�if�the�instruction�is�explicit.��“This�is�what�I�am�going�to�teach.��This�is�why�it�is�important.��This�is�when�the�learning�can�be�used,�and�this�is�how�to�use�it.”����
�Words�Their�Way,�pp.�36Ͳ53,�322Ͳ327��
�
Designing�instruction�to�accommodate�a�range�of�student�needs�x� SmallͲgroup�instruction�enables�students�to�explore�the�spelling�features�within�their�zone�of�proximal�
development. x� Groupings�should�be�based�on�word�knowledge�assessments. x� Students’�word�knowledge�stage�and�their�knowledge�of�specific�word�features�at�the�stage�determine�
groupings.
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x� Groupings�should�be�based�on�word�knowledge�assessments. x� Students’�word�knowledge�stage�and�their�knowledge�of�specific�word�features�at�the�stage�determine�
groupings. x� Groupings�change�as�students�change�in�their�knowledge�of�how�words�
work. x� Three�groups�are�manageable,�keeping�in�mind�that�they�are�fluid�and�
flexible. x� One�size�does�not�fit�all.��Keep�all�learners�moving�beyond�their�current�
understanding�of�how�words�work. x� Choose�specific�language�in�order�to�implement�differentiated�applicaͲ
tion�of�the�learning. x� Keep�in�mind�the�needs�of�the�early�speller�at�a�certain�stage�are�different�from�those�
of�a�more�advanced�speller�at�the�same�stage.��It�may�be�helpful�to�group�early�spellͲers�with�the�strongest�spellers�from�the�previous�stage. �
��
Launching�instruction�Considerations�for�starting�instruction�include�using�data�to�determine�the�instructional�focus,�targeting�an�area�of�strength�in�order�to�move�a�student�forward,�and�being�productive�with�student�time.��The�following�ideas�will�help�as�you�plan�instruction.�
x� Lessons�are�BRISK.��Lessons�do�not�consume�large�amounts�of�time�as�teachers�pace�students�to�a�foͲcused,�predetermined�learning�objective.
x� When�planning�activities,�begin�with�a�word�feature�that�is�a�strength�for�everyone�in�the�group.�UsuͲally�this�comes�from�the�students’�current�word�knowledge�stage.�However,�it�could�be�a�feature�from�the�previous�stage�if�it�is�appropriate�for�everyone�in�the�group.
x� Once�children�are�familiar�with�the�routine�and�the�various�word�activities,�it�would�be�appropriate�to�address�word�features�that�are�a�weakness.
x� Spelling�is�a�developmental�process,�and�new�understandings�are�built�upon�previous�understandings�about�words.
x� �Instruction�should�be�explicit�and�encourage�students�to�identify�the�general�characteristics�of�a�feaͲture�while�understanding�what�it�is�and�is�not. Plan�instruction�with�a�variety�of�types�of�groupings.��Word�study�can�take�place�in�a�variety�of�settings�throughout�the�day.
�
ELL Teaching Notes ELL teaching notes throughout chapters in Words Their Way help teachers adapt word study lessons to match needs of Eng-lish Language Learners. These notes are marked by this icon.
ELL
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Suggested�Implementation�Sequence�for�Setting�Up�Successful�Word�Study��Using�Words�Their�Way�in�Grades�3Ͳ6�
Suggested�Sequence� Support�Pages�in�Words�Their�Way�
Ways�to�Think�About�It�
1.��Administer�the�assessment� pp.�304Ͳ307���(in�the�4th�edition:�pages�270Ͳ272)���
Always�begin�with�the�Elementary�Level�Assessment.��If�the�data�from�that�assessment�does�not�provide�enough�instructional�information,�go�up�or�down�to�the�next�level�assessment.�
TIP:��Share�with�parents�the�individual�analysis�page,�not�the�actual�assessment�page.�
WTW�suggests�repeating�the�same�assessment�in�the�beginͲning,�middle,�and�end�of�year.�
Although�the�assessment�looks�like�a�‘spelling’�test,�it�is�an�assessment�of�word�knowledge�through�analysis�of�spelling�patterns.�
��
2.��Determine�grouping� p.�323�(in�the�4th�edition:�page�272)�����
Analyze�the�data,�placing�the�individual�data�on�the�group�form.��Look�for�patterns�in�needs�to�group.�
��
3.��Select�one�group� �� As�word�study�is�implemented,�the�suggestion�is�not�to�begin�with�the�highest�or�the�lowest;�suggest�selecting�the�group�right�below�where�you�would�expect�the�students�to�be.�
��
4.��Begin�with�the�DEMONSTRATE�and�SORT/CHECK�components�
pp.�84,�85,�86�–�Weekly�Plan�(in�the�4th�edition:�pages�72Ͳ76)�
�
Begin�with�direct�instruction�and�activities�directly�related�to�that�direct�instruction.�
One�sheet�of�words�per�student�for�the�week.���
5.��Add�in�the�REFLECT�component� Overlay�REFLECT�in�the�lessons�and�is�based�on�specific,�explicit�teacher/�student��language�
p.�76��
As�the�REFLECT�component�is�added�in,�it�pulls�the�learning�together�and,�as�with�the�other�components�of�the�lesͲson,�its�success�hinges�on�teacher�language;�can�be�as�simple�as,�“How�did�you�sort�your�words?��Explain.”�or�“Explain�your�sort�to�your�partner�next�to�you.”�or�“Paste�your�words�in�your�word�study�notebooks�and�explain�in�writing�why�these�words�go�together.”�
��
6.��Next,�add�the�EXTEND�compoͲnent�
pp.�84,�85,�86�–�Weekly�Plan�show�some�ways�to�extend�the�sorts.�(in�the�4th�edition:�pages�72Ͳ76)�
pp.�68Ͳ71�show�a�variety�of�sorts�to�extend�thinking.�
Provides�transfer�opportunities�through�practice�and�applicaͲtions:�“Think�(or�write)�two�more�words�that�would�go�in�each�column.”��or�“As�you�find�words�with�this�pattern�in�your�reading�this�week,�write�at�least�5�in�your�word�study�notebook.”�
��
7.���Add�in�one�group�at�a�time,�placing�all�students�into�a�group.���
(p.�188�Launching�Instruction:�Where�might�word�study�occur�in�the�day?�Use�a�variety�of�settings�and�groupings.)�
As�success�is�experienced�with�one�group�and�routines�are�operationalized�through�effective�classroom�structures,�add�in�one�group�at�a�time,�repeating�the�above�seͲquence�to�support�success.�(Note:�Effective�classroom�structures�are�keys�to�success.)�
Groupings�should�be�flexible,�fluid,�and�remixed�as�studentͲneed�indicates.�
Word�study�can�occur�in�different�structures�in�the�day,�as�well�as�some�whole�group�and�some�small�group�inͲstruction.�
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Ten�Principles�of�Word�Study�Instruction��
1. Look�for�what�students�use�but�confuse.
2. A�step�backward�is�a�step�forward.
3. Use�words�students�can�read.
4. Compare�words�“that�do”�with�words�“that�don’t.”
5. Sort�by�sound�and�sight.
6. Begin�with�obvious�contrasts.
7. Don’t�hide�exceptions.
8. Avoid�rules.
9. Work�for�automaticity.
10. Return�to�meaningful�texts.
�Words�Their�Way,�pp.�90Ͳ91����
�
“Special�Features”�of�Words�Their�Way�Throughout�chapters,�icons�mark�special�features�available�in�Words�Their�Way.�
x� English�Language�Learners�–�notes�to�help�teachers�adapt�word�study�lessons. x� CDͲROM�integration�–�Notes�throughout�each�chapter�point�to�ways�to�integrate�the�materials�found�
on�the�CDͲROM�that�comes�with�Words�Their�Way. x� Companion�Website�margin�notes�integrate�an�online�supplement�with�the�text,�connecting�to�addiͲ
tional�related�content�found�on�the�Words�Their�Way�Companion�Website�available�at�www.prenhall.com/bear.
x� “Adaptable�for�Other�Stages”�–�an�icon�marks�activities�that�can�be�adapted�to�other�developmental�levels.
�Words�Their�Way,�p.�v�
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Features�of�the�Stages�of�Word�Knowledge�and�Spelling�Development
I.��EMERGENT����
��
���At�this�stage,�students�are�developing�their�understanding�of�directionality�of�reading,�distinctive�features�of�print,�predictability�of�language,�and�how�all�of�this�correlates�to�oral�language.���“Talking�and�reading�to�children�reveals�the�sounds�and�meanings�of�language;�concept�sorts�develop�vocabulary;�picture�sorts�develop�phonological�awareness;�alphabet�games�and�activities�develop�letter�recognition�and�letͲter�naming;�font�sorts�and�matching�games�establish�upper�and�lower�case�equivalence;�beginning�consonant�picture�sorts�secure�phonemic�awareness.”�(Bear,�Invernizzi,�Templeton,�&�Johnston,�2004).��
��
�Words�Their�Way,�pp.�99Ͳ100�
¬Key�teaching�and�learning�concepts: x� Repeat�exposures�to�the�alphabet�and�the�sounds�letters�make.
x� Nursery�rhymes�and�songs�are�ideal�for�children�at�this�stage�to�develop�awareness�of�the�soundͲletter�correspondence.
x� There�are�distinct�levels�students�go�through�in�the�emergent�stage.
� Spellers�at�this�stage�pretend�read�and�are�at�the�very�beginning�stage�of� literacy�development.� �They�are�working�on� the� foundaͲtion�needed�to�become�literate.��Children�at�this�stage�experiment�with�words� by�writing�down� the� sound� they�hear.� There� are�no�spaces�between�words�because�they�do�not�know�what�words�are.��There�is�no�concept�of�word. �
� Spellers�at�this�stage�pretend�read�and�are�at�the�very�beginning�stage�of� literacy�development.� �They�are�working�on� the� foundaͲtion�needed�to�become�literate.��Children�at�this�stage�experiment�with�words� by�writing�down� the� sound� they�hear.� There� are�no�spaces�between�words�because�they�do�not�know�what�words�are.��There�is�no�concept�of�word. �
¬Key�teaching�and�learning�concepts: x� Repeat�exposures�to�the�alphabet�and�the�sounds�letters�make.
x� Nursery�rhymes�and�songs�are�ideal�for�children�at�this�stage�to�develop�awareness�of�the�soundͲletter�correspondence.
x� There�are�distinct�levels�students�go�through�in�the�emergent�stage.
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II.��LETTER�NAME�Ͳ�ALPHABETIC�STAGE�FEATURES��
�
At�this�stage�of�word�knowledge,�students�are�beginning�to�acquire�a�sight�vocabulary,�learning�about�phonetic�generalizations,�and�beginning�to�use�accurate�spellings�as�they�write.��Letter�Name�Ͳ�Alphabetic�word�study�begins�with�picture�sorts�for�initial�sounds�and�ends�with�sorts�for�short�vowels.��“Begin�by�comparing�and�contrasting�initial�and�final�consonant�sounds�through�picture�sorts;�develop�sight�word�vocabulary�through�word�banks;�hunt�for�words�that�begin�or�end�the�same;�sort�pictures�and�words�to�contrast�single�consonant�sounds�with�consonant�blends.��When�vowels�appear�regularly�in�children’s�spelling,�compare�and�contrast�short�vowel�word�families�through�picture�and�word�sorts;�focus�on�the�sound�and�spelling�of�one�short�vowel,�then�compare�across�short�vowel�patterns;�examine�consonantͲvowelͲconsonant�(CVC)�patterns.”��(Bear,�Invernizzi,�Templeton,�&�Johnston,�2004.)��
�Sequence�of�Studying/Learning�in�the�Letter�Name�–�Alphabetic�Stage��
¬Key�teaching�and�learning�concepts: Move�from�acquiring�a�concept�of�word�to�beginning�to�address�initial�and�final�consonants�in�words. Move�on�to�blends,�digraphs,�and�eventually�to�medial�vowels.
In�addition�to�vowels,�students�work�through�four�other�features�during�this�stage:
Consonant�digraphs Consonant�blends
Influences�on�the�vowel�from�certain�consonants Preconsonantal�nasals
�
Features ��Review�beginning�sounds�with�picture�sorts. ��Introduce�consonant�digraphs�and�blends�with�pictures. ��Introduce�short�vowels�in�word�families. ��Continue�to�study�consonant�digraphs�and�blends�in�word�families. ��Study�short�vowels�as�CVC�patterns�outside�of�rhyming�families. ��Integrate�the�study�of�digraphs,�blends,�and�preconsonantal�nasals�with�short�vowels.
�Words�Their�Way,�p.�149
Spelling�examples�that�indicate�the Letter�Name�Ͳ�Alphabetic�stage�of�word�knowledge
�
terip�(trip) scin�(skin) tink�(think)
wen�(when) deg�(dig)
darop�(drop) fis�(fish)
¬Key�teaching�and�learning�concepts: Move�from�acquiring�a�concept�of�word�to�beginning�to�address�initial�and�final�consonants�in�words. Move�on�to�blends,�digraphs,�and�eventually�to�medial�vowels.
In�addition�to�vowels,�students�work�through�four�other�features�during�this�stage:
Consonant�digraphs Consonant�blends
Influences�on�the�vowel�from�certain�consonants Preconsonantal�nasals
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III.��WITHIN�WORD�PATTERN�FEATURES�
�¬Key�teaching�and�learning�concepts:
x� Long�vowels�and�all�of�their�representations,�e.g.,�long�a�as�in�pay,�rain,�and�made�and�less�common�repreͲsentations�as�in�eight�and�prey�
�x� RͲcontrolled�vowels��x� Ambiguous�vowels�–�neither�short�or�long�as�in�oil,�paw,�and�touch��x� Syllable�patterns�across�vowels���x� Complex�consonants���x� Homophones�and�homographs�
���At�this�stage,�students�have�moved�beyond�a�Letter�Name�Ͳ�Alphabetic�strategy�to�a�higher�level�of�abstraction.�They�have�mastered�the�alphabetic�principle�and�are�learning�that�sound�alone�does�not�govern�spelling.��“Sort�pictures�to�contrast�long�and�short�vowels;�use�teacherͲmade�word�sorts�to�examine�long�vowel�patterns;�collect�words�in�word�study�notebooks;�sort�words�by�grammatical�and�semantic�features;�conduct�word�hunts�for�specific�long�and�complex�vowel�patterns;�play�board�games�to�contrast�rͲinfluenced�vowels;�play�card�games�such�as�Homophone�Rummy.”�(Bear,�Invernizzi,�Templeton,�&�Johnston,�2004).�����
Spelling�examples�that�indicate�the Within�Word�Pattern�stage�of�word�knowledge
kween�(queen) groul�(growl) lite�(light) rig�(ridge)
trane�(train) rech�(reach) fut�(foot) gril�(girl)
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Sequence�of�Studying/Learning�in�the�Within�Word�Pattern�Stage
Features Examples �
Long�vowel�patterns Common�long�vowel�patterns�across�the�five�vowels�(a,e,i,o,u).�Start�out�with�the�most�common�repreͲsentations,�e.g.,�long�a�=�a,�ai,�a_e,�and�ay.��Add�in�the�others�as�the�student�masters�the�patterns.
RͲcontrolled�vowels cart,�dirt,�core,�burn,�dear,�cheer,�learn
Ambiguous�vowels�and�diphthongs �
Vowels�that�are�neither�short�nor�long;�such�as�aw�as�in�dawn,�oi�as�in�coin,�oy�as�in�boy,�ou�as�in�cloud,�and�oo�as�in�boot
Syllable�patterns�across�vowels �
Such�as… CVC,�CVCe,�CVVC
Complex�consonants Such�as… Ͳ�shr,�thr,�sh,�th,�scr,�squ,�str,�spl,�spr,�kn Ͳ�cent,�goat Ͳ�itch,�ounce,�edge,�bike �
Homophones�and�homographs Homophones:�pail�and�pale;�so�and�sew;�brake�and�break,�threw�and�through,�rose�and�rows,�higher�and�hirer Homographs:�read�and�read;��wind�and�wind
�Words�Their�Way,�pp.�190Ͳ191
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IV.��SYLLABLES�AND�AFFIXES�FEATURES�
�¬Key�teaching�and�learning�concepts:
x� A�short�vowel�indicates�that�the�consonant�is�doubled,�e.g.,�bagͲgage,�caͲterͲpilͲlar,�and�setͲtleͲment.��x� The�silent�e�is�dropped�when�adding�suffixes,�e.g.,�compose/composition,�mobile/mobility,�and�preserve/
preservation.��
�In�addition�to�these�two�concepts,�instruction�that�reviews�how�long�and�short�vowel�sounds�influence�syllable�breaks�is�helpful.�
x� In�words�with�long�vowels,�syllable�breaks�consistently�fall�after�the�vowel,�e.g.,��craͲzy,�beͲlieve.��x� In�words�with�short�vowels,�syllable�breaks�regularly�fall�after�the�consonant,�e.g.,�silͲver,�funͲny.�
���At�this�stage,�students�use�word�study�to�apply�their�word�knowledge�in�order�to�advance�their�spelling�knowledge,�their�vocabulary,�and�their�strategies�for�figuring�out�unknown�words.���“Study�consonant�doubling,�common�suffixes,�and�past�tense�endings�in�sorts�and�word�hunts;�examine�open�and�closed�syllables;�examine�placement�of�syllable�stress�in�homographs�and�note�the�parts�of�speech�for�variant�spellͲings�in�the�unaccented�final�syllable;�compare�accents�in�words,�compare�words�that�end�in�the�el,�er,�and�cher�sounds,�study�common�prefixes;�interrelate�spelling�and�meaning�in�word�study�groups;�study�words�from�readings�by�patterns�in�spelling�and�meaning;�continue�word�study�notebooks.”�(Bear,�Invernizzi,�Templeton,�&�Johnston,�2004.)���
Spelling�examples�that�indicate�the Syllables�and�Affixes�stage�of�word�knowledge
� fileing�(filing) claped�(clapped) hapen�(happen) compleat�(complete) lovly�(lovely)
flaver��(flavor) botom�(bottom) serch�(search) critical�(critical) realy�(really)
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Sequence�of�Studying/Learning�for�the�Syllables�and�Affixes�Stage��
Features Examples
Plural�endings�–s�and�–es kicks,�benches
Compound�words lunchroom,�playground
Inflectional�endings: Ͳ��sound�of�–ed�endings Ͳ��doubling Ͳ��eͲdrop Ͳ��no�change Ͳ��change�final�y�to�i�and�add�–ed�or�–s
� crunched�/t/,�wilted�/ed/,�played�/d/ hopping hoping mailing baby,�babies,�babied
Open�and�closed�syllables: �Ͳ�VCCV�double�consonant�at�juncture �Ͳ�VCCV�different�consonant�at�juncture �Ͳ�V/CV�open�with�long�vowel �Ͳ�VC/V�closed�with�short�vowel �Ͳ�VCCCV�blend�or�digraph�at�juncture
� yellow,�kitten picture,�poster taken,�lazy river,�closet complete,�triangle
Vowel�patterns�in�accented�and�unacͲcented�syllables
�
�
Spelling�/j/ badge,�fudge,�village
Two�syllable�homophones�and�homoͲgraphs
flower/flour basal/basil hangar/hanger � return�and�return release�and�release �
Unusual�plurals mouse/mice;�wolf/wolves
Simple�prefixes Such�as… un,�dis,�non,�pre,�uni,�tri
Simple�suffixes Such�as… Ͳy,�Ͳly,�Ͳful,�Ͳless,�Ͳness
�
�Words�Their�Way,�p.�225�
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V.���FEATURES�DERIVATIONAL�RELATIONS�FEATURES�
�¬Key�teaching�and�learning�concepts:
x� Words�with�similar�meanings�often�have�similar�spellings.��x� Consonants�and�vowels�interact�to�change�the�way�multisyllabic�words�sound.��This�is�especially�true�when�
prefixes�and�suffixes�are�added�to�roots,�e.g.,�decide/decisive.��x� Words�are�influenced�by�their�history.���
�����������At�this�stage,�students�begin�to�understand�that�the�way�words�are�spelled�provides�clues�about�their�meanings.�Students�engage�in�mature�reading�and�writing�activities�as�a�part�of�their�learning.���“Examine�the�spellingͲmeaning�connection;�study�internal�morphology�in�syllables�as�well�as�prefixes;�note�derived�forms�in�bases�and�roots;�examine�etymologies�in�the�content�areas;�use�root�books�and�dictionaries�to�look�up�Greek�and�Latin�forms�and�foreign�borrowings.”�(Bear,�Invernizzi,�Templeton,�&�Johnston,�2004)�����
Spelling�examples�that�indicate�the Derivational�Relations�stage�of�word�knowledge
autum�(autumn) educasion�(education) compesition�(composition) asurance�(assurance) �
relevent�(relevant) irresponsable�(irresponsible) imobile�(immobile) musican�(musician) �
Word Origins and the Connection to Making Meaning
Often a word’s history can be traced back to the meaning of an ancient root. Many modern-day words contain Greek or Latin roots that influence their meaning. More contemporary languages also influence English. Exploring etymology, the study of word origins, helps develop insights into�word meanings and the system of the English lan-guage.
Words Their Way, p. 263�
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Sequence�of�Studying/Learning�for�the�Derivational�Relations�Stage�
Features Examples
Spelling�–�meaning�connection � Ͳ��Consonant�alternations
(the�spelling�of�the�base�word�remains�the�same,�despite�the�change�in�sound.)
� corrupt/corruption invent/invention sign/signal �
Spelling�–�meaning�connection � Ͳ�Vowel�alternations
(words�that�are�similar�in�meaning�often�have�similar�spelling)
� cave/cavity athlete/athletic preside/presidential
� Ͳ�Greek�and�Latin�Word�Elements
� tele,�photo,�spect,�dict,�anti,�pent,�crat/cracy,�logy/logist
Spelling�–�meaning�connection � Ͳ�Predictable�spelling�changes�in�consonants�and�vowels
� �revise/revision decide/decision perceive/perception
Spelling�–�meaning�connection � Ͳ�Suffix�changes
� Ͳable/Ͳible,��Ͳant/Ͳance,�Ͳent/Ͳence �
Spelling�–�meaning�connection � Ͳ�Assimilated�prefixes
� account,�approve,�exchange,�insecure,�disadvanͲtage,�surround,�opposite
�Words�Their�Way,�pp.�254Ͳ255
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Complementing�the�Framework�for�Word�Study�with�Spelling�Programs���
The�lessons�offered�in�Phonics�Lessons,�grades�KͲ2,�and�Words�Their�Way,�grades�3Ͳ6,�develop�phonics�and�voͲcabulary,�as�well�as�spelling.��If�a�commercial�program�is�being�used�for�spelling,�it�could�complement�word�study�if�using�these�resource�support�developing�word�knowledge�and�transferable�skills�and�strategies.��Spelling�is�a�visual�activity.��Use�sorts�differently�in�word�study�than�in�the�spelling�program.��Word�sorts�in�spelling�programs�are�generally�VISUAL�sorts�in�order�to�increase�spelling�accuracy.��In�the�broader�context�of�developing�word�knowledge�through�word�study,�sorts�are�also�done�by�SOUND�to�increase�the�flexibility�of�students�as�they�encounter�words�in�their�reading�and�writing�that�require�different�word�solving�strategies.��Tip:�If�there�is�a�connection�between�the�word�study�topic�and�the�spelling�program�skill�for�the�week,�most�likely�the�teacher�will�decide�to�provide�the�miniͲlessons�as�wholeͲgroup�instruction.��Differentiation�occurs�during�word�study�in�various�settings,�e.g.,�in�reading�groups,�centers/rotations,�and�other�practice/application�work.��The�goal�of�any�spelling�program�should�be�to�teach�strategies�that�help�students�become�confident,�competent�readers�and�writers.��Strategies�that�support�students’�spelling�development�are�key�to�future�successes.��The�teacher�asks:�What�can�I�do�to�help�my�students�become�more�competent�spellers?����
General�Practices�x� Provide�explicit�instruction�in�spelling;�x� Have�students�work�at�their�appropriate�instructional�level;�x� Plan�word�study�activities�using�sound,�structure,�and�meaning�which�build�an�interest�in�words;�x� Heighten�student�awareness�about�language�patterns�and�word�construction.�
�
�Some�Criteria�for�Examining�Spelling�Products/Programs�
1. To�what�extent�does�the�product’s�Scope�and�Sequence�support�Jeffco’s�core�curriculum�as�delineated�in�CAP?
2. How�does�the�product�support�differentiation�based�on�student�needs? 3. What�opportunities�for�multiple�pathways�to�learning�are�provided? 4. What�are�the�instructional�focus�area(s),�e.g.,�high�utility�words,�word�families,�roots,�prefixes,�suffixes? 5. Do�the�application�activities�included�in�the�product�provide�authentic�practice�for�students? 6. What�are�the�writing�connections�that�allow�students�to�transfer�and�reapply�spelling�skills? 7. Are�student�materials�appealing/engaging? 8. What�meaningful�assessments�are�incorporated�or�suggested?�
x� Generally,�teachers�would�need�to�gather�data�tied�to�authentic�writing�where�teachers�can�deͲtermine�if�the�spelling�skill�is�internalized�in�independent�settings—going�beyond�‘weekly�spelling�tests’.
Word study contains phonics, vocabulary, and spelling instruction.
�Using word study to develop word knowl-
edge extends the learning beyond a spelling program.�
A spelling program might expand and en-
rich the CAP and The Framework for Word Study.