31
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

The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

  • Upload
    others

  • View
    1

  • Download
    0

Embed Size (px)

Citation preview

Page 1: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

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

���

Page 2: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

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.��

Page 3: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

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.�

Page 4: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

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.

Page 5: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

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.

Page 6: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

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.

Page 7: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

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�

Page 8: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

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

Page 9: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

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.

Page 10: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

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.�

Page 11: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

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.���

Page 12: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

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.���

Page 13: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

180 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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.

Page 14: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

181 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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.

Page 15: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

182 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�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.

� �

Page 16: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

183 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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)

Page 17: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

184 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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�

Page 18: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

185 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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�

Page 19: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

186 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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.

Page 20: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

187 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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

Page 21: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

188 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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.�

Page 22: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

189 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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�

Page 23: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

190 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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.

Page 24: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

191 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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

Page 25: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

192 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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)

Page 26: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

193 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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

Page 27: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

194 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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)

Page 28: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

195 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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�

Page 29: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

196 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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�

Page 30: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

197 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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

Page 31: The Framework for Word Study - Ryan third grade websiteryanthirdgrade.weebly.com/uploads/8/2/6/8/8268881/word_study_cali.pdfexplicit and systematic. Following the Framework for Word

198 Comprehensive Approach to Literacy Instruction ©Jefferson County Public Schools November 2010 Golden, Colorado

Core Reading Instruction Comprehensive�Approach�to�Literacy�Instruction Reading�CALI

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.