Words Their Way
Developed byDonald R. Bear, Shane Templeton
Marcia Invernizzi, Francine Johnston
Presented by Heidi Adams
What is Word Study?
Method for examining words Active process Students categorize words and
pictures Students learn about words which
improves their reading and writing
Layers of Information in English Spelling
1. Alphabetic – letters describe sounds left-to-right
2. Pattern – groupings of letters representing sounds
3. Meaning – letter groups can directly represent meaning
Stages of Spelling
1. Preliterate2. Early Letter Name3. Middle and Late Letter Name4. Within Word Pattern5. Syllable Juncture6. Derivational Constancy
Preliterate Spelling
Corresponds to emergent reading Scribble, letter-like forms Spelling ranges from random
marks to legitimate letters without sound-symbol correspondence
Early Letter Name Spelling
Corresponds to learning predictable pattern books and rhymes, beginning readers
Apply alphabetic principal primarily with consonants
Often omit vowels
Middle and Late Letter Name Spelling
Corresponds to reading disfluently, word-by-word, and inexpressively
Focus on regular vowels, initial consonant blends and digraphs
Within Word Pattern Spelling
Corresponds to phrasal reading fluency
Experimentation with long vowel patterns
Syllable Juncture Spelling
Corresponds to automatic word recognition
Use of affixes Correct initial and final consonants
Sequence of Study at Syllable Juncture Stage1. Plural endings2. Compound words3. Open and closed syllables: simple inflectional
endings4. Homophones5. Open and closed syllables: VCCV and VCV
patterns6. Changing final y to i7. Accent8. Spelling pattern for /cher/ sound, / r/ sound,
and the / l/ sound at the end of words9. Simple prefixes and base words
Derivational Constancy Spelling
Also corresponds to automatic word recognition
Use of specialized vocabulary of Greek and Latin origins
Sequence of Study at Derivational Constancy Stage1. Spelling/Meaning Connection
1. Consonant Alternations1. Silent/sounded2. /t/ to /sh/3. /k/ to /sh/
2. Vowel Alternation Patterns1. Long to short2. Long to schwa3. Schwa to short
2. Greek and Latin Word Elements1. Greek Prefixes2. Greek roots3. Latin roots
Sequence of Study at Derivational Constancy Stage (continued)
3. Predictable Spelling Changes: Consonants and Vowels
t/c d/s Long to short Long to schwa
4. Absorbed or “Assimilated” Prefixes
Implementation
1. Assess current level2. Determine groups3. Set up schedule4. Develop a weekly routine
Assessing Current Level
1. Collect a spelling sample1. Daily writing2. Spelling inventory
2. Analyze sample3. Monitor growth4. Plan instruction
Determine Groups
Base on level 3 groups recommended
Circle work with teacher Seat work Center work
Schedule
Time for small group work Short directed lessons
Time to sort independently and with partners
Include activities to recognize, recall, judge, and apply targeted concept
Recognize
Present particular feature Guide through word comparison Generate a word list and post
Recall
Recall examples of feature Word Hunt
Word Hunts
Bridge between word study and students’ reading and writing
Hunt through reading and writing for words that are examples of the featured pattern
Judge
Look through words for those that match studied feature
Word hunt in familiar readings Closed sort
Word Sorts
Closed Sorts Teacher defined categories Guided Gradual student control Independent practice
Open Sorts Student defined categories of known
words
Word Sorts (continued) Blind Sorts
Teacher determines categories Teacher or student calls out words Students determine which category
Writing Sorts Teacher determines categories Teacher calls out words Student writes words in appropriate category
Speed Sorts For speed Use only when accuracy is guaranteed
Apply
Apply learned skill to create something new
Open sort Word Hunt Games
Games
Card games Rummy Memory
Board games Stressbusters Jeopardy
Weekly Routine Example
Monday – introduce sort Tuesday – practice sort and write it Wednesday – blind sorts and
writing sorts Thursday – word hunts or games Friday - assessment
Assessment
Traditional spelling test Spellingcity.com
Include definitions for derivational relations spellers
Ten Principles of Word Study Instruction
1. Look for what students use but confuse.
2. A step backward is a step forward3. Use words students can read4. Compare words “that do” with
words “that don’t.”5. Sort by sight AND sound
Ten Principles of Word Study Instruction (continued)
6. Begin with obvious contrasts first7. Don’t hide exceptions.8. Avoid rules.9. Work for automaticity.10. Return to meaningful texts.
One Golden Rule
Teaching is not telling.
Sources
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction
Word Sorts for Derivational Relations Spellers
Questions
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