Words Their Way

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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