WORD STUDY ADAPTED FROM WORDS THEIR WAY THE

WORD STUDY ADAPTED FROM WORDS THEIR WAY

THE “PROBLEM” WITH SPELLING LISTS September Mrs. Meachum Apples School Chalk Pencils Homework Computer Autumn

HOOKED ON…FONIX? https: //www. youtube. com/watc h? v=CBXU 1 MD 1 J 7 w

THE BRAID OF LITERACY Interwoven Components • Orthography • Reading • Oral Language • Writing

WHY WORD STUDY? • Becoming literate is dependent on automaticity in word recognition • Links phonics, vocabulary& spelling to authentic text • Hands-on approach conducive to being able to recognize patterns ( analogy)

THREE LAYERS OF ENGLISH ORTHOGRAPHY • First layer of orthographic knowledge • Alphabetic : Building blocks • Pattern: Moves beyond single sound - single letter correspondence • Second layer of orthographic knowledge • Third layer of orthographic knowledge • Meaning: groups of letters can represent meaning directly ( Greek/ Latin)

ORTHOGRAPHIC STAGES Orthographic stages correspond to movement through orthographic layers Alphabet Pattern Meaning Emergent stage Emergent reading Letter Name Beginning reading Within Word Pattern Transitional reading Syllables & Affixes Intermediate Reading Derivational Relationships Advanced Reading

EMERGENT STAGE Characteristics • Scribbles letters & numbers • Lacks concept of word • Lacks letter-sound correspondence • Pretends to read and write

LETTER-NAME ALPHABETIC STAGE Characteristics • Represents beginning & ending sounds • Uses letter names to invent spelling • Functional concept of word • Reads word by word

WITHIN WORD PATTERN STAGE Characteristics • Spells most CVC words correctly • Uses beginning consonant digraph/blends • Attempts long vowel markers • Reads silently with fluency and expression • Writes more fluently • Can revise and edit

SYLLABLES & AFFIXES STAGE Characteristics • Spells most single syllable words correctly • Errors at syllable juncture • Reads with good fluency & expression • Writes responses that are sophisticated and critical • Reads faster silently than orally We went out west last sumer. We drove a littel camper bus. We stoped at Nashal Parks and went hikeing in the mountens.

DERIVATIONAL RELATIONS STAGE Characteristics • Mastered high frequency words Math is not my faverite subject • Errors on Greek/Latin lowand I don’t always enjoy it. It’s frequency words • Reads with fluency & been mostly easy and expression sometimes challegin. I like it • Writes responses that are when we use math in recipes sophisticated and critical and mesure ingredence. • Reads faster silently than orally

ASSESSING FOR INSTRUCTION: ESI • • • Elementary Spelling Inventory ( Grades 1 -6) Simple Whole-Group Valid, Reliable Results Assesses what Students KNOW, not what they don’t ( resists deficit model)

STUDENT SAMPLE 1. bed 2. Ship 3. whin 4. lump 5. flote 6. trane 7. plase 8. jrive 9. brite 10. shoping 11. Spoile 12. surving 13. chued 14. carrys 15. martched 16. chowr 17. botel 18. faver 19. ripin 20. seler 21. pleshur 22. fortunt 23. cofdnut 24. sivalice 25. opsititin

WHAT STAGE?

WTW OVERVIEW https: //www. youtube. co m/watch? v=Fr. RDR 9 p. P Dv. M

BEGINNING INSTRUCTION Begin with what students “use but confuse” Word Sorts – address complexities of English • Identifies patterns • Points out oddities • https: //www. youtube. com/watch? v=nni. K 8 u. X_MTc

LET’S TRY IT OUT! You will be given a sort from one of the WTW stages. Together we will “walk through” the following sorts: • • Open Closed/Writing Speed Word Hunt

THE GREAT PART… It doesn’t matter how many groups you have, the procedure stays the same – only the sorts change!

SUPPORTING WORD STUDY & VOCABULARY Word Ladders http: //www. dltkkids. com/type/word_ladders. h tm Read –Aloud Word Walls Word Wizard http: //www. readwritethink. org/ files/resources/interactives/wo rdwizard/ Word Games