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Primary Word Work Training
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Primary Word Work Training


This is a training on Word Study in the primary classroom.

This is a training on Word Study in the primary classroom.

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  • 1. WORD STUDY Phonics and Sight Word InstructionAlice Terwege Sybil Terry
  • 2. RESEARCH AND BEST PRACTICE The National Reading Panel (2000) described several different types of effective phonics instruction including analogy phonics, onset- rime phonics, phonics through spelling and phonics in context. Best practice suggestions and professional literature from: Fry, Dolche, Timothy Rasinski, Patricia Cunningham, Regie Routman, Marie Clay, Irene Fountas, and Gay Su Pinnell Goal of phonics instruction is to help students gain automaticity and fluency in the reading and writing of new words.
  • 3. INTRODUCING MAKING WORDSWord Wizard by Max’s Words byCathryn Falwell Kate Banks
  • 4. MAKING WORDS Systematic Sequential Phonics They Use and Making Words by Patricia M. Cunningham- Explicit instruction on the patterns of English spelling . Students are taught how to use letter patterns to actually decode and spell new words when they are reading and writing.
  • 11. TRANSFER
  • 12. HOMEWORK IDEAS Making Words: Lessons for Home or School by Dorothy P. Hall and Patricia Cunningham
  • 13. WORD SORTS Instruction that takes advantage of the brain’s pattern-seeking ability is most likely to support the development of word knowledge. The brain seeks patterns—basic cognitive learning processes of comparing and contrasting, discovering similarities and differences, generalize beyond isolated words Because word knowledge is gained developmentally, Vygotsky’s theories about the social construction of learning indicate collaborative activities will be beneficial. Learning is best achieved when it is interesting and engaging.
  • 14. WORD SORTS Word sorting requires students to focus on the specifics of words and to learn how to examine words. Based on the strong correlations between reading and spelling, word study should facilitate both areas of learning.
  • 15. WORD WALL ACTIVITIES The interplay between writing and reading is especially important for the beginner. We want to help students recognize high frequency words quickly and automatically while reading for meaning. Knowing them facilitates fluent reading and allows the reader to pay attention to new words.- Guided Reading by Fountas and Pinnell The 100 most frequently used words make up 50% of all material written in English.
  • 16. WORD WALLS
  • 17. WORD WALL ACTIVITIES Word Wall Chants Phrases/short sentences Dolch Kit
  • 18. ON THE BACK ACTIVITIES BY PATRICIA CUNNINGHAM On-the Back Ending Activity-This activity helps children learn to spell Word Wall words which need an ending. Teacher will say a sentence which includes a word wall word that has an ending. After each sentence, the children identify the Word Wall word and the ending, decide how to spell the word, and write the word with the ending on their papers. On-the Back Easy Rhyming Activity- The teacher says five starred words from the board. The teacher says a sentence with a word that rhymes with one of the words. The
  • 19.  Be A Mind Reader- The teacher thinks of a word on the wall and then gives five clues about that word. The students write a guess for each clue. Guess My Covered Word- The teacher will write five to seven sentences on the board and cover on word in each sentence. On-the back Cross Checking- Call out several words that begin with the same letter for students to write down. The teacher will say and write a sentence. The students have to decide which word makes sense in the sentence and write it down. Rounding Up The Rhymes- Students work with a partner to find 3 or four groups of rhyming words from the Word Wall.
  • 20. SPELLING PATTERNS ALSO KNOWN AS WORD FAMILIES Adding a beginning letter or letters to the 37 most common word families allows students to spell and read 654 one syllable words.-Fry (1998) Choose a word family that has been seen in the Making Words lesson. Multi-sensory approach to learning new words: students see it, write it, and work with it. Use shared reading—nursery rhymes, fairy tales, poems, songs Highlighter tape, wikki sticks, overhead, post its, peep hole finder
  • 21. SPELLING PATTERNS ALSO KNOWN AS WORD FAMILIES Dry-erase boards and bulletin board set Organization website katyisd/katyisd
  • 25. WORD LADDERS Students analyze the meaning and structure of words. Word Ladders build students’ decoding, phonics, spelling, and vocabulary skills. They examine sound- symbol relationships and extend their understanding of words and concepts. Daily Word Ladders by Timothy V. Rasinski
  • 26. ASSESSMENTS2 assessments per grading period in the first 3 grading periods. 3 assessments in the 4th grading period . Assessments put in Language as a major grade x1. Daily grades can be put in the 10% drop down in Language. Do not make the Word Study grades disproportionate to the overall Language Grade. Grading Scale and instructions are included on the document. Assessments grow in complexity throughout the year.