This document provides an overview of Words Their Way, a developmental approach to word study and spelling instruction. It discusses what Words Their Way is, why it should be used, and how to implement it. Some key points include:
- Words Their Way focuses on hands-on activities where students compare and contrast word features to discover patterns in spelling.
- It is developmentally appropriate, grounded in research, and motivates students by building on their existing knowledge.
- Implementation involves collecting spelling data, analyzing it to group students, providing small group instruction on patterns, and continually assessing student progress.
- Typical lessons involve sorting words by sound or pattern, reflecting on discoveries, and transferring knowledge to reading and writing
Fostering Friendships - Enhancing Social Bonds in the Classroom
Memphis Words Their Way
1. WORDS THEIR WAY
Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer
2. AGENDA
What is Words
Their Way?
Why Use Words
Their Way?
How to
Implement
Words Their
Way
Assessment
Fidelity
Flexible
Grouping
Instruction /
Sorting
Monitoring/
Grading
WTW Toolkit /
Work time
3. WHAT IS WORDS THEIR WAY?
Word study that occurs in hands-on activities that mimic basic
cognitive learning processes; comparing and contrasting categories of
word features and discovering similarities and differences within and
between categories.
For example, students often misspell words that end with the /k/
sound, spelling the word snake as snack or even snacke. By sorting
words that end in ck and ke into two groups by sound, students
discover the invariant pattern that goes with each (ck only follows a
short vowel).
During word study, words and pictures are sorted in routines that
require children to examine, discriminate, and make critical judgments
about speech sounds, word structures, spelling patterns, and
meanings. The activities build on what students do on their own.
6. WHY USE WORDS THEIR WAY?
Words Their Way is…
Developmentally
appropriate
Grounded in
Research
Takes students
from what they
know to what
they don’t know
Is Motivating
8. WHAT STUDENTS NEED TO LEARN TO READ AND
SPELL IN ENGLISH
Students invent and discover the
basic principles of spelling –
alphabet, pattern, and meaning –
when they read good stories, write
purposefully, and are guided by
knowledgeable teachers in word
study. Word study should give
students the experiences they need
to progress through these layers of
information – well worth the 10-15
minutes of time daily.
9. LAYERS OF ENGLISH ORTHOGRAPHY (SPELLING)
• The alphabet layer is based on the relationship between letters and sounds.
• Create words by combining letters, either singly or in pairs, to form sounds
from left to right.
• Students need hands-on experience comparing and contrasting words by
sound so that they can categorize similar sounds and associate them
consistently with letters and combinations. (ie. Words spelled with short e
(bed, leg, net, neck, mess) are compared with words spelled with short I (sit,
list, pick, zip, with).
Alphabet
(Emergent/ Letter
Name)
• In the English language, single sounds are sometimes spelled with more
than one letter or are affected by other letters. When students look beyond
single letter and sound match-ups, they must search for patterns.
• CVCe Pattern, CVC, CVVC, etc.
• Students need hands-on experience comparing and contrasting words by
consistent spelling patterns associated with categories of sound. They need
opportunities to recognize these patterns in other words they encounter in
text. (ie. Words spelled with ay (play, day, way, tray) are compared with
words spelled with ai (wait, rain, chain, maid).
Pattern
(Within Word)
• The meaning layer focuses on groups of letters that represent meaning
directly.
• Examples of these groups or letters include prefixes and suffixes
• Students need hands-on experience categorizing words by meaning,
students can see that words with similar meanings are often spelled the
same, despite changes in pronunciation. (ie. Admiration is spelled with an I
because it comes from the word admire.)
Meaning
(Syllables & Affixes /
Derivational Relations)
Each layer builds on the previous one.
10. Emergent
Pre-K to middle of 1st
Emergent
Early (Beginning)
K to middle of 2nd
Letter Name - Alphabetic
Transitional
Within Word Pattern
Grade 1 to middle of 4th
Syllables & Affixes
Self-Extending (Intermediate)
Grades 3 to 8
Advanced
Grades 5 to 12
Derivational Relations
Reading Stages
Grade Range
Spelling Stages
Synchrony of Literacy Development
Alphabet Pattern Meaning
11. 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.
12. TEACHER REFLECTIONS…
I believe one of the keys to the WTW program is the
fact that students are given the task of making sense
of words on their own terms. Like scientists or
detectives, they are looking for patterns in spelling
and sound in order to categorize words. WTW does
not teach spelling “rules” which we all know have so
many exceptions in English. It instead offers
opportunities for hands-on, developmentally
appropriate word work which leads to a greater
understanding of our spelling system.
13. I REALLY liked using WTW as my main spelling
program. I am not a big fan of giving children the
same list and letting them basically memorize it.
Using the patterns really helped a lot of my students
grow as readers as well because they were able to
find words in their books in the same patterns they
were working on or had worked on previously. There
is a lot of connection made and the children
internalize the patterns because they use them over
and over (and the sorts are fun!).
14. CHIPS IN
Think about how you currently
teach word study.
Each person will share with
their team how they currently
teach word study. Each person
will have one minute to share.
Number 3 will start.
After each team member
shares, each person will go
around again adding anything
they may have forgotten.
Round two each person will
have 30 seconds.
15. HOW TO IMPLEMENT WORDS THEIR WAY
Collect Data:
Spelling sample
Student writing
Spelling
Inventory
Reading
Observation
Analyze data
to determine
stage
What students
use
What students
misuse (use but
confuse)
What is absent
Plan
Instruction
Organize small
groups
Developmentally
appropriate
word study
Assess
Continue
practice with
same list or
move on
Monitor Growth
Record Keeping
Formative
Assessments
26. Word Student Spelling
1. Bed bed
2. ship shep
3. when wan
4. lump lamp
5. float flowt
6. train trayn
7. place pleays
8. drive trayv
9. bright brayt
10. throat shapen
11. spoil spoyo
12. serving sorven
13. chewed shod
14. carries cares
15. marched marsh
16. shower showar
17. bottle cadoto
18. favor fayvr
19. ripen raypn
20. cellar sallar
Partner
Coaching
Partner 1
then partner
2
Clarify any
confusions
with
teammates
27. PRACTICE CHART ON YOUR OWN
Analyze and record
how you would score
for each student
listed on the chart.
Determine
developmental level
Compare your
results with your
grade level team.
Member 1 will share
1st word – discuss.
2 will share 2nd word
– discuss. Continue
in round robin format
– sharing and
discussing – until
each person has
clear, common
scoring for the
assessment.
28. PARTNER SHARE (LISTS)
4. At the end of the minute, reflect on one main point your
partner shared, thanking them and explaining why you
appreciate that point.
3. Partner A will begin and take turns back and forth sharing key
ideas with partner B for one minute.
1. Identify/reinforce key points for using/assessing the spelling
inventory.
33. SKETCH PERSONAL GROUPING FORM
Write what are the key points
you would like included in a
grouping/planning form for
word study.
Share with your team what
those points are. Member 2
will start and continue in round
robin format.
Working together as a team
you will have 15 minutes to
draft a useable grouping/
planning form. Be sure each
member has their own copy of
the draft.
Team member 1 will move to
another group to share the
teams’ draft. You will have one
minute to share with another
team. Audience will take
notes.
Team members listening to the
draft will each comment and
provide one positive thing they
noticed that they would also
like to include in their personal
form.
35. 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 sight and sound.
6. Begin with obvious contrasts first.
7. Don’t hide exceptions.
8. Avoid rules.
9. Work for automaticity.
10. Return to meaningful texts.
37. ARE WE ON THE SAME PAGE?
As a grade level team, using a round robin format,
study, discuss and list the characteristics of the
assigned stage.
Be sure comprehension of the stage is consistent and
everyone has a clear focus of expected outcomes and
student examples.
• K-1st teachers will study Emergent Stage (Chapter 4)
• 2nd grade teachers will study Letter Name (Ch. 5)
• 3rd grade teachers will study Within Word (Chapter 6)
• 4th grade teachers will study Syllables & Affixes (Ch. 7)
• 5th grade teachers will study Derivational Relations (Ch. 8)
Assignments:
You will have 10 minutes to create your lists which
may look like…
40. GIVE ONE – GET ONE (DOUBLE CIRCLE)
1.Flip over your list and record the
remaining stages.
2. Stand up and take your list.
3. You will move around the room.
4. Each person you pass, share one
characteristic of your stage, and
record the characteristic of their
stage.
5. Continue moving and sharing for 5
minutes.
41.
42.
43. KEY ELEMENTS OF INSTRUCTION
Introduction
Teacher-directed instruction using data
(Inventories/Assessments/Writing/Reading)
to plan groups and instruction
Sorts Constructivist
learning
Practice a sort
at least 6-8
times
independently
and with a
buddy
Include high-
frequency
words as
“Oddballs”
Reflect
Talk to make
discoveries and
form
generalizations
Word Study
Notebook
Progress
Monitoring
Formative assessments
including spelling tests, writing,
reading, small group and
individual conferences
Transfer to
Meaningful
Reading and
Writing
44. TYPICAL WEEK OF WORD STUDY• Students receive words to cut out.
• Teacher introduces words, demonstrates sort in a small
group.
• Students explain why words are being sorted that way.
• Students take their own words back to their seats and
independently replicate the sort. (ie. Closed sort)
• They will then write the sort in their word study notebooks.
Monday
• Students re-sort words (blind sort/open sort/buddy
sort). They will pick 6 words to draw and label.
• Additional sorting activities can be assigned at
centers.
Tuesday
• Students will sort words with a partner (Speed
sort/sentence dictation). They will check each
other’s work and discuss any difficulties. (Share –
Coach)
• Students will use developed rubric to score a
reading passage or a piece of their writing with a
partner.
Wednesday
• Students sort words.
• They might have a speed sort against the teacher.
• Students perform a word hunt using literature
currently being read.
Thursday
• Review game or activity using words of the week.
• Test/Assessment
Friday
After a Friday assessment if students do not grasp the feature studied, the same feature will be studied again
next week, with new words. Similarly, when a new concept is introduced, two to three weeks might be devoted to
one feature, until students are able to show ownership of this feature. If a particular student is not progressing or
is excelling, the groups are flexible and are often changing.
45. SORTING
https://www.youtube.com/watch?v=-
eH5KiH9lgw
•Sort (say and place)
•Check (Reread each word in each column to make sure they all sound the same)
•Reflect, Declare, Compare (sound, location)
•Extend (addition words)
When sorting
always:
• Closed Sort (Directions are given on how to sort the words (usually the
headers are used).
• Open Sort (The student chooses a way to sort the words (not using the
headers). Student must be able to explain why they sorted the words the way
they did. (Examples: by beginning sounds, rhyming words, vowel sounds,
nouns, verbs, number of syllables).
• Speed Sort (Work to quickly sort words by their headers (closed sort) while
being timed.)
• Blind Sort (One partner reads the word aloud and the other partner writes
the words in his/her notebook under the correct header. This is similar to a
practice test.)
Practice:
•Rubric examples – partner coach – writing samples
•Rally Coach – additional words matching the sort
•Word Hunt
Additional
Options
46. GROUP INTRODUCTION (TOOLKIT)
http://pdtoolkit.pearsoncmg.com/wordstheirway6e/vi
deo/11691/1_vf9k36t3 (4:47 – Within Word sort )
Be sure to have students say the words as they sort them.
Sort 13: Short –a and long –a (CVCe and CVVC)
•Starting with Partner A, introduce the sort to your partner playing the role of
teacher.
• Partner B plays the role of student.
•You will have 5 minutes.
•Switch Roles.
•You will have 5 minutes.
52. WORD SORTS
http://www.mypearsontraining.com/pdfs/TG_WTW_WordSortin
g.pdf
https://www.youtube.com/watch?v=-eH5KiH9lgw (7 min word sorts)
Words Their Way Word Sort Within Word Examples handout
Lewis Byrne autofill $8.00 see example:
http://www.youtube.com/watch?v=Fn2132GJz9A
Words Their Way iPad http://www.youtube.com/watch?v=-
XKtWNhCPkI
http://www.youtube.com/playlist?list=PL85F360B935DA2D6F
(WTW Video Series)
http://www.literacyconnections.com/WordStudyActivities.php
54. WEEKLY AND REVIEW SPELLING TESTS
Weekly tests at most grade levels are recommended.
Students should be accountable for learning to spell the words they have sorted and
worked with in various activities all week and, with proper formative assessments and
feedback, will ideally be very successful on these weekly tests.
If students miss more than a few words, it may mean that they need to spend more time
on a particular feature/contrast or that they are not ready to study the feature and
should work on easier features first.
Periodically, review tests should be given – without asking students to study in advance
– to test for retention.
Weekly spelling test grades should NOT be their only spelling grades. Students should
be held accountable for features already mastered in their daily writing. (What could
this look like?)
Be creative with spelling tests. ( if there are 25 words in the weekly sort – use a random
drawing for 10 and then use a couple of words found in their word hunts that follow the
patterns for the sort but were not included in the given word list for the weekly sort)
55.
56.
57.
58.
59.
60. WORDS THEIR WAY ONLINE TOOLKIT
http://media.pearsoncmg.com/ab/Words_The
ir_Way/Overview.html (Online Toolkit
Overview)
http://pdtoolkit.pearsoncmg.com/wordstheirw
ay6e/multiple_search/29/1 (Toolkit sorts Menu)
http://pdtoolkit.pearsoncmg.com/wordstheirw
ay6e/multiple_search/30/1 (Toolkit Games Menu)
61. PREPARING TO USE WORDS THEIR WAY
WORK TIME OPTIONS:
1. Choose the developmental level most appropriate to what you teach:
• Emergent (Separate book)- Pre-K
• Letter-Name Alphabetic (Ch. 5) K & 1st
• Within Word Pattern (Ch. 6) 1st, 2nd & 3rd
• Syllables and Affixes (Ch. 7) 3rd, 4th & 5th
• Derivational Relations (Ch. 8) 4th & 5th
• and continue gaining knowledge about the level.
2. Continue practicing giving and scoring inventories with your grade level team until you feel
confident with your team’s scoring fidelity.
3. Increase your knowledge by using the online toolkit or researching suggested resources
and links.
4. Get organized: discuss, plan, and decide how you will organize your materials. Get started
with your organization.
5. Standard sorts: copy, cut, organize, and store standard sorts
6. Create other templates (ie. Lesson plans, record keeping, etc.)
62. OTHER RESOURCES/ SITES
Words Their Way Resources:
PowerPoint Presentations for Word Sorts
http://holderbaum.educationextras.com/WordStudy.html
Companion Website for Words Their Way
http://wps.prenhall.com/chet_bear_words_3/9/2470/632571.cw/index.html
Words Their Way Online Tutorials
http://www.mypearsontraining.com/products/wordstheirway/tutorials.asp
Word Sorts
http://forpd.ucf.edu/strategies/stratword_sorts.html
Vocabulary Ideas and Videos:
http://www.doe.virginia.gov/VDOE/Instruction/Reading/ms_vocabulary_videos/
Spelling City:
http://www.spellingcity.com
Words Their Way – fidelity with assessment – how to score placing in appropriate groups ; use information to guide instruction and these words will be used for the spelling tests
Training: how to group students and what instruction will look like
What would they give for pre and post test
Focus using the info to guide instruction
Use the specific books for each section – Sandi will send copies of these
p. 4 Words Their Way
WTW Trailer 6min.
Play “Stand up if…” game after watching. Prompts include:
1- stand up if you have had your students do any of the activities shown in the video
2- Stand up if you learned something in the video
3-Stand up if something was reinforced in the video
4- Stand up if you would show the video to your class or to your parents
5-Stand up if you felt parts of the video were confusing
6-Stand up if there are activities in the video you will use with your students
p. 7-8 Words Their Way
p. 4 Words Their Way
The Caffeinated Teacher WTW blog
Highlight parts that you already do – clarify with team what each component in the gold standard looks like. Take notes as needed.
Elementary Spelling Inventory (k-6) but can be used in all grades or use Primary Spelling Inventory for K-3 and Upper-Level Spelling Inventory 3-12+.
p. 56 (Spanish student spellings)
See WTW Individual Assessment Practice
Answers:
Greg – early letter name – alphabetic
Jean – middle letter name – alphabetic
Reba – middle within word pattern
Alan – late within word pattern
Mitch – at least in the middle of the syllables and affixes stages – another 5 words would be helpful
Mary -
4 min
Using the above chart, fill in any missing characteristics on the give one get one form
Wednesday: Rally Coach
Friday: Quiz-Quiz-Trade (with group only)
Students could do Fan Out Cooperative Learning Strategy to practice spelling tests or stand, move, partner, read, answer, positive response or coach – switch
Develop rubrics to score students when reading or writing
