Words Their Way

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word study program developed by Shane Templeton, Francine Johnston, Donald R. Bear, and Marcia Invernizzi

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  • 3. ed, s, ing 7. Contract 8. lecture, puncture, 8. winter, motor, lunar 8. able, cancel
  • 1.1.1 sign/signal 1.1.2. connect/connection 1.1.3. music/musician 1.2.1 please/pleasant 1.2.2. compete/competition 1.2.3 locality/local
  • 3.1 silent/silence 3.2 explode/explosion 3.3 vain/vanity 3.4 explain/explanation 4. In + mobile = immobile
  • 1.2 example
  • 2. Build scaffold 3. From any source 4. Contrasts are essential
  • 6. m/s – not m/n 7. Put irregular words into misc category 8. “patterns” instead 9. Move from hesitancy to fluency
  • Teachers “stack the deck,” but allow students to discover.
  • Words Their Way

    1. 1. Words Their Way Developed by Donald R. Bear, Shane Templeton Marcia Invernizzi, Francine Johnston Presented by Heidi Adams
    2. 2. 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
    3. 3. Layers of Information inEnglish Spelling1. Alphabetic – letters describe sounds left-to-right2. Pattern – groupings of letters representing sounds3. Meaning – letter groups can directly represent meaning
    4. 4. Stages of Spelling1. Preliterate2. Early Letter Name3. Middle and Late Letter Name4. Within Word Pattern5. Syllable Juncture6. Derivational Constancy
    5. 5. Preliterate Spelling Corresponds to emergent reading Scribble, letter-like forms Spelling ranges from random marks to legitimate letters without sound-symbol correspondence
    6. 6. Early Letter Name Spelling Corresponds to learning predictable pattern books and rhymes, beginning readers Apply alphabetic principal primarily with consonants Often omit vowels
    7. 7. Middle and Late Letter NameSpelling Corresponds to reading disfluently, word-by-word, and inexpressively Focus on regular vowels, initial consonant blends and digraphs
    8. 8. Within Word Pattern Spelling Corresponds to phrasal reading fluency Experimentation with long vowel patterns
    9. 9. Syllable Juncture Spelling Corresponds to automatic word recognition Use of affixes Correct initial and final consonants
    10. 10. Sequence of Study at SyllableJuncture 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
    11. 11. Derivational ConstancySpelling Also corresponds to automatic word recognition Use of specialized vocabulary of Greek and Latin origins
    12. 12. Sequence of Study atDerivational Constancy Stage1. Spelling/Meaning Connection 1. Consonant Alternations  Silent/sounded  /t/ to /sh/  /k/ to /sh/ 2. Vowel Alternation Patterns 1. Long to short 2. Long to schwa 3. Schwa to short2. Greek and Latin Word Elements 1. Greek Prefixes 2. Greek roots 3. Latin roots
    13. 13. Sequence of Study at DerivationalConstancy Stage (continued)3. Predictable Spelling Changes: Consonants and Vowels  t/c  d/s  Long to short  Long to schwa4. Absorbed or “Assimilated” Prefixes
    14. 14. Implementation1. Assess current level2. Determine groups3. Set up schedule4. Develop a weekly routine
    15. 15. Assessing Current Level1. Collect a spelling sample  Daily writing  Spelling inventory Analyze sample Monitor growth Plan instruction
    16. 16. Determine Groups Base on level 3 groups recommended  Circle work with teacher  Seat work  Center work
    17. 17. 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
    18. 18. Recognize Present particular feature Guide through word comparison Generate a word list and post
    19. 19. Recall Recall examples of feature Word Hunt
    20. 20. 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
    21. 21. Judge Look through words for those that match studied feature Word hunt in familiar readings Closed sort
    22. 22. Word Sorts Closed Sorts  Teacher defined categories  Guided  Gradual student control  Independent practice Open Sorts  Student defined categories of known words
    23. 23. 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
    24. 24. Apply Apply learned skill to create something new Open sort Word Hunt Games
    25. 25. Games Card games  Rummy  Memory Board games  Stressbusters  Jeopardy
    26. 26. 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
    27. 27. Assessment Traditional spelling test  Spellingcity.com Include definitions for derivational relations spellers
    28. 28. Ten Principles of Word StudyInstruction1. 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
    29. 29. Ten Principles of Word StudyInstruction (continued)6. Begin with obvious contrasts first7. Don’t hide exceptions.8. Avoid rules.9. Work for automaticity.10. Return to meaningful texts.
    30. 30. One Golden Rule Teaching is not telling.
    31. 31. Sources Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction Word Sorts for Derivational Relations Spellers
    32. 32. Questions ?

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