This document outlines the Word Study method for examining words to improve reading and writing. It describes the stages of spelling development from preliterate to derivational constancy. Key aspects of implementation include assessing students' levels, determining instructional groups, and establishing a weekly routine incorporating word recognition, recall, sorting, and application activities. The goal is to move students toward automatic word recognition by focusing instruction on their current orthographic knowledge.
Word Study Method Explained for Improving Reading and Spelling
1. Words Their Way
Developed by
Donald R. Bear, Shane Templeton
Marcia Invernizzi, Francine Johnston
Presented by Heidi Adams
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. 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
4. Stages of Spelling
1. Preliterate
2. Early Letter Name
3. Middle and Late Letter Name
4. Within Word Pattern
5. Syllable Juncture
6. Derivational Constancy
5. Preliterate Spelling
Corresponds to emergent reading
Scribble, letter-like forms
Spelling ranges from random marks to
legitimate letters without sound-symbol
correspondence
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. Middle and Late Letter Name
Spelling
Corresponds to reading disfluently,
word-by-word, and inexpressively
Focus on regular vowels, initial
consonant blends and digraphs
8. Within Word Pattern Spelling
Corresponds to phrasal reading fluency
Experimentation with long vowel
patterns
9. Syllable Juncture Spelling
Corresponds to automatic word
recognition
Use of affixes
Correct initial and final consonants
10. Sequence of Study at Syllable
Juncture Stage
1. Plural endings
2. Compound words
3. Open and closed syllables: simple inflectional
endings
4. Homophones
5. Open and closed syllables: VCCV and VCV patterns
6. Changing final y to i
7. Accent
8. Spelling pattern for /cher/ sound, / r/ sound, and
the / l/ sound at the end of words
9. Simple prefixes and base words
11. Derivational Constancy
Spelling
Also corresponds to automatic word
recognition
Use of specialized vocabulary of Greek
and Latin origins
12. Sequence of Study at
Derivational Constancy Stage
1. 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 short
2. Greek and Latin Word Elements
1. Greek Prefixes
2. Greek roots
3. Latin roots
13. 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
14. Implementation
1. Assess current level
2. Determine groups
3. Set up schedule
4. Develop a weekly routine
15. Assessing Current Level
1. Collect a spelling sample
Daily writing
Spelling inventory
Analyze sample
Monitor growth
Plan instruction
16. Determine Groups
Base on level
3 groups recommended
Circle work with teacher
Seat work
Center work
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. Recognize
Present particular feature
Guide through word comparison
Generate a word list and post
19. Recall
Recall examples of feature
Word Hunt
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. Judge
Look through words for those that
match studied feature
Word hunt in familiar readings
Closed sort
22. Word Sorts
Closed Sorts
Teacher defined categories
Guided
Gradual student control
Independent practice
Open Sorts
Student defined categories of known words
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. Apply
Apply learned skill to create something
new
Open sort
Word Hunt
Games
25. Games
Card games
Rummy
Memory
Board games
Stressbusters
Jeopardy
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. Assessment
Traditional spelling test
Spellingcity.com
Include definitions for derivational
relations spellers
28. 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
29. Ten Principles of Word Study
Instruction (continued)
6. Begin with obvious contrasts first
7. Don’t hide exceptions.
8. Avoid rules.
9. Work for automaticity.
10. Return to meaningful texts.