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.

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.

30. One Golden Rule
 Teaching is not telling.

31. Sources
 Words Their Way: Word Study for
Phonics, Vocabulary, and Spelling
Instruction
 Word Sorts for Derivational Relations
Spellers

32. Questions
 ?