Post on 12-Apr-2017
WORDS THEIR WAY
Jennifer EvansAssistant Director ELASt. Clair County RESA
Evans.jennifer@sccresa.orghttp://www.protopage.com/evans.jennifer
AGENDAWhat 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
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.
“Teaching is not telling.”
• William James
INTRODUCTION https://
www.youtube.com/watch?v=FrRDR9pPDvM
http://www.online-stopwatch.com/classroom-timers/ (Timers)
Stand up if…
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
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.
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.
EmergentPre-K to middle of 1stEmergent
Early (Beginning) K to middle of 2nd
Letter Name - AlphabeticTransitional
Within Word PatternGrade 1 to middle of 4th
Syllables & AffixesSelf-Extending (Intermediate)
Grades 3 to 8
AdvancedGrades 5 to 12
Derivational Relations
Reading StagesGrade RangeSpelling Stages
Synchrony of Literacy Development
Alphabet Pattern Meaning
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.
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.
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!).
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.
HOW TO IMPLEMENT WORDS THEIR WAY
Collect Data:Spelling sample Student writing
Spelling Inventory Reading Observation
WORDS THEIR WAY IMPLEMENTATION PLAN
ACTION PLAN
THE ASSESSMENT PROCESS http://pdtoolkit.pearsoncmg.com/words
theirway6e/video/11711/1_4ddop6jz
Elementary spelling Inventory
PRACTICE (ASSESSMENT FIDELITY)
Together
Partner
On own - compare
Word Student Spelling1. Bed bed2. ship ship3. when when4. lump lump5. float float6. train train7. place place8. drive drive9. bright brite10. throat throte11. spoil spoyle12. serving serving13. chewed chooed14. carries caryes15. marched martched16. shower showers17. bottle botel18. favor fayvor19. ripen rippin20. cellar selar21. pleasure pleascher22. fortunate forchunate23. confident confdant24. civilize sivulise25. opposition opozishun
Word Student Spelling1. Bed bed2. ship shep3. when wan4. lump lamp5. float flowt6. train trayn7. place pleays8. drive trayv9. bright brayt10. throat shapen11. spoil spoyo12. serving sorven13. chewed shod14. carries cares15. marched marsh16. shower showar17. bottle cadoto18. favor fayvr19. ripen raypn20. cellar sallar
Partner CoachingPartner 1 then partner 2Clarify any confusions with teammates
PRACTICE CHART ON YOUR OWN
Analyze and
record how you would score
for each student listed on
the chart.
Determin
e 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.
PARTNER SHARE (LISTS)
FLEXIBLE GROUPING
SKETCH PERSONAL GROUPING FORMWrite 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.
INSTRUCTION
Understand the Principals of Word
Study
Understand the Developmental Stages of Word
Study
A typical week of word study
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.
DEVELOPMENTAL STAGES https://www.youtube.com/watch?v=LH_
4WmnO34s&feature=iv&src_vid=-eH5KiH9lgw&annotation_id=annotation_4203976125 (4 min)
http://pdtoolkit.pearsoncmg.com/wordstheirway6e/video/11665/1_wil4bbjn (Toolkit – 1:10)
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.
Assignments:• 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)
You will have 10 minutes to create your lists which may look like…
CHARACTERISTICS OF LETTER NAME SPELLING
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.
KEY ELEMENTS OF INSTRUCTION
IntroductionTeacher-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 MonitoringFormative assessments including spelling tests, writing, reading, small group and
individual conferences
Transfer to Meaningful Reading and Writing
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/AssessmentFriday
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.
SORTINGhttps://www.youtube.com/watch?v=-eH5KiH9lgw
When sorting
always:
Practice: Additional Options
GROUP INTRODUCTION (TOOLKIT)http://pdtoolkit.pearsoncmg.com/wordstheirway6e/video/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.
EXAMPLE RUBRICS
ORGANIZATION
WORD SORTS
http://www.mypearsontraining.com/pdfs/TG_WTW_WordSorting.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
MONITORING
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)
WORDS THEIR WAY ONLINE TOOLKIT
http://media.pearsoncmg.com/ab/Words_Their_Way/Overview.html (Online Toolkit Overview)
http://pdtoolkit.pearsoncmg.com/wordstheirway6e/multiple_search/29/1 (Toolkit sorts Menu)
http://pdtoolkit.pearsoncmg.com/wordstheirway6e/multiple_search/30/1 (Toolkit Games Menu)
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.)
OTHER RESOURCES/ SITESWords Their Way Resources:PowerPoint Presentations for Word Sortshttp://holderbaum.educationextras.com/WordStudy.html
Companion Website for Words Their Wayhttp://wps.prenhall.com/chet_bear_words_3/9/2470/632571.cw/index.html
Words Their Way Online Tutorialshttp://www.mypearsontraining.com/products/wordstheirway/tutorials.asp
Word Sortshttp://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
EXIT TICKET