WORDS THEIR WAY…

Word Study for Phonics, Vocabulary and Spelling Instruction

What is Word Study?

A developmental phonics, spelling, vocabulary program where students are constructing their own knowledge of spelling patterns.

Why is KCS Implementing Word Study?

Differentiation for small group instruction

Provide instruction for students at their developmental level

Multiple opportunities to work and study word features

Moves students from memorizing to a deeper understanding of word structure

Stages of Spelling Development

EmergentLetter-NameWithin Word PatternSyllable and Affixes (Syllable Juncture)

Derivational Relations (Derivational Constancy)

EmergentPre-K to Middle of 1st Grade

Scribble letters and numbers

Lack concepts of wordsLack letter-sound correspondence

Pretend to read and write

Letter-Name K to Middle of 2nd

Represents beginning and ending sounds

Has functional concept of word

Reads word by word in beginning reading materials

Within Word Pattern1st Grade to Middle of 4th

Spells most single-syllable short vowel words correctly

Spells most beginning consonant digraphs and 2-letter consonant blends

Attempts to use silent-E markersReads silently and more fluentlyWrites more fluentlyCan edit and revise

Syllable Juncture/Syllables and Affixes

Grades 3-8

Spells most single syllable words correctly

Makes errors at syllable juncture and in unaccented syllables

Read with good fluency and expression

Reads faster silently than orallyWrites responses that are

sophisticated and critical

Derivational ConstancyGrades 5-12

Have mastered high frequency words

Make errors on low frequency words derived from Greek and Latin combining forms

Word meaning plays an important role at this stage

Students make connections between words with similar roots

How To Score

When You are Scoring, You are looking for TwoThings….. Features and Correct Spelling1. Your answer key underlines the feature

assessed by that particular spelling word. 2. Draw a line next to the word. Label one column

F (for feature) and one C (for correct).3. Identify if the feature is correct by using the

answer card. If correct-mark a 1 in the F column. If the word is spelled correctly mark a 1 in the C column

4. Tally the 1’s in the C’s column to determine the student’s “STAGE SCORE”

Feature Score

The student answer sheet is coded with letters of the alphabet that corresponds to each feature. (Feature Letters)

Tally the words that have each targeted feature correctly represented in the F column.

Put the total for each feature under the feature letter chart at the bottom of the student answer sheet

Determining Which Stage to Begin

Your stage score: 22-25 confident (give the next stage

assessment)-see page 37 in handout12-21 is their stage of development0-11 Frustrational

Transferring Data

Once you have scored your whole class , stack them according to stage score from highest to lowest.

Record onto DSA Class Record

How To Use Your Data

After transferring data to the DSA Class Record , look for patterns in your students’ results.

If the student scores a three or less in a feature, this is where instruction can begin. For grouping purposes, you may need to start the student on the previous features’ lessons.

Instructional Implementation

DemonstrateSortReflectExtend

Three Types of Sorts

Sound Sorts– Focus on phonemes contained in the words– Can use Word Cards, Picture Cards, or do “Blind Sorts”– Can include rhyme, # of syllables, and syllables

stressedPattern Sorts

– Focus on visual patterns formed by groups of letters or letter sequences

– Examples: Word families or rime, vowel patterns, syllable patterns,etc.

– Students should always sort by sound first and then by pattern

Three Types of Sorts

Meaning Sorts– Can be sorted by concepts or by spelling-

meaning– Used to assess or build background knowledge

before a new unit – Links vocabulary instruction– Examine homophones, homographs,

Greek/Latin roots, derivation

What types of word sorts have you used in your classroom?

Approaches to Sorts

Teacher-directed Closed Sorts Teacher defines categories Modeling and scaffolding Carefully monitored and corrective feedback

is givenStudent-centered Open sorts

Students should already be accustomed to sorting Gives teacher opportunity to observe and see

what students understand or misunderstand (diagnostic in nature)

Create productive discussions

Thank You for your Participation!