VIRGINIA SCHOOL-UNIVERSITY PARTNERSHIP OCTOBER 15, 2013 CHARLOTTESVILLE, VA Word Study Instruction...
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Transcript of VIRGINIA SCHOOL-UNIVERSITY PARTNERSHIP OCTOBER 15, 2013 CHARLOTTESVILLE, VA Word Study Instruction...
VIRGINIA SCHOOL-UNIVERSITY PARTNERSHIPOCTOBER 15, 2013
CHARLOTTESVILLE, VA
Word Study Instruction
K-3
Today’s Agenda
Word Study OverviewDevelopmental Spelling AssessmentPlanning for Instruction
— Sorting— Connecting Word Study to Text— Connecting Word Study to Writing— Review Games for Extended Practice— Automaticity Activities
Putting It All Together
What is Word Study?
PHONICS + SPELLING + VOCABULAR INSTRUCTION = WORD STUDY
Teaches students how to categorize the sounds, patterns, and meanings in words to build knowledge of
the English language.
(Taken from Words Their Way, Bear et al, 2012)
Stages of Spelling Development
EMERGENT
LETTER-NAME
WITHIN-WORD PATTERN
SYLLABLES & AFFIXES
DERIVATIONAL RELATIONS
EMERGENT SPELLERS
• Instruction includes: phonological awareness & alphabet knowledge (letter names, letter sounds & letter production)
• Lack concept of word• Early emergent: scribble• Middle emergent: use letter-like
forms• Late emergent: use of letters, some
letter-sound correspondencesDduck
Tmitten
house
bed
LETTER-NAME SPELLERS
Map names of letters to sounds
Predicted stage of reading development: beginning reader
Instruction includes: word families, short vowels, blends/digraphs, preconsonantal nasals
Developing phonemic awareness and a sight vocabulary
LPlump
BADbed
FLOTfloat
STEKstick
WITHIN-WORD PATTERN SPELLERS
Predicted stage of reading development: transitional reader
Attend to the pattern features of spelling in single syllable words
Instruction includes: common long vowel patterns, r-influenced vowels, complex consonants
SPOYLEspoil
MARCHT
marched
FRITEfright
TRANEtrain
SYLLABLES & AFFIXES SPELLERS
Predicted stage of reading development: transitional/ intermediate readers
Attend to spelling changes within and across syllables
Instruction includes: inflected endings, e-drop/doubling/ nothing, syllable stress, simple prefixes & suffixes
PERTEND
pretend
DAMIGEdamage
BOTELbottle
SHOPING
shopping
DERIVATIONAL RELATIONS SPELLERS
Predicted stage of reading development: intermediate -advanced readers
Attend to meaning-based changes in spelling
Instruction includes: affixes, assimilated or absorbed prefixes, Greek/Latin rootsCOMOTION
commotion
EMFASIZEemphasize
OPISISIONopposition
CONFUDENSE
confidence
Guidelines for Word Study
Assess students’ spellingGroup by assessment resultsPlan differentiated instruction for groupsTeach through sorts, activities and gamesUse ongoing assessments & re-group as
neededProvide independent practiceApply taught features in meaningful reading
and writing!
DEVELOPMENTAL SPELLING ASSESSMENT
Administer a spelling inventory
Analyze spelling using a feature guide to determine: Known features (independent) Used but confused features (instructional) Absent features (frustration)
Determine stage of spelling development
Planning for Instruction
Known Features(independent)
Used but Confused(instructional)
Absent Features(frustration)
-Features students use correctly-Easy level for students
-Features students use but confuse-instruction is most helpful
-Features that are absent-Spelling concepts are too difficult-Do NOT teach here!
Target features for instruction!
Factors to Consider:Factors to Consider: Informal AssessmentsInformal Assessments
Informal Assessments to helpguide your pacing decisions:
Weekly Spell Checks
Running Records
Writing Samples
Pacing Word Study Instruction
• Which features should I introduce?
• How many features should I introduce?
• 2 features?• 3 features?• 4 features?
• Am I moving too quickly?• Am I moving too slowly?• Do I need to cover every
feature in every stage?
Sorting
Types of SortsPicture/Word SortsBuddy SortsWriting SortsBlind SortsSpeed Sorts
Picture / Word Sorts
Word SortPicture/Word Sort
Categorizing pictures, words or a combination
by their sound, pattern, or meaning feature.
Picture Sort
Buddy Sorts
Working collaboratively, students sort the picture and/ or word cards, “check” each column in the sort and then discuss the generalizations covered by the sort.
Writing Sorts
Like a picture and/or word sort, except students categorize and write the words into columns
according to phonics features.
Step 1: Sort pictures & glueStep 1: Sort pictures & glue Step 2: Label pictures.Step 2: Label pictures.
Glue and Label
*be sure to hold students accountable for what they have learned.
*be sure to hold students accountable for what they have learned.
Speed Sorts
Students time themselves completing a sort in order to support automatic recognition of the words and features.
Blind Sorts
The student hears the words read by someone else and categorizes them without seeing the spelling. Blind sorts
encourage students to focus on sorting by “sounds.”
Sorting Checklist
Sample sort: http://www.youtube.com/watch?v=rgID2Acjeqs
Before the Sort
I introduce the features. I model 1-2 examples. I encourage students to say the name of the
picture/read the word aloud.
During the Sort
I remind students to say the name of each picture/word.
I quickly tell students the names of unknown pictures.
I discard unknown words. I allow students to correct their own mistakes.
After the Sort
The students read the examples under each header. After each column, I ask, “Does that sound/look
right?” Correct mistakes if needed. I discuss the spelling features: “What’s the same
about these words?” (e.g., how it’s spelled, how it looks, etc.)
The children write some of the words in their notebooks.
Treasure Sorting GameTreasure Sorting Game Popcorn Sorting GamePopcorn Sorting Game
Sorting Games
Additional Activities with Sorting Cards
Concentration Match two words with the same feature (i.e., rain-wait)
Roll-the-Word Roll the dice. Flip over a word with the feature rolled.
Spin-the-Word Spin the spinner. Flip over a word with the feature on
the spinner.
Concentration
Match 2 cards with the same feature (i.e., tug-hug)
Roll-the-Feature
•Roll the dice. •Flip over a word with the feature rolled.
Connecting Word Study to Reading
Types of Texts:
Familiar Texts
Decodable Texts
Word Study Poems
Text Copies
Good Night, Little BugBy Cynthia Rothman“Just one more run,” said the bug.“Just one more run,” said her mother.“Just one more hug,” said the bug.“Just one more hug,” said her mother.“Just a little more fun,” said the bug.“No,” said her mother.And the little bug went to sleep,
snug as a bug in a rug.
Sample Decodable Texts
“OOK the BOOK” and…
Og the Frog
I am Og, Og the FrogI like to jog in the fog.
I can hop on a logWith my friend Hog.
I am Og, Og the Frog.
Your turn….
1.Choose a word study feature.
2.List words containing the chosen feature.
3.Write a poem, following the “OOK THE BOOK” format.
Letter Hunts & Word Hunts
Word HuntsHighlightersHighlighter TapeWord FindersWikki StixClear Counters
Word Hunts
UT, UG, UN Decodable Sentence Concentration
UT, UG, UN Decodable Sentence Concentration
AY, AI, A-E Decodable Sentence Concentration
AY, AI, A-E Decodable Sentence Concentration
Decodable Sentence Concentration
Roll-A-Word
or Spin-A-Word
Connecting Word Study to Text:Additional Activities
Organizing Decodable Texts
Store books according to phonics features. For example, have one book tub for initial sound books, one tub for short
vowel books, one tub for long vowel books, etc.
Connecting Word Study to Writing
Writing Sorts
Wipe-off boardWord Study Notebook
Dictated Sentences
Connecting Word Study to Writing
Teacher dictates a sentence containing word study words.
Follow-Up: Students highlight features in words.
Sample Dictated Sentences
Letter Name: UT, UN, UG Bug can run to the hut.
Within Word Pattern: AY, A-E, AI Snail had a date to play in the rain.
Syllables and Affixes: VCV vs. VCCV Tiger gave kitten a lesson on how to open the paper letter
with a big ruler.
Blending & Segmenting
Students develop decoding skills through segmenting and blending phonemes
Working at the phoneme level provides students with a foundation in the alphabetic principle
Important component of word study for letter name stage (i.e., beginning readers)
Blending and Segmenting Activities
Phoneme MatsMagic DiceMagnetic Letters/Letter Tiles
FlipbooksSlides
Blending & Segmenting :Phoneme Mats
Sticky Notes Swap-A-Letter
Blending & Segmenting
Magnetic Letter Tiles
Blending & Segmenting: Magic Dice
Individual PhonemesIndividual PhonemesOnset-RimesOnset-Rimes
Blending & Segmenting
Flipbooks Slides
Review Games for Extended Practice
Goal : To develop automaticity with reading and spelling words.
Providing students with extended practice helps students develop mastery of features.
Follow the Path Games Robot Factory The Great Gumball Escape
Tic-Tac-Toe BoardsSplat!*Swat the Word*Oh, No! Cards*Slapjack*Roll-It, Flip-It*
*activities that build automaticity
Follow the Path Games
Types of Playing Cards:• Word Study feature cards• High-Frequency word cards
Game Variations:• Read the Words• Write the Words• Put Them Back• Race the Timer
Tic-Tac-Toe Gameboards
Sticky Notes
Writing Tic-Tac-Toe
Blending & Segmenting
Activities to Build Automaticity
Splat!Swat the WordOh, No! CardsSlapjackRoll-It, Flip-It
Playing Cards include:Weekly Word SortsHigh Frequency WordsLetter Cards
(emergent)
Developing Automaticity
Oh, No! Cards
•Students take turns drawing a card and reading it.•If a student reads the word automatically, h/she keeps it.•If a student draws an OH, NO! card h/she must return all his/her accumulated cards to the table.
Developing Automaticity
Variations of Oh, no! cards
DUMP ‘EM
crash!
Word Study Homework
Provides additional extended practice of weekly features
Establish weekly homework routinesSend home weekly sorting cardsProvide clear examples of each word study
activity for parents
Putting It All Together
Literacy Work Stations
Sample Lesson Plans
Questions