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Word Study for Phonics, Vocabulary and Spelling Instruction. Words Their Way…. 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?.

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What is word study
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
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
Stages of Spelling Development

  • Emergent

  • Letter-Name

  • Within Word Pattern

  • Syllable and Affixes (Syllable Juncture)

  • Derivational Relations (Derivational Constancy)

Emergent pre k to middle of 1st grade
EmergentPre-K to Middle of 1st Grade

  • Scribble letters and numbers

  • Lack concepts of words

  • Lack letter-sound correspondence

  • Pretend to read and write

Letter name k to middle of 2nd
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 pattern 1 st grade to middle of 4th
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 markers

  • Reads silently and more fluently

  • Writes more fluently

  • Can edit and revise

Syllable juncture syllables and affixes grades 3 8
Syllable Juncture/Syllables and AffixesGrades 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 orally

  • Writes responses that are sophisticated and critical

Derivational constancy grades 5 12
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
How To Score

When You are Scoring, You are looking for Two

Things….. Features and Correct Spelling

  • Your answer key underlines the feature assessed by that particular spelling word.

  • Draw a line next to the word. Label one column F (for feature) and one C (for correct).

  • 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

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

Feature 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
Determining Which Stage to Begin

  • Your stage score:

  • 22-25 confident (give the next stage assessment)-see page 37 in handout

  • 12-21 is their stage of development

  • 0-11 Frustrational

Transferring data
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
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
Instructional Implementation

  • Demonstrate

  • Sort

  • Reflect

  • Extend

Three types of sorts
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 stressed

    Pattern 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 sorts1
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
Approaches to Sorts

Teacher-directed Closed Sorts

  • Teacher defines categories

  • Modeling and scaffolding

  • Carefully monitored and corrective feedback is given

    Student-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