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Literacy. …. Word Study. Just Reading. Word Study. Why is it important?. …. It’s the fuel that “drives” reading and writing!. Just Reading. What is it?.

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Literacy

…..

Word Study

Just Reading


Word Study

Why is it important?

…..

It’s the fuel that

“drives” reading and writing!

Just Reading


What is it?

A developmental, systematic, and integrated study of words and structures at the learner’s instructional level that engages students in hands-on, interactive learning that promotes critical thinking so students can become “active word solvers.”


Great Resources For Word Study!

Student of Darrell Morris

and Tom Gill!



  • Good spellers…..

  • Look for patterns

  • Look for word parts

  • Try several ways to write a word

  • Write sounds in words

  • Write a vowel in each word and in each syllable

  • Think about words that sound the same

  • Think about words that look the same

  • Check to see if words look right

  • Think about what words mean

  • Practice words without fear

  • Use a dictionary to check

  • Use a computer spell check

  • LOOK for words in the classroom


What are the problems with traditional spelling practices for students who are average to poor spellers?


Accuracy for students who are average to poor spellers?

+

Fluency

Comprehension

Spelling Accuracy

+

Correct Spelling Fluency

Ability to focus on mechanics,

word choice & creativity

WORD STUDY


When are we word learners? for students who are average to poor spellers?

  • When we use strategies to decode unknown

  • words.

  • When we practice or study words that are hard

  • for us.

  • When we can figure out a word out by ourselves

  • When we can read words without thinking

  • When we wonder what a word means.

  • When we read, hear, and discuss new words

  • When we learn how word origins assist meaning

  • While writing and we have to stop to think about

  • how to spell a word.

  • When we read our writing to determine if it makes

  • sense.

  • When we practice or study words that are hard

  • for us.

  • When we start using new words in our writing

  • we’ve heard or read

  • When write words intentionally to create visual images in

  • the minds of those who read our writing.


No gas…No driving! for students who are average to poor spellers?

No WORD STUDY…

No accelerated progress in READING and WRITING!

Word Study

WORD STUDY


Simple Truths To Hard Problems! for students who are average to poor spellers?

  • Your working knowledge of how letters work in words defines what level of material you can reading with fluency and comprehend.

2.Word Work instruction is important, but it must be not too hard

or too easy, but at the instructional level.

3. You learn how letters work in words by reading relatively easy

material and by writing without fear!

4. Your working knowledge of how letters work in words defines how freely you can write.

5. Literacy attainment is a developmental process.

6. The stages are UNIVERSAL, but the SPEED and EASE of development are particular to the individual.


Dipthongs for students who are average to poor spellers?

systematic

stages

spelling

inventory

Greek

&

Latin Roots

Vocabulary Associated With

Word Study

orthographic

pattern

Blends

Diagraphs

Trigraphs


The orthographic structure of written words
The Orthographic Structure of Written Words for students who are average to poor spellers?

Direct sound-letter

relationship

Patterns across syllables

sounds/patterns within a

syllable

Units of letters represent

meaning: prefixes,

suffixes, Greek/Latin roots

Alphabet

Pattern

Meaning


Developmental Spelling for students who are average to poor spellers?

Stages


What we understand…. for students who are average to poor spellers?

We never forget.

What does this statement have

to do with word study?



2. Letter Name- Alphabetic Stage for students who are average to poor spellers?

I have a goldfish named Annie.


3. Within Word Pattern Stage for students who are average to poor spellers?

I will be happy when school is out.

I like to play with my friends in the summer.

That’s lots of fun.


4. Syllables and Affixes Stage for students who are average to poor spellers?


5. for students who are average to poor spellers?Derivational Relations Stage


What diagnostic information is for students who are average to poor spellers?

necessary to plan for students?


We assess students using spelling inventories! for students who are average to poor spellers?

The spelling inventories we are using today came

from the Words Their Way Series.

Bear, Invernizzi, Templeton, & Johnston, 2008


What is a spelling inventory? for students who are average to poor spellers?

A designed list of words that contain easier to harder features in word structure. It is used to assess what students know about the logic of how words work.

Spelling words are NOT taught ahead of time. This process must be PURE to determine their “hypothesis” and word-level consciousness.


Five words are given in the kindergarten for students who are average to poor spellers?

spelling inventory, and students are guided to stretch

out the sounds they hear.

Spelling

BEE

fan pet dig rob hope

Say the word.

Give a sentence.

Say the word again.


to for students who are average to poor spellers?

top

STUDENT KNOWS:

This student is able to pull sounds apart in words and write many of them.

ld

lid

wc

wag

  • NEXT STEP:

  • Firm up letter/sound correspondences

  • Firm up in phonemic awareness

  • …segmenting all sounds in words

bt

bet

r

run


PreK for students who are average to poor spellers? and Kindergarten Scoring Guide


2 for students who are average to poor spellers?

2

1

2

1


Student Names for students who are average to poor spellers?

Amy Hodges

Ella Stansburry

Reedy Jennings

Israel Boone

Abby Dotson

Audrey Holland


Start instruction for students who are average to poor spellers? where the student misses 2 or more of the assessed features.

Just Reading


Primary Spelling Inventory for students who are average to poor spellers?


Primary Spelling Inventory for students who are average to poor spellers?

Number of words to be spelled for spelling inventory


The primary spelling inventory is designed for students in for students who are average to poor spellers?

1st through 3rd grades.

.

Here is an example spelling inventory

that a student completed.

Say the word.

Give a sentence.

Say the word again.


Look on the primary feature guide in your packet to see the features we assess.

  • Initial and final consonants

  • Short vowels

  • Digraphs (sh, ch, th, etc.)

  • Blends (sl, st, dr, bl, etc.)

  • Long vowel patterns

  • Other long vowels (ew, aw, or, ou)

  • Inflectional endings (ed, ing, es, ies,

  • consonant doubling)


Primary Spelling Inventory Sample features we assess.

.

Short Vowel Deficits

pat pot

dag dig

gam gum

If a feature is absent from a student’s work, ask yourself…

“What is their hypothesis of word?”

“What are they using, but confusing?”


Primary Spelling Inventory Sample features we assess.

Long Vowel Deficits

wat wait

shin shine

dreem dream


Primary Spelling Inventory Feature Guide features we assess.

  • Fill out the correct features with a check mark or highlighter.

  • Leave incorrect features blank.

  • Total each line’s feature points.

  • Give 1 point for correct spelling; leave blank if incorrect.

  • Total columns all the way down.

  • Look for the column with 2 or more errors. Go to the very top. Circle the stage at the top of the column.


Start instruction features we assess. where the student misses 2 or more of the assessed features.

Just Reading


Elementary Spelling Inventory features we assess.


Elementary Spelling Inventory features we assess.

Number of words to be spelled for spelling inventory.

If they spell 20 + words correctly, give UPPER LEVEL SPELLING INVENTORY.


Elementary Spelling Inventory features we assess.

  • Long Vowel Deficit

  • Other Vowel Deficits

  • (r-controlled, dipthongs)

  • Inflectional Ending Deficit

flowt float

tran train

diver drive


Start instruction features we assess. where the student misses 2 or more of the assessed features.

Just Reading


Now you do it
Now…You Do It! features we assess.

  • Using the blank feature guide, evaluate one student’s spelling inventory.

  • Work with a partner!


Primary Spelling Inventory features we assess.

Feature Guide

  • Fill out the correct features with a check mark or

  • highlighter.

  • Leave incorrect features blank.

  • Total each line’s feature points.

  • Give 1 point for correct spelling; leave blank if

  • incorrect.

  • Total columns all the way down.

  • Look for the column with 2 or more errors. Go

  • to the very top. Circle the stage at the top of the

  • column.


Timer features we assess.


Discuss the spelling inventories. features we assess.

  • What does this student understand?

  • What does this student “use but confuse”?

  • Where would word study instruction begin

  • for this student?


Consolidate all of your students’ results to form features we assess.

instructional groups. This should mirror your guided reading groups. Be prepared to monitor

change over time.


Teacher-Directed features we assess.

Spelling Strategies


Rule: features we assess.

It must… ”look alike and sound alike.”


Word Building features we assess.

Can use……

Scissors and cut photocopied letters

Letter tiles

Magnetic letters


White Board Spell & Sort features we assess.

itight

bit

hit

split

light

bright

slight



MEMORY DEVICES features we assess. help students remember spellings of words. This research-supported technique works especially well with English language learners and special needs students.

all right – Two words. Associate with all wrong.

friend – Friends till theend.

hear – I hear with my ear.

there – Is it here or there?

potatoes – Potatoes have eyes and toes.

separate – There is a rat in separate.

together – to + get + her

arithmetic – Arat in Tom’s house might eat Tom’s ice

cream.

family – Father and Mother, Ilove you.


Word Study features we assess.

Notebook


Independent Spelling Activities features we assess.

  • Cut ‘N Sort (keep in ziploc for the week)

  • Buddy Sort with sand timer

  • Spelling Tic-Tac-Toe

  • Spelling Concentration with Tic-Tac-Toe Board

  • White Board Spell Sort

  • Be the teacher…Flash Cards

  • Fun ways to write….rainbow write, lima beans, letter tiles, magnetic letters, stamp words (only if stamps are organized for easy assess)

  • Practice test…white boards or paper


Build it Again features we assess.

in Centers!

Can use……

Scissors and cut photocopied letters

Letter tiles

Magnetic letters


Speed Sort with Sand Timer features we assess.


Board Games features we assess.


Partner Spelling Test features we assess.


How do i get started
How Do I Get Started? features we assess.


Gradual release model
Gradual Release Model features we assess.

  • Research based on Pearson and Gallagher (1983), Debbie Miller (2002), and Jeffrey Wilhelm (2001)

  • Modeling

    • I do, You Watch

  • Guided Practice

    • I do, You help

  • Independent Practice

    • You do, I help

  • Application

    • You do, I watch


Remember 40 30 20 10
Remember 40 – 30 – 20 – 10! features we assess.

  • Everyday children should spend…

    • 40% time reading (not visiting; TIME IN TEXT)

    • 30% time writing authentically (pure)

    • 20% time in differentiated word work

    • 10% time in listening to text

    • Children should spend a minimum of 90 minutes per day reading in school. Instruction is in addition to those 90 minutes.

      • Richard Allington



This summer
This Summer… 10!

  • Work out a schedule.

  • Organize teacher word study materials.

  • Copy student sorts ahead of time and organize.

  • Think about 6 to 7 “general routine,” hands-on activities you want students to be able to do INDEPENDENTLY in word study center without your assistance when guided reading and conferencing begins.


How will i differentiate and keep my sanity
How Will I Differentiate and Keep My Sanity? 10!

  • Have a literacy block schedule that allows only for the acceleration of literacy by using the 40 – 30 – 20 – 10 model!

  • Prepare teacher materials this summer and organize systematically.

  • Prepare student sheets this summer and organize systematically.

  • Prepare a Word Study assessment binder where you can insert “pure” writing samples in monthly. Be able to prove growth over time systematically.

  • Never work harder than your students!

    • What 6 “in the head” strategies will you teach them to do with their patterns?

    • Know that time spent should be on analyzing their “natural writing” and preparing for instruction…”Cuteness never raises student achievement.”

    • Jump into Word Study rather than continuing traditional spelling practices. If you do BOTH, you will be working harder than your students.

    • Know that you are smarter than the basal authors, and that you are in the expert who knows what your readers and writers need!!


Lastly…we 10!are happy to help you!

Contact either of your literacy partners if you need assistance this year with word study!

Contact Info:

LaDonna Boone

[email protected]

Contact Info:

JoDee Dotson

[email protected]


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