Words Their Way

1. Words Their Way Winchester Elementary School October 3, 2012

2. Menu Layers of English Orthography Developmental Stages for WS Stages/Levels/Chapters Synchrony of Lit. Dev. Pics Routine Betty Lee’s Schedule Goal Circle-Seat-Center Schedule Word Sort Schedule “Offset” Weekly Schedule WS Notebook Expectations WS Contract Winchester Plan Stages Across Grade Levels Menu

3. GOAL • Our purpose is to help your children see the logic and consistencies within their written language and to help them achieve mastery in recognizing, spelling, and defining words.

4. Why is word study important? Words Their Way (pg. 15) • “There is a synchrony in the relationships of reading, writing, and spelling development.”

5. Patricia Cunningham says, • “Teaching children phonics is a lot easier than teaching children to use the phonics they know.” • “There is logic to the sounds represented by letters in English, but the logic is in the pattern, not in simple rules.”

6. Nagy & Anderson, 1984 • “From fifth grade on, the average student encounters 10,000 new words each year – words never seen before encountered in print. Most of these are big words, words of seven or more letters or two or more syllables. Many of these words are related through meaning and word parts. A child who knows the words hunt, red, fog , and string will have little difficulty with the meaning of hunter, redness, fog lights, and stringy. Meaning relationships exist between plants and planetariums, vicious and vice, part and apartment, but these will probably not be apparent to most children unless they are pointed out. However, if readers understand [the relationship of word parts], they will know six or seven words for every basic word.”

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8. Inside Front Cover Developmental Stages for Word Study Also refer to handout in packet

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11. What does the data say? • Groups • Kindergarten – 2  Claudia • Grades 3 and 4  Liz • Grades 5 & 6, and 8:1:1  Amanda • Task • Highlight Groups • Identify instructional groups • Determine 1 skill the whole class needs to learn • Determine 1-2 skills each group needs to work on

12. Make It/Take It

14. Bringing WTW Into The Classroom How? • Routine! Routine! Routine! • Phase 1: Whole Group  Create the Routine • Phase 2: Metacognition  Setting a purpose for word study • Phase 3: Differentiation  Grouping • Phase 4: Student centered  Independent and individualized

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21. Making it work for us! Winchester’s Plan • By the end of October: • Introduce and model word sorts, word games, and word hunts • Create word study notebooks for each student • Students complete first sort, hunt, and game • By the end of November: • Complete each of these activities as a whole group on a weekly basis • Introduce work from websites • www.starfall.comwww.puzzlemaker.com More… • Make a word game for each stage in your classroom • By the end of December, all of the above, plus: • Aim to introduce sorts for two stages within your classroom • Identify areas within your day to naturally incorporate word work into your curriculum • Reflect on the process of using WTW in your classroom • Create a list of questions for Medalle

23. Parking Lot Questions