Words Their Way

1. Words Their Way Professional Book Club Presentation Shannon Egna Jennifer Hall Shahnaz Hamid RWL 604 – Dr. Kay Gormley

2. Words Their Way Donald R. Bear Former Elementary Teacher; Current Professor Marcia Invernizzi Former English and Reading Teacher; Current Professor of Multilingual Doctoral Students Shane Templeton Former Primary and Secondary Level Teacher Francine Johnston Former 1st Grade Teacher and Reading Specialist Working as a Consultant Teacher and Researcher

3. Word Study for Phonics, Vocabulary, and Spelling Instruction • PHONICS: The consistent relationship between sounds and letters. • VOCABULARY: A group of words that are explained and defined. • SPELLING(Orthography): the writing system of a language – specifically, the correct sequence of letters, characters, or symbols.

4. What makes up Literacy? • The Braid of Literacy

5. Three Layers of English Orthography

6. Stages of Spelling Development Pattern Meaning Alphabet Emergent Stage Emergent Reading Pre-K to Middle of 1st Letter Name-Alphabetic Stage Beginning Reading K to Middle of 2nd Within Word Patten Stage Transitional Reading Grade 1 to Middle of 4th Syllables and Affixes Stage Intermediate Reading Grade 3 to 8 Derivational Relations Advanced Reading Grade 5 to 12

7. CHAPTER 2Assessment of Orthographic Development • Informal Assessments (Observations and Inventories) • Primary Spelling Inventory (26 Words) • Grades K-3 • Emergent to late within word pattern • Elementary Spelling Inventory (25 Words) • Grades 1-6 • Letter name to early derivational relations • Upper Level Spelling Inventory (31 Words) • Grades 5-12 • Within word pattern to derivational relations

8. CHAPTER 3Organizing for Word Study: Principles & Practices • Types of Sorts: Sound, Pattern, Meaning • Continuum of Support – Refer to chart in packet, Table 3.1 • Basic Routine for Sorts • Model or have students sort under your direction and lead them in a discussion of the generalizations reveled by the sort • Students sort their own set of words and check their sorts. • Oral and written reflections encourage students to clarify and summarize their understandings • Extension activities across the week reinforce and broaden students’ understandings

9. CHAPTER 3Organizing for Word Study: Principles & Practices • Students should be actively involved in the exploration of words. • Students’ prior knowledge should be engaged. • Students should have many exposures to words in meaningful contexts. • Students need systematic instruction of structural elements and how these elements combine.

10. CHAPTER 4Word Study for Learners in the Emergent Stage

11. CHAPTER 4Word Study for Learners in the Emergent Stage • Supporting Emergent Reading and Writing • Interactive Read-Alouds • Shared and Choral Readings • Dramatizations

12. CHAPTER 4Word Study for Learners in the Emergent Stage • Supporting Emergent Reading and Writing • Interactive read-alouds • Shared reading • Print referencing • Concepts about Print (CAP) • Small Group Reading and Sorting

13. CHAPTER 5Beginners in the Letter Name-Alphabetic Stage Ellie’s note to her sister, Meg. “When are you coming?” Kaitlyn’s Farewell Note to her First Grade Teacher I will miss you. I really don’t want you to leave. I love you so much. But I hope you have a great time.

14. CHAPTER 5Beginners in the Letter Name-Alphabetic Stage • Learners transition from simple and predictable to less predictable beginning reading materials. • Increased reliance on expanding sight word vocabulary and ability to figure out unfamiliar words using decoding strategies. • Concept of Word • Rudimentary vs. Full • Sight Word Recognition and Reading Fluency • Reading fluency increases with gains in sight word recognition.

15. CHAPTER 5Beginners in the Letter Name-Alphabetic Stage • Writing • Mirrors a child’s reading fluency (or disfluency). • Learners can usually read what they write. • Writing is generally readable to anyone who understands the logic of the letter-name strategy. • “I like winter. I make a snowman in the snow. I wear mittens. Mom makes me hot chocolate.”

16. CHAPTER 5Beginners in the Letter Name-Alphabetic Stage • Vocabulary Learning • Growth depends on quantity/quality of oral language interactions • Note the gap between learners who come from literate homes and those who do not • Support for Vocabulary Learning • Strategies used with emergent learners continue • Creative dramatics • “Think, Pair, Share” • Anchored Word Instruction • Sophisticated Synonyms • Enrich Simple Text • Concept Sorts

17. CHAPTER 5Beginners in the Letter Name-Alphabetic Stage • Orthographic Development • Reliance on what is heard in the letter names and how the letters are formed. • Short vowels spelled with letter name closest in articulation to the short vowel. • Sequence and Pacing of Word Study • Early vs. Middle vs. Late (dependent on short vowel knowledge) • Refer to Table 5.5 • Whole-to-Part Model: Children learn to read big books, poems, and jingles first and then focus on letter-sound correspondences by analyzing words.

18. CHAPTER 5Beginners in the Letter Name-Alphabetic Stage • Reading Instruction • Supportive (Text and Teacher) • Sight Word Learning (Word Banks and Personal Readers) • The Study of Consonant Sounds • Initial Consonants • Digraphs • Blends (initial – s, l, r) • Pre-Consonantal Nasals (mp, nt, nd, nk, ng) • The Study of Short Vowels • Word Families • Exception to only using words that students can read Video: LNA Classroom Organization

19. Activities Think, Pair, Share Board Games Sound Boxes Harvesting Words for Word Banks Anchored Vocabulary Instruction Collecting Individual Dictations and Group Experience Stories Books and Concept Sorts Read It, Find It Creative Dramatics Check out some sample games and resources!

20. CHAPTER 6Transitional Learners in the Within Word Pattern Stage

21. CHAPTER 6Transitional Learners in the Within Word Pattern Stage • Transitional learners are the “Wright Brothers” of reading… • They have taken flight but have limited elevation in their reading, and it does not take much to bring them down to frustration level or to cause them to be less fluent in their reading. • Found mostly in 2nd, 3rd, and 4th grade classrooms • Learners are between the beginning stage of reading when students’ reading and writing are quite labored and the intermediate stage when students can read and write a variety of genres more fluently. • Word Sorts: Group and Independent

22. CHAPTER 6Transitional Learners in the Within Word Pattern Stage • Stage at which readers… • Use contextual support to decode unfamiliar, multisyllabic words • Increase fluency by reading in phrases with greater expression • Fluent and Expressive Reading • Learners should be reading for 30 minutes/day at independent and instructional levels. • Repeated reading, readers theater, and poetry reading are good ways to promote fluent, expressive reading. • Writing Fluency • Just like reading, writing also becomes more fluent during this period of development because students know how to automatically spell many words.

23. CHAPTER 6Transitional Learners in the Within Word Pattern Stage Vocabulary • Children can add 10 to 15 new words to their oral vocabulary • Difference between the instruction of spelling and vocabulary • Read-Aloud is a powerful source of vocabulary. • Homophones: Words that sound the same but are spelled differently. • Use of dictionaries • Prefixes and suffixes as meaning vocabulary beginning in second grade when most students are in within word pattern stage in spelling. • Prefixes which most states have mandate in second grade are “un,re”. Suffixes, “--ly,--ful and –y.

24. CHAPTER 6Transitional Learners in the Within Word Pattern Stage • Word Study Guidelines • Students should be able to read the words BEFORE sorting them. • Teachers should choose sorts that match students’ development and represent what they use but confuse. • Avoid teaching rules – instead, have students find reliable patterns. • Sort by sound AND pattern. • Don’t hide exceptions – oddballs! • Assessment: Weekly Spelling Tests, PSI, and ESI • Word Study Lesson Plan • Demonstrate the sort (guided practice) • Sort and check (independent practice) • Reflect: Declare, compare, and contrast (teacher-student conference) • Extend: Students work independently across the week • Video: WWP Word Sort

25. CHAPTER 6Transitional Learners in the Within Word Pattern Stage Word Study at Home! Name: Check off the activities you complete and return this to you teacher. Sort the words into the same categories you did in school. Write the words into categories. Blind sort with someone at home. Write the words into categories as someone calls them aloud. Hunt for more words that fit the categories and write them here. Parent Signature: Date:

26. Activities • Word hunt • Homophone Rummy (6.15) • “ Said is Dead” and “Good-Bye Good” • Something Good by Robert Munsch (Online Book) • Homophone Pear/Pair Tree.

27. CHAPTER 7Intermediate Readers & Writers: The Syllables & Affixes Stage

28. CHAPTER 7Intermediate Readers & Writers: The Syllables & Affixes Stage • Generally students in 2nd and 3rd grade are in this stage, but for most students it isn’t until 4th grade. • Students learn how affixes affect the spelling, meaning, and use of base words. • Students are considered intermediate readers. • Not yet mature or advanced readers

29. CHAPTER 7Intermediate Readers & Writers: The Syllables & Affixes Stage READING • Background knowledge and vocabulary become critical in comprehension • Structural Analysis • Sophisticated decoding strategy during other stages • Ehri’s Consolidated Alphabetic Phase • Larger chunks used to decode, spell, and store words

30. CHAPTER 7Intermediate Readers & Writers: The Syllables & Affixes Stage WRITING • Students become more confident and fluent in their writing. • Students are able to work on longer pieces. • The likeliness of the student’s “voice” is to be heard in their writing. • The students are more aware of their audiences.

31. CHAPTER 7Intermediate Readers & Writers: The Syllables & Affixes Stage VOCABULARY • Own reading becomes primary source • Teachers need to take an active role in making sure vocabularies are growing • Teachers enthusiasm and curiosity about words is likely to enhance students’ word consciousness.

32. CHAPTER 7Intermediate Readers & Writers: The Syllables & Affixes Stage MORPHEMIC ANALYSIS • A powerful tool for vocabulary development and figuring out unfamiliar words during reading. • Steps to analyze unfamiliar words • Examine the word for meaningful parts-base words, prefixes, and suffixes. • Try out the meaning in the sentence; check that it makes sense. • If the word still does not make sense and is critical to the meaning of the overall passage, look it up. • Record the new word on a chart or in a word study notebook.

33. CHAPTER 7Intermediate Readers & Writers: The Syllables & Affixes Stage TEACHING CONTENT VOCABULARY • Once words are selected to be taught, the following steps should be followed in engaging activities: • Activate background knowledge • Explain the concept and its relationship to other concepts • Use graphic organizers, charts, or diagrams as needed to portray relationships among concepts • Discuss examples and non-examples Video: S&A Weekly Schedule

34. Activities • Freddy, the Hopping, Diving, Jumping Frog • Helps students to review generalizations for adding –ing • Slap Jack • Students slap the common pile when there are not two open- or closed- syllable words • Double Scoop • Helps students develop automaticity in writing words with inflectional endings

35. CHAPTER 8Advanced Readers and Writers: The Derivational Relations Stage Video: DR Weekly Schedule

36. Ten Principles of Word Study Instruction • Look for what students USE BUT CONFUSE. • A step backward is a step forward. • Use words students can read. • Compare words that DO with words that DON’T. • Sort by sound and sight. • Begin with obviouscontrasts. • Don’t hide exceptions. • Avoid rules. • Work for automaticity. • Return to meaningful texts.

37. The Professional Development Toolkit • Sorts and Games • Assessment Tools • Videos

38. Alignment with IRA Standards Standard 1 – Foundational Knowledge • 1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement. Standard 2 – Curriculum and Instruction • 2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections. Standard 3 – Assessment and Evaluation • 3.1 Candidates understand types of assessments and their purposes, strengths, and limitations. • 3.2 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. • 3.3 Candidates use assessment information to plan and evaluate instruction. • 3.4 Candidates communicate assessment results and implications to a variety of audiences.

39. Standard 4 – Diversity • 4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. • 4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity. Standard 5 – Literate Environment • 5.1 Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction. • 5.2 Candidates design a social environment that is low risk and includes choice, motivation, and scaffolds support to optimize students’ opportunities for learning to read and write. • 5.3 Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback • 5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction. Standard 6 – Professional Learning and Leadership • 6.1 Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. • 6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. • 6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

40. Connections to PD Book Club Books • Word Callers • Sorting by sound, pattern, and meaning • The Café Book • Accuracy, fluency, expanding vocabulary • Visualization • Especially in the emergent stage

41. Professional Citations Anderson, N.L., & Briggs, C. (2011). Reciprocity between reading and writing: Strategic processing as common ground. The Reading Teacher, 64 (7), 546–549. Baumann, J. F., Ware, D., & Edwards, E. (2007). Bumping into spicy, tasty words that catch your tongue: A formative experiment on vocabulary instruction. The Reading Teacher, 61(2), 108–122. Dalton, B. & Grisham, D. L. (2011). eVoc strategies: 10 ways to use technology to build vocabulary. The Reading Teacher, 64(5), 306-317. Gates, L., & Yale, I. (2011). A logical letter-sound system in five phonic generalizations. The Reading Teacher, 64(5), 330–339. Glasswell, K., & Ford, M. P. (2010).Teaching flexibly with leveled texts: More power for your reading block. The Reading Teacher, 64(1), 57–60. Hauerwas, L. B. and Walker, J. (2004). What can children’s spelling of running and jumped tell us about their need for spelling instruction? The Reading Teacher, 58(2), 168-176. Hedin, L.R., & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556– 565. Lane, H. B., & Allen, S. (2010). The vocabulary-rich classroom: Modeling sophisticated word use to promote word consciousness and vocabulary growth. The Reading Teacher, 63(5), 362–370. McCarthy, P. A. (2008). Using sound boxes systematically to develop phonemic awareness. The Reading Teacher, 62(4), 346–349 Miller, M. & Veatch, N. (2010). Teaching literacy in context: Choosing and using literacy strategies. The Reading Teacher, 64(3), 154-165 Morrison, V., & Wlodarczyk, L. (2009). Revisiting read-aloud: Instructional strategies that encourage students' engagement with texts. The Reading Teacher, 63(2), 110–118. Newlands, M. (2011). Intentional spelling: Seven steps to eliminate guessing. The Reading Teacher, 64(7), 531–534. Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hingler, D., and Lundstrom, R. P. (2009). Word study instruction in the k-2 classroom. The Reading Teacher, 62(7), 570-578. Zucker, T. A. and Invernizzi, M. (2008). My esorts and digital extensions of word study. The Reading Teacher, 61(8), 654-658.