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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