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Word Study

Word Study. Suzette Campagna & Deena Holloway. Staff Development for OUR ES. We are located in Summerlin. Parental involvement is high. Overall the students have scored well on standardized tests. Ninety-eight percent of our student body are English proficient.

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Word Study

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  1. Word Study Suzette Campagna & Deena Holloway

  2. Staff Development for OUR ES • We are located in Summerlin. • Parental involvement is high. • Overall the students have scored well on standardized tests. • Ninety-eight percent of our student body are English proficient. • Two percent of our students qualify for free lunch.

  3. Staff Development for OUR ES • This staff development targets first grade teachers. • Teacher survey shows us that our teachers feel an urgency to “beef up” their knowledge of appropriate word study. • Administration supports explicit phonics instruction during small reading groups.

  4. Word Study Outcomes • By the end of today you will have assembled a word study kit for use with your students. • By the end of today you will be able to demonstrate a word study lesson. • By the end of today you will be empowered to choose adequate word study for your guided reading groups.

  5. Teacher educator Intervention clinician Tutors struggling readers every week at University of Utah In 2001 Harvard University Literacy Institute Serves on the Department of Education’s national evaluation team for the Reading First Initiative Published in a number of scholarly journals Dr. Kathleen J. Brown

  6. Reading =Decoding X Comprehensionautomatic automatic + strategic*accurate *knowledgeable*quick *flexible*effortless *persistent

  7. Word Callersa common definition Words in texts are efficiently decoded without comprehension of the passage taking place. Stanovich (1986)

  8. Expert Reader Decoding Comprehension Novice Reader Comprehension Decoding

  9. How important is word identification instruction? • Critically important in that many students have difficulty “breaking the code” without explicit instruction. • If lack of success continues through primary grades, students continue in a “negative spiral” (Stanovich, 1986).

  10. The Matthew Effect • Children who are phonemically aware, develop good decoding skills, they like to read, and they read more. • Children who do not have phonemic awareness, usually travel in a downward spiral. • Rich get richer, poor get poorer.

  11. Stages of Reading Development • Pre-Alphabetic • Partial Alphabetic • Full Alphabetic • Consolidated Consolidated Full Alphabetic Pre-Alphabetic Partial Alphabetic Kindergarten First Grade

  12. Partial AlphabeticEarly First Grade (Levels 4-7) Characteristics: • few letter-sounds uses first initial consonant • inconsistent blending • word identification • conscious and strategic

  13. Partial Alphabetic Stage pig moon camel What They See (pet) (mom) (come) (pan) (mean) (channel) Can you find the camel? Cxx xxx fxxx xxx cxxxxX Cxx xxx fxxx the cxxxlX

  14. Partial Alphabetic Stage What They Say Can you find the fox? “Can you feel the fur?”

  15. Beginning of Partial Alphabetic

  16. Partial Alphabetic Reader’s Approach to Unfamiliar Text • Better, but still unreliable • Slow • Lacks letter/sound relationships in print

  17. Partial AlphabeticCutting Edge of Development Instruction involves: • phonological awareness (blending and segmenting) • blending CVC words, building automaticity (cat, back, flat) • mastery of easiest High Frequency Words (the, of)

  18. Stages of Reading Development

  19. Partial Alphabetic Assessments • Running Records • Speed Sorts • DIBELS Letter Naming Fluency • Anecdotal Records

  20. Word Study Activities • Sort • Fast Pencil • Concentration • Spell Check

  21. Nevada State Standards • 1.1.2 Use phonics and knowledge of word families to decode words in context. • 1.1.4 Use knowledge of simple spelling patterns, blends, and digraphs when reading. • 1.1.5 Identify initial, medial and final sounds in single syllable words.

  22. Bibliography Brown, Kathleen. (1999). What Kind of Text-For Whom and When? Textual Scaffolding for Beginning Readers. The Reading Teacher, 53, 4, 292-305. Brown, Kathleen. (2003). What do I Say When They Get Stuck on a Word? Aligning Teachers’ Prompts With Students’ Development. The Reading Teacher, 56, 8, 720-733. Clark County School District. (2005). Project LIFE Instructor Guide. Nevada: Curriculum Professional Development. http://dibels.uoregon.edu Morris, Darrell. (1999). The Howard Street Tutoring Manual. New York: Guilford Publications, Inc. Report of the National Reading Panel. (2000). U.S. Department of Health and Human Services.

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