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Adolescent Word Study Designed for Year II, Day 3 Literacy Lab Participants

Adolescent Word Study Designed for Year II, Day 3 Literacy Lab Participants. Hot Wired for Learning. I’m www.hungry.com. How do we process words?. Activity Pronounce word Identify part of speech Determine definition Record your thinking. . Agenda. Research

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Adolescent Word Study Designed for Year II, Day 3 Literacy Lab Participants

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  1. Adolescent Word StudyDesigned for Year II, Day 3 Literacy Lab Participants

  2. Hot Wired for Learning I’m www.hungry.com

  3. How do we process words? Activity • Pronounce word • Identify part of speech • Determine definition Record your thinking.

  4. Agenda • Research • Word Study Strategies • Instructional Practice • -Within Word Pattern • -Syllable Juncture • -Derivational Constancy • Reflection

  5. Principles of Word Study “Those who learn how to walk through words with sensible expectations, noting sound, pattern, and meaning relationships, will know what to remember, and they will learn to spell English.”Henderson, 1990

  6. The Word Study Notebook A place to trace the student’s journey

  7. Establishing a Procedure “What’s in a Name?” Introduction and Open Sort Lucas Drew Elizabeth Chantel James Ricky Monica Michael Alisha Greg Jasmine Beverly Hannah WJ pp. 85-102

  8. Planning Appropriate Instruction How are categories determined? Which words should be selected?

  9. Explicit Instruction • Direct explanation • Modeling: “Think Aloud” • Guided Practice • Application

  10. Instruction for… • Within Word Pattern Stage • Syllable Juncture Stage • Derivational Constancy Stage

  11. Word Study in Within Word book lamb cube bird teach

  12. Within Word • Irregular Plurals • Verb Tenses • Homonyms • Homographs • Prefixes and Suffixes • Variant Vowel Patterns • Features F - J

  13. Word Study in Within Word F: Long Vowels with Vce G: R-Controlled Vowels H: Other Common Long Vowels I: Complex Consonants J: Abstract Vowels

  14. HOMOPHONES “…words that sound alike but have different spellings and different meanings, are the most common source of spelling problems.” Cramer & Cipielewski, 1995

  15. Selecting Words Abstract vowel patterns _au__aw__ow_oddball caught paws blow fowl taught claws low laugh pause awed grown clause sawed shown

  16. Within WordProcedure for Engagement Homophones: Feature J – Abstract Vowels • Word Walk • Closed Sort - Students sort words and record their sort in Word Study Notebook • Blind Sort and/or Word Hunt • Speed Sort - Beat the Teacher • Assessment

  17. Word Study in Syllable Juncture certain smiling purple lesson student

  18. Word Study in Syllable Juncture • Usually begins in mid-fourth and continues through intermediate grades • Explores words with more than one syllable • Extends vowel pattern knowledge

  19. Syllable Juncture • Compound Words • Features K, L,M,N,O • Plurals and Possessives • Prefixes and Suffixes • Polysyllabic Homographs and Homophones • Final /k/ Revisited

  20. Syllable Juncture Features • K: Doubling and E-Drop with ED and ING • L: Other Syllable Juncture Doubling • M: Long Vowel Patterns in the Stressed Syllable • N: R-Controlled Vowels in the Stressed Syllable • O: Unstressed Syllable Vowel Patterns

  21. Selecting the Words for Feature K Doubling and e-drop with –ed and -ing rainedlikedoddball coached blamed drove lifted graded ate touched shaped slept voted guarded raked dressed

  22. Syllable JunctureProcedure for Engagement Focus: Feature K Doubling and e-Drop with “ed” and “ing” ending • Sort by vowel sound and then by base word pattern • Sort by inflectional ending change • Word Hunt • Reach the Peak (page 153-154) • Assessment Quiz (pages 232-233)

  23. Word Study in Derivational Constancy illegal relative soften education favorable

  24. Derivational Constancy • Silent & Sounded Consonants • Consonant Changes (Alternations) • Vowel Changes (Alternations) • Latin-Derived Suffixes • Doubling with Polysyllabic Base Words • Homographs & Plurals • Assimilated Prefixes • Greek & Latin Roots

  25. Derivational Constancy P: Silent and Sounded Consonants Q: Consonants Changes R: Vowel Changes S: Latin-Derived Suffixes T: Assimilated Prefixes

  26. Selecting Words forFeature SLatin-Derived Suffixes -ible -able oddball

  27. Derivational ConstancyProcedure for EngagementFocus: Feature S - Latin Derived Suffixes • Discovery with Spelling Assessment and Open Sort • Written Sort & Word Hunt • Blind Sort • Speed Sort • Assessment Quiz

  28. Remember… All the word study in the world will not help if children are not doing plenty of reading. Words Their Way First Edition, p.248

  29. Reflection Choose one of the following and do a five minute write. • How has this changed your thinking about vocabulary/word study instructional practices? • Write a letter to a colleague encouraging them to attend this training. • What support do you need to implement the practices you learned today? What can content specialists and instructional facilitators do to support you? • Write a letter to your principal explaining how this was valuable to you and what support you may need to implement with fidelity the practices you learned today.

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