Phonics + Spelling + Vocabulary Instruction =
Word Study
Word study is an alternative to traditional spelling instruction. It is based on learning word patterns rather than memorizing unconnected words. It provides students with opportunities to investigate and understand the patterns in words. Knowledge of these patterns means that students don't have to learn to spell one word at a time.
Explanation of how to set up Words Their Way groups and assessments for spelling.
Word Study
Word study is an alternative to traditional spelling instruction. It is based on learning word patterns rather than memorizing unconnected words. It provides students with opportunities to investigate and understand the patterns in words. Knowledge of these patterns means that students don't have to learn to spell one word at a time.
How is word study taught?
There are distinct stages in students' spelling development. Students at different stages attend to and represent different features in their spelling.
Word study is based on the notion that where a student is in his or her spelling development can serve as a guide for instruction. At the start of a word study program, teachers use a spelling inventory to determine which stage of spelling development each student is at and then groups students for instruction. Once groups are created, teachers develop "differential instruction" based on the stage of development each group of students has achieved.
Instruction has to be deliberately sequenced by the teacher so students will get instruction that will propel their development. Teachers select a group of words that demonstrate a particular spelling pattern and sequence these patterns to match children's development. Because the pace of children's progression through the stages varies, rarely would all the students in a class be studying the same list of words.
To implement word study effectively, teachers and students alike must become word detectives, engaged in an ongoing attempt to make sense of word patterns and their relationships to one another. Spelling "rules" are not dictated by the teacher for students to memorize. Rather, spelling patterns and generalizations are discovered by students.
Words Their Way word sort instruction
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Words Their Way Word Sorts for Alphabetic Spellers
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Explanation of how to set up Words Their Way groups and assessments for spelling.
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An example of a sort
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Paint chips to work with words in the classroom~ Use for word families, digraphs, & blends
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MegaBlocks for roots, prefixes, and suffixes. Use one color block for each section (prefix, ect) Then label each side with different word parts so that students can create and explore new words.
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"Flip the word." The teacher will place a word on each pancake, placing them upside down. Students will take turns using the spatula to flip over a pancake. Students will identify the word (sight word for instance) and use it in a sentence.
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| Click here for website Students will use magnet letters to make the sight words. The letter used will be more the one set so that there are repeats of letters. Students will be able to feel and interact with the letters instead of just reading or writing them. |
The student will first read the written word on the card. Then they will find the cloths pin with the needed letter to spell out the word and clip the cloths pin where it goes to properly spell the given word on the card. Words used during this activity could be changed to match weekly spelling words
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Great for a daily 5 station - write your friends' names. It helps with word recognition and fine motor skills.
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Use bananagrams game to build words.  |
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Working with short i words with skittles
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WIKI Developed by:
Erica Jones
&
Tracy Mcabee
Word Study
Word study has many components to it that must be understood to be an effective reading teacher. The areas that we will look at are early literacy concepts, phonological awareness, letter-sound relationships, spelling patterns, high frequency words. The information below is taken from Fountas and Pinnell The Continuum of Literacy Learning. This information is found throughout the book and I have tried to consolidate the information into one spot for easy reference. I tried to focus on those items that are introduced and used in Pre-K – 1st grades.
Early Literacy Concepts
Students have some awareness of written language before they can read. Almost all children notice print in the environment. The child’s name is a very important word that helps them begin to understand print concepts. Many students enter Kindergarten with a good grasp of these concepts, but if they do not, explicit instruction is needed to help them become oriented to early literacy. Below are some principles of Early Literacy Concepts:
Using left to right directionality of print “We read and write from left to right”
Distinguishing between print and pictures “We read the print to find out what the words say”
Recognizing one’s name “Your name has letters in it” “Your name starts with a capital letter. The other letters are lower case”
Understanding the concept of letter “A letter has a name and shape”
Understanding the concept of word “A word is a group of sounds that mean something”
Locating the first and last letters of words in a continuous text “You can find a word by looking for the first letter”
Phonological Awareness
Phonological awareness is a broad term that refers to both implicit and explicit knowledge of the sounds in language. It includes the ability to hear words (word awareness), rhymes (rhyme awareness), syllables (syllable awareness), onsets and rimes (onset and rime awareness), and individual sounds (sound awareness).
There are multiple parts to phonological awareness. There is phonemic awareness that refers to the ability to identify, isolate, and manipulate individual sounds (phonemes). Phonics is also part of phonological awareness. Phonics refers to teaching children to connect letters and sounds in a word. Below are some principles of Phonological Awareness:
Hearing and saying syllables- “You can hear and say the syllables in a word [to-ma-to]”
“Some words have one syllable [cat]”
Segmenting words into phonemes- “
You can say each sound in a word [c-a-t]”
Hearing and saying beginning phonemes in a word- “You can hear the first sound in a word c-a-t]”
Hearing and saying ending phonemes in a word- “You can hear the last sound in a word [c-a-t]”
Hearing and recognizing word boundaries- “You can hear words in a sentence if you stop after each one [I-have-a-cat]”
Hearing and saying rhyming words- “Some words have end parts that sound alike. They rhyme [cat, sat]”
Hearing and generating rhyming words- “You can make rhymes by thinking of words that end the same [I can fly in the ____]”
Hearing and segmenting onsets and rimes- “You can hear and say the first and last parts of a word [ c-at, cat: pl-ay, play]”
Letter –Sound Relationships
We know that there are 26 letters in the alphabet, upper and lower case, and about 44 phonemes. Learning the connections between letters and sounds is basic to understanding written language. Students must learn that letters often appear together, for example, cr, bl, fr.
Recognizing and using beginning consonant sounds and the letters that represent them. “When You know the sound, you can find the letter”
Recognizing similar beginning consonant sounds and the letters that represent them. “ Words can start with the same sound and letter [big, box]”
Recognizing similar ending consonant sounds and the letters that represent them.“Word can end with the same sound and letter [cat, fat]”
Recognizing and using letters that represent two or more consonant sounds at the beginning of a word: c, g, ch [car, city; get,gym; chorus, chat]
Recognizing and using consonant sounds represented by consonant digraphs: sh, ch,wh "you can hear the sound of a consonant digraph at the beginning or ending of a word”
Hearing and identifying short vowel sounds in words and the letters that represent them. “ In some words, a sounds like the a in apple”
Recognizing and using short vowels in the middle of words (CVC) “Some words have one vowel between two consonants [cat] and the sound of the vowel is short”
Recognizing and using long vowel sounds in words “You can hear and say the vowel in words like make, pail, day”
Spelling Patterns
Students need to be able to recognize and find patterns in words. In CVC words, the vowel is usually short. However, in CVCe words, the vowel is usually a long sound. You will hear the term word families used when discussing spelling patterns. This term usually refers to rimes, or the endings of words. For example, -at, -am, -ot.
Recognizing and using simple phonograms with a VC pattern: -an, -at, -it, etc “You can look at the pattern you know to help you read the word”
Recognizing and using phonograms with a vowel-consonant-silent e (VCe) pattern“Some words have a vowel, a consonant, and a silent e. The vowel sound is usually the name of the vowel [a in make, e in Pete]
High Frequency Words
Students need to know a large number of high frequency words. Automatically recognizing high-frequency words allows students to concentrate on understanding and solving new words.
Recognizing and using high frequency words with one or two letters: I, is, in, at, my, we, to, etc.
Locating and reading high frequency words in continuous text “When you know a word, you can read it every time you see it”
Recognizing high frequency words with 3 or more letters: the, and, but, she, would, could, etc.
"For Word Study to be effective, teachers and students alike must become word detectives (Leipzig, 2000, p. 2)."
Go with what you know. Work from strengths and builld from that.
Word Study Embedded in Reading and Writing
(Framework outlined as provided in Dr. McGill-Franzen's Kindergarten Literacytextbook, p.29 plus additional resources for sharing)
Classroom routines
* Name work
Interactive Wall(s) Ideas
- Have a reminder for students to always place their name on their work
- Students' Names Listed in Alphabetical Order
- Students' names matched up with their pictures
- Wall sign up for tasks
Center Ideas
- Making Names With Cut-up Letters
- Copy and Reconstruct Names Into a Friend's File
- Group Names That Start With Same Letter
* Letter links activity idea:http://letterlinks.highscope.org/Doc/Activities.aspx
- Group Names That Have The Same Beginning Sounds
* Words in my pocket activity idea:http://www.actionfactor.com/pages/lesson-plans/v0.03-consonants-same-and-different.html
Guided Practice: (Activity/Game Ideas) p.172
- Play Name Lotto
- Play a Memory Game
* Make your own personalized classroom memory game with pictures of your students (click on picture above to access information on how to make these yourself)
- Name Hunts
> Hunt for words/labels that start with like names
> Hunt for names with particular numbers of letters
> Hunt for names with particular letter clusters
> Hunt for names according to particular clues ("I Spy")
* I Spy Printables: http://www.scholastic.com/ispy/parentsteachers/
* I Spy Activity Ideas: http://larryferlazzo.edublogs.org/2009/05/10/the-best-i-spy-hidden-object-games-for-vocabulary-development/
- Name Graphs
> Make a name graph according to number of letters
> Make a name graph according to number of syllables
- Name Sorts
> Sort names that start the same way
> Sort names that end the same way
* Wall words work
- Visual supports
> Alphabet Chart (And they don't always have to be just on the wall)
> High Frequency Words List
> Names and words from books read
* This site lists strategies and even suggests some children's literature for its use > http://www.readingrockets.org/strategies/word_walls/
> Environmental Print (e.g., McDonalds, Wal-Mart, etc.)
* This can be fun and you can be as creative as you want. Here is just one example:
* Sorting
- Name Sorts
> Sort names that start the same way
> Sort names that end the same way
* Hunting
- Name Hunts
> Hunt for words/labels that start with like names
> Hunt for names with particular numbers of letters
> Hunt for names with particular letter clusters
> Hunt for names according to particular clues ("I Spy")
* I Spy Printables: http://www.scholastic.com/ispy/parentsteachers/
* I Spy Activity Ideas: http://larryferlazzo.edublogs.org/2009/05/10/the-best-i-spy-hidden-object-games-for-vocabulary-development/
Teaching strategies
* Sound stretching
- Elkonin Boxes (Also known as sound boxes).. work great. Click on picture below for free templates or make your own.)
* Thinking aloud
- Think Aloud Strategy Article: http://www.teachervision.fen.com/skill-builder/problem-solving/48546.html
* Prompting
- Chants,Rhymes, & Songs found in books [p. 175] (read-alouds or group readings):
* Shared Reading Texts Suggested by Dr. McGill-Franzen (p. 233)
> Big books or poems
> Weather charts
> Calendar charts
> Predictable charts
> Drawings with captions
> Diagrams with labels
> Maps
> Songs
> Rhymes
> Chants and other enlarged or copied texts on chart paper
> Dictated, interactive, and shared writing
> Individual or class books
> Children's murals or collaboratively made murals
*** Top 100 books for children
>>NEA's list from teachers: http://www.nea.org/grants/13154.htm
- Patterned charts (structured responses to read-alouds or shared readings)
* Making the most of read-alouds article:http://interactivereadalouds.pbworks.com/f/Making+the+Very+Most+of+Classroom+Read-Alouds.pdf
* Interactive read-alouds lesson ideas: http://www.interactivereadalouds.com/components.aspx
* 
- Web Site with Multiple Lessons/Activites Ideas for Word Work
- Article on 10 Great Word Walls
- Basic Alpha Knowledge
- Letter Patterns
- PALS (Phonological Awareness Literacy Screening):
_ Phonemic Activities Ideas
- Pinterest Word Study Search results
Video (some of the observed literacy instruction): http://dl.dropbox.com/u/40714019/IMG_0465.3gp
Just a few pictures linked....
Individual Word Work Chart:http://dl.dropbox.com/u/40714019/Individual%20Word%20Work%20Charts.jpg
Some Word Work Materials: http://dl.dropbox.com/u/40714019/Magnetic%20Letters.jpg
Use with spelling words/words their way
-Bananagrams and Scrabble-
Each person gets 21 tiles, each individual makes words. When you make a work you say, "split" and everyone has to get another tile. This would be good for a fun friday activity.
-Make Your Onset Cards
(used for alphabetic and orthographic stage) I like this better than a word wall. It could be used as a whole group or small group station.
-Word Sort Go Fish
Choose one word sort family to play this game. Give each player 2 "cards"/ Put the remainder of the cards in a pile on the desk. The goal is to get as many pairs of like words as possible. You begin by asking your partner, "do you have a long i word that has "igh" in the word?" If your partner does, they will give it to you-if they don not they will say go fish.
Word Sort Memory Game
Choose one word sort family to play this game. Turen all of the cards over- face down. The goal is to get as many pairs of like words as possible.
Word Walls
In kindergarten, start with students' names. Magnetic word wall allows kids to take a word off the wall and take back to their seat and use. Very effective.
References:
Fountas, I. C., Pinnell, G.S. (2012). The continuum of literacy learning grades prek – 8, 2nd ed. Portsmouth: Heinemann
Leipzig, D. H. (2000). The knowledge base for word study: What teachers need to know.Scientific Studies of Reading, 11(2), 105-131. Retrieved on February 24, 2013, fromhttp://www.readingrockets.org/article/80/
McGill-Franzen, A. (2006). Kindergarten Literacy: Matching Assessment & Instruction. NY: Scholastic.
McKenna, M.C. (2009) How to plan differentiated reading instruction: Resources for Grades K-3, Guilford Press
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