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

1.Pronounce word2.Identify part of speech3.Determine definition

Record your thinking.

Agenda Research Word Study Strategies Instructional Practice

-Within Word Pattern -Syllable Juncture -Derivational Constancy

Reflection

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

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

Establishing a Procedure “What’s in a Name?”

Introduction and Open Sort

Lucas

James

Elizabeth

Beverly

Jasmine

Michael

Ricky

Alisha

Drew

Monica

Greg

Chantel

HannahWJ pp. 85-102

Planning Appropriate Instruction

How are categories determined?

Which words should be selected?

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

Instruction for…

Within Word Pattern Stage Syllable Juncture Stage Derivational Constancy Stage

Word Study in Within Word

Within Word

Irregular Plurals Verb Tenses Homonyms Homographs Prefixes and Suffixes Variant Vowel Patterns Features F - J

Word Study in Within Word

F: Long Vowels with VceG: R-Controlled VowelsH: Other Common Long VowelsI: Complex ConsonantsJ: Abstract Vowels

HOMOPHONES

“…words that sound alike but have different spellings and different meanings, are the most common source of spelling problems.”

Cramer & Cipielewski, 1995

Selecting Words Abstract vowel patterns

_au_ _aw_ _ow_ oddball

taught

pause

clause

claws

awed

sawed

blow

laugh

caught paws fowl

low

grown

shown

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

Word Study in Syllable Juncture

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

Syllable Juncture Compound Words Features K, L,M,N,O Plurals and Possessives Prefixes and Suffixes Polysyllabic Homographs and

Homophones Final /k/ Revisited

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

Selecting the Words for Feature K

Doubling and e-drop with –ed and -ingrained liked oddball

liftedtouche

dguardeddressed

gradedshapedvotedraked

ateslept

coached

blamed

drove

Syllable Juncture Procedure 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)

Word Study in Derivational Constancy

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

Derivational Constancy

P: Silent and Sounded ConsonantsQ: Consonants ChangesR: Vowel ChangesS: Latin-Derived SuffixesT: Assimilated Prefixes

Selecting Words for

Feature SLatin-Derived Suffixes

-ible -able oddball

Derivational Constancy

Procedure for EngagementFocus: Feature S - Latin Derived Suffixes

Discovery with Spelling Assessment and Open Sort

Written Sort & Word Hunt Blind Sort Speed Sort Assessment Quiz

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

ReflectionChoose 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.