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The Basis for Word Study: 1. Alphabetic – Relationship between letters and sounds 2. Pattern - Certain words (or syllable parts) have patterns (or chunks) within them to help us pronounce them. Most of the time, we can take these patterns/chunks and apply them to other words. 3. Meaning - Groups of letters represent meaning directly. This is when we learn prefixes, suffixes, and Greek and Latin roots. Three Layers of Orthography
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A hands-on approach where students:
–compare and contrast word features–discover similarities and differences within and between categories
–work in ability groups, not as a whole class
You need 28 exposures to internalize and fully understand a concept. - PEAK
What is Word Study?
The Basis for Word Study:1. Alphabetic – Relationship between letters and sounds2. Pattern - Certain words (or syllable parts) have
patterns (or chunks) within them to help us pronounce them. Most of the time, we can take these patterns/chunks and apply them to other words.
3. Meaning - Groups of letters represent meaning directly. This is when we learn prefixes, suffixes, and Greek and Latin roots.
Three Layers of Orthography
• CCSS• Continuum of Literacy Learning
– Guided Reading Section (see Planning for Word Work after GR for each level of reader)
– Phonics, Spelling and Word Study Section
Where do I find teaching points?
1.Emergent Reader— Emergent
2.Beginning Reader— Letter Name-Alphabetic
3.Transitional Reader— Within Word Pattern
4. Intermediate Reader— Syllables and Affixes
5.Advanced Reader— Derivational Relations
Five Stages of Word Knowledge
• Month By Month Phonics– Making Words– Guess the Covered Word– Word Wall Games– Read Alouds connected to word work– Nifty Fifty
• Websites– FCRR, Spellingcity, Starfall, ABCya, RAZKids decodables & projectables,
ReadWriteThink, Turtlediary, Smart Exchange
Additional Resources for Word Work
The best way to develop fast, accurate perception of word features is to…
– engage in meaningful reading and writing– have multiple opportunities to examine the
same set of words (both out of and in context)
– use hands-on practice with words
Research Shows…
Working with struggling studentsWorking with high ability groupsUsed in conjunction with Guided Reading /
Reader’s Workshop Used in conjunction with Writer’s Workshop
(spelling, word choice, parts of speech, vocabulary)
Word Study is effective when…
Word Study words should be weekly spelling wordsWord Study groups must be based on ability level and
individual student needsWord study groups should coincide with reading groupsWord study should include sorts (pictures or words) AND
supplemental activities/gamesWord study should include reading and writingWord study should be used every day because students
need repetition and practice
Successful Implementation for Internalization
Spelling assessments can help us determine what spelling features to address in our instruction.
Informal:Weekly tests, journals, writings, reading, conferencing
Formal:1. Student Written Work—shows errors in writing 2. Running Records – shows errors when reading
3. Spelling Inventories—given at the beginning of the year and end of each quarter
Assessments
Management Don’t waste instructional time cutting out sorts!
(Early arrivals, rainy day recess, parent volunteers, afterschool students…)
Color code your levels of sorts(yellow = emergent, blue = derivational)
Work as a team to divide and conquer the copies!Scan copies and Smart board activities on shared
drives
Other Considerations
• What are you currently using for word work / word study?• How is it impacting your students’ learning?• How are you creating multiple opportunities for students to interact
with words in authentic and meaningful ways?• How are you building fluency and writing with word work?
How do you need to revise word work for next year?
Final Thoughts
