Word Study: A Word Study: A Differentiated Approach to Differentiated Approach to

Spelling InstructionSpelling Instruction

What is word study?A developmental instructional model for teaching phonics, decoding and vocabulary.

Students learn to recognize patterns instead of memorizing every single letter of every single word.

What is word study? Word study teaches students to

examine and discover regularities, patterns, and rules by comparing and contrasting words.

Word study increases specific knowledge of words--the spelling and meaning of individual words.

Features to study Phonics and vocabulary instruction

based on assessment information

Developmental progression based on phonetic/spelling/writing research A suggested progress will be

provided

Features students use and confuse while reading or writing Ex. Short e and long ie

Stages of Spelling Development

Emergent

Letter name

Within word

Syllable and affixessamplerecordrecord

Derivational relations

combinecombination

Pre-K to early K

scribbles and random letters

K to 2nd

write one letter for most of the sounds that they hear

1st to 5th

learn that more than one letter can represent a sound within a word

3rd to 9th

single syllable patterns apply to words with more than one syllable, accented syllables

5th+

meaning of a word is related to it’s spelling

Word Study Stages Letter Name Within Word Syllables and Affixes Derivational Relations

7

Letter Name Characteristics

Represent most salient sounds (K, or T or CT/cat)

Concept of Word Beginning Readers: Fingerpoint

Tracking Beginning Writers: A few

sentences “Break the Code”

8

Letter Name Features Beginning and ending sounds

Short vowels- bet

Blends & Digraphs- chat, drip, best

Preconsonantal Nasals- pink

9

Within Word Pattern Features

Common long vowel patterns (cake) -r control vowel patterns (girl, fair) Homophones (main, mane, Maine) Complex consonant clusters

(scratch) Ambiguous vowel patterns (couch,

boy)

10

Syllables and Affixes Intermediate Readers & Writers Read a range of genres and can

apply to their writing Focus on 2 syllable words in the

spelling Issue: To double or not to double? Beginning to address the spelling-

meaning connection

11

Syllables & Affixes Features

Consonant Doubling: hoping/hopping Long Vowel patterns in 2 syllable

words: parade, parading -r control patterns in stressed

syllable: disturb Unstressed syllable vowel patterns:

trample, solar Some suffixes and prefixes: -ly, -ness, re-, in-

12

Derivational Relations Advanced Readers and Writers Mastered high frequency words Examine polysyllabic words with a

focus on meaning Examine words with Greek and

Latin Roots Vocabulary Building

13

Derivational Relations Features

Silent/sounded consonants (sign/signal) Consonant changes (explode/explosion) Vowel/Sound changes (reduce/reduction) Greek/Latin roots and derivatives

(photograph/visible) Assimilated prefixes (immature, illegible)

14

Tiers of Orthography and Corresponding Developmental

Stages of SpellingSound

Letter Name

a. 1:1 correspondence of sound to letters

b. Apply the alphabet literally

c. Word by word readers and writers

Pattern

Within Word Pattern

a. Words have more letters than sounds

b. Silent letters form patterns

c. Movement from disfluency to phrasal fluency in reading and writing

Meaning

Syllables & Affixes

Derivational Relations

a. Meaning units form or join syllables

b. Meaning units connect across derivations

c. Fluent readers and writers

Case Study 1What level of speller am

I? Spelled scrape- skrape or

scrap switch- swech Knotted- knated Within word speller

Who has a within word speller?

Share the spelling a few words.

Case Study 2What level of speller am

I? Spelled confidence- confedenc

visible- viseble circumference-

sircomference Derivational relations

speller

Who has a derivational relations

speller?

Share the spelling of a few words.

Case Study 3What level of speller am

I? Spelled trapped- traped squirt- sqirt pounce- puns crater- crator Syllable juncture speller

Who has a syllable juncture speller?

Share the spelling of a few words.

Lets look at your assessments

1. Complete the feature guide for each student.

Lets look at the example, pg. 35 Complete the feature guide for

one of your students. Determine their spelling level.

2. Rank order the students by the number of words spelled correctly.

3. Complete the Classroom Composite Chart and determine groups.

Let’s look at p. 41

Where to begin instruction

If misspelled the first two letters of switch, trapped, shaving or crater

Give the students the Elementary Spelling Inventory and begin with letter name sorts with blends

Where to begin instruction

If spelled the first two letters in first two letters of switch, trapped, shaving or crater correctly but didn’t get all of the vowels correct

Begin within words sort 1

Where to begin instruction If spelled all of the vowels

correctly in words 1-6 Give the spell check on p. 70

If pass begin with within word sort 31 if not begin with within word sort 25

Where to begin instruction

Anyone feel they may have a student who needs to start beyond within word sort 31?

Instruction

Sort introduction Explain the sorts Show the headers Do the sort with the students Ask the students to sort on

their own

Instruction Partner sorts Speed sorts Games Spelling checks

Includes 2 or 3 words not on the list

/ou/

ou bounty council Devour fountain mouthwash

ow allow brownie coward dowry prowler

Students will examine these words and determine that these words have the same sound but are spelled differently. They will play games and manipulate these words throughout the week.

Instruction If mastered

move to next sort

If did not master repeat sort again with new words with same feature

Find additional words and template in WTW or Word Journeys

Beginning Word Study Instruction

1 week and ½ to prepare Begin October 10 Complete instead of Advanced Word Study

Questions????