Digging Deeper with Word Study:
Word Study for Phonics, Spelling and Vocabulary
Word Study for Intermediate Readers and Writers in the
Syllables and Affixes Stage
LITERACY DEVELOPMENT OF STUDENTS IN THIS STAGE
During this stage students systematically study the generalizations that govern how syllables are
joined and how affixes affect the spelling, meaning, and use of base words.
VOCABULARY LEARNING
In this stage students’ own reading becomes the primary source of new vocabulary as they
encounter within texts more and more words whose meanings they do not know.
Extensive research and experience show the importance of teaching vocabulary directly to
students at all levels. This is particularly important as we guide students’ understanding of both
core academic and content-specific academic vocabulary.
SUPPORTING STUDENTS’ VOCABULARY DEVELOPMENT
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Teach students to examine word elements (morphemic analysis).
o Examine the word for meaningful parts—base words, prefixes, suffixes.
o Try out the meaning in the sentence. Does it make sense in the larger context of
what is read?
o If it still does not make sense and is critical to the meaning of the overall passage,
look it up in the dictionary.
o Record the new word on a chart or in the word study notebook.
o Model and reinforce this strategy.
Teach students to use dictionaries strategically.
o By this stage, students can begin using dictionaries regularly to look up word
meanings.
 This does not mean they should be assigned to look up 10 definitions as
classwork/homework.
 Rather, dictionaries can be used as a resource throughout day to look up
words that present a puzzle.
 Teachers should model using the dictionary as needed in context for real
reasons.
o Introductory word study routines can include use of dictionary by a student to
report the meaning (or multiple meanings) of selected words.
o Dictionaries offer opportunities for students to determine the precise meaning of a
word students need to know in their reading as well as for understanding a word
more deeply.
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o Dictionaries also provide information about the history of words and make explicit
the interrelationships among words in the same meaning “families” (e.g. enhance
and enhancement).
o Remember the limitations of dictionaries: sometimes you can offer a better
definition!
Word Sorts and Vocabulary
o Words you use to teach spelling generalizations are also likely to contain words
whose meanings should be explored.
Teach content vocabulary.
o Choose words from narrative reading and writing, but also content areas.
 Activate background knowledge.
 Explain the concept and its relationship to other concepts.
 Use graphic organizers to show the relationships among concepts.
 Discuss examples and non-examples.
 Semantic maps and concept or word maps are particularly effective.
 Remember, most reading vocabulary is developmentally ahead of spelling
vocabulary.
 Build interest and awareness of words throughout the day.
o Support students’ attitudes in becoming “wordsmiths.”
o Use sophisticated language in daily interactions with students (see ch. 5 and
activity 5.1).
o Develop a habit of commenting on and making observations about words
throughout the day.
 Use concept sorts across the curriculum.
o Sample: figure 7.3
o Students need multiple exposures to words in multiple contexts for the
meanings to “stick.”
o Concept sorts provide the exposure but also help students form relationships
between words and their ideas.
o To prepare concept sorts, preview the vocabulary in textbooks or other
curricular materials and create sorts of the key terms. Students and teachers
can also work together to brainstorm words on a particular topic (words
related to outer space) that can then be sorted into categories.
o Use at beginning of a unit of study as an informal assessment of background
knowledge.
 Begin by going over words to be sure students can read them and have
some familiarity with the meanings of the words (deeper
understandings will come).
 Students sort the words as an open sort either individually or with a
partner.
o At end of unit, students repeat sort again and add related words to show what
they have learned.
ORTHOGRAPHIC DEVELOPMENT IN THE SYLLABLES AND AFFIXES STAGE
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See pages 248-255
ROUTINES AND ACTIVITIES FOR THE SYLLABLES AND AFFIXES STAGE
Word Study Notebooks
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Provide an organizational structure and documentation of student work for
assessment and grading.
Can include separate sections for different elements of word study:
o Word Study: where students record weekly sorts and other activities and
summarize what they learn from their sorts in their own words.
o Looking into Language: where students maintain lists of words related to themes
and units, words categorized by parts of speech, and semantic webs of content
area studies.
In addition to basic word sorting routines, consider making a list of additional word
study notebook activities from which students select when working independently or
for homework. See page 261 for suggested options.
Activities
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See pages 262-271.