Words Their
Way
Presented by:
Bethany Orr
Connia Sasso
Kelly Kotowski
Melonie Gregory
Introduction
Words Their Way is a differentiated
spelling program that identifies, groups
and then meets students at their
developmentally appropriate spelling
stage.
5 Spelling Stages
o Emergent
o Letter Name Alphabetic
o Word Within Word Pattern
o Syllables and Affixes
o Derivational Relations
* Each stage divided into early, middle & late
(Program has a collection of lists/word sorts for each
stage)
Assessments
o
o
o
o
o
In the main WTW book
Administered in Sept., Jan. and May
In 4th grade we begin with the Elementary
Spelling Inventory.
Assessment can be hand scored or entered into
computer.
If students correctly spell 20 or more words
Upper-Level Spelling Inventory can be
administered.
Assessments (Cont.)
o
o
Words on inventories contain features such as
short/long vowels, digraphs, blends etc…
Students are credited with spelling whole word
correctly and also earn “feature points” if they
misspell a word, but include a feature such as
the correct short vowel sound or digraph. For
example, in a word like “marched”
students get credit for including “ch”,
“ar” and “ed” even if they don’t spell
the rest of the word correctly.
Forming Spelling Groups
o
o
o
If assessment is scored with CD, program will
automatically identify spelling stage.
Otherwise stage can be identified by looking at
the last feature point that student missed on
feature guide.
Usually 4-5 spelling groups per class depending
on grade level and abilities of students.
Scheduling & Organization
o
Once groups have been formed and stages have
been identified pacing guide at beginning of each
book tells which sort to introduce first.
Scheduling & Organization
o
o
o
Teacher needs to decide how to incorporate WTW into
daily schedule.
Some prefer to introduce/test on same day while others
prefer staggered approach.
Sort can be used for a week or two weeks depending on
needs of students.
Small Group Lessons
o
o
o
o
o
o
Teacher meets with groups of 4-5 students.
Introduce sort by placing boldface headers and sample
words.
Then divide up remaining words among students for them
to sort.
When they finish sorting review with them and correct any
misplaced words.
Check to make sure they know meaning of words.
Distribute paper copy of sort for them to work with at
home/school.
Classwork
o
o
o
Incorporated into ELA in
Daily 5 Menu
Bingo Notebook
Word Study Packet
Homework
o
o
o
o
Spelling City https://www.spellingcity.com/
WTW Notebook with different activity for each
night.
Regardless of how homework is done, words
should be sorted each night in order to fully
understand and then apply spelling pattern.
Alternate ways to sort words- speed sort, blind
sort or other sort that is different from one done
with teacher.
Pros
o
o
WTW is definitely a differentiated program.
Helpful as intervention, especially for students
with phonics gaps identified on CORE
Assessment.
Things to Consider
o Initial set up is time consuming .
o How are you going to fit WTW into your day?
(It takes about a ½ hour between tests and
word sort introductions.)
o Will you spend 1 or 2 weeks on a sort?
o If children do not pass tests will you carry on or repeat
word sort?
o Will you administer tests or use Spelling City?
Things to Consider (cont.)
o
o
If you do not have a phonics background it is a good idea
to preview sort before introducing it to each group.
Requires several copies, especially when you first set up
sorts for small group instruction.
Closing Thoughts
This is the first year using WTW for most of our team.
We are still learning about program and what we do is a
compilation of what other colleagues have used.
Would have been beneficial to have brief explanation of
program to see how it looks in classroom.
There are many resources online for WTW management and
activities.
Thank you for attending our session!
Information available on Innovation
Showcase Wiki
Feel free to contact us at Lake Norman
Elementary if you have further
questions or would like copies of
resources.