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Differentiated
Skills Block
with
Words Their Way
Instructional Leadership
in Literacy Series
Saint Paul Public Schools
The Center for
Curriculum, Instruction and
Professional Development
Vision
for
2011-2012
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 District-wide focus on deepening the implementation of the Skills Block
supported with Bookshop Phonics (K & 1), Bookshop Phonics Intervention
(gr.2-5), Words Their Way for Word Study, Vocabulary, and Spelling Instruction
(gr. 2-5).
 Deepen implementation of small group instructional strategies aligned to
students’ stages of reading development: Oral Language Reading, Small Group
Shared Reading, Guided Instructional Reading, Reciprocal Reading.
 Use DataZone as an assessment management, instructional planning, and
progress monitoring tool. Focus on instructional implications of student data on
a daily basis.
 Job-embedded professional development provided by building literacy
coaches and district Reading Instruction Specialists Support literacy-focused
PLCs with the Data-Teams Process.
 Development of the Instructional Leadership in Literacy Series to support
principals with data analysis and literacy instruction look-fors.
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Skills Block
 Links
to Readers Workshop and Writers Workshop
 Kindergarten
and Grade 1: Mondo Bookshop
Phonics
 Grades
2-6: Words Their Way and Bookshop Phonics
Intervention for identified students.
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Session Goals

Analyze the data points that are used to differentiate
instruction in Words Their Way.

Identify the key elements of Words Their Way and view a
demonstration lesson.

Discuss structures that support the implementation of Words
Their Way.
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DataZone
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Linking Words Their Way
to the Common Core Standards
K -12 ELA Ve rtica l A lig nm ent:
Reading F oundation al Ski ll s Su b-St rand
Grade
Be n chmark
Underli n ing in d ic ates chang e in rigor from pre v ious y e ar
P rint Co n cep ts
1
1.3.1.1. D em o ns tra te un d erstan di n g o f the o rg an iza tio n an d ba sic fe atu re s of p rin t:
a. Re cog n iz e th e d istin g u ish in g fe atu re s of a s en ten c e (e.g ., first w o rd , ca p ital iz at io n , en di n g p unct u atio n).
K
0.3.1.1. D em o ns tra te un d erstan di n g o f the o rg an iza tio n an d ba sic fe atu re s of p rin t:
a. F ollo w w o rd s fr om left to rig h t, t op to bo ttom , an d p age b y p age.
b . R e cog n iz e tha t spok en w o rd s a re rep res ente d in w ritten lan g ua g e b y sp ecific seque n ce s of lette rs.
c. Un d erstan d th a t w o rd s a re sep ara ted b y s pa ce s in pri nt.
d . R e cog n iz e an d na m e a ll u pp er- an d low ercas e lett ers of th e alp h ab et.
P honological
A w are n ess
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1.3..2.2. D em o n strate un de rstan di n g of spok en w o rd s, syl lab le s, a nd so un d s (p h o ne m es):
a. Dis tin g u ish lo n g fro m sh o rt vow el so un d s in s pok en s in g le-sy llab le w o rd s.
b . O rally p rod uc e si n gle -sy llable w o rds b y b len di n g so un d s (p h o n e me s), in cl u di n g c o ns o na n t b len d s.
c. Iso la te an d p ro n o unc e in itial, m ed ial vow el, an d fin al so un d s (pho nem e s) in s pok en si n gle -syllab le w o rds .
d . S egm ent s pok en si n gle -syll able w o rds int o th eir c o m p lete sequenc e o f in divid ua l so un d s ( p h o nem e s).
K
0.3.2.2. D em o ns tra te un d erstan di n g o f s pok en w o rds , s y llab les, an d so un d s (p h o ne m es):
a. Re cog n iz e an d p rod uc e rh y m in g w o rd s.
b . C o unt, p ro n o unce, b len d , an d segm ent s y llab les in s pok en w o rd s.
c. B len d an d se gm en t o ns e ts an d rim es o f s in g le-syl lab le spok en wo rd s.
d . Iso late an d p ro n o unce the in it ial, m edial vo w el , an d fin al so un d s (p h o nem e s) in th ree-p h o nem e (co ns o nan tvo we l-co ns o nan t, o r CVC) w o rd s.* (Th is doe s n o t in cl u d e CV C s e n di n g w ith /l /, /r/, o r / x /.)
e. A dd o r su b stitu te in divid ua l so un d s ( p h o nem es) in s im p le , o n e-sy ll ab le w o rd s t o m ake new w o rd s.
P honics/ Wo rd R e cogni tion
5
5.3.3.3. K n o w an d a pp ly gr ade -level p h o n ic s an d w o rd ana ly sis ski lls in de codi n g w o rds:
a. Us e c o m bi ne d k n o w ledg e of al l lette r-so un d c o rre spo n d enc es, syl lab ic at io n p at te rns , an d m o rp h olog y (e. g. ,
roo ts an d affixe s) to re ad ac cu rately unfa mi lia r mu ltisy llab ic w o rd s in co n tex t an d o ut of co n tex t.
4
4.3.3.3. K n o w an d a pp ly gr ade -level p h o n ic s an d w o rd ana ly sis ski lls in de codi n g w o rds:
a. Us e c o m bi ne d k n o w ledg e of al l lette r-so un d c o rre spo n d enc es, syllab ic at io n p at te rns , an d m o rp h olog y (e. g. , r oo ts
an d a ffixe s) t o re ad ac cu rately un fam iliar mu ltisy llab ic w o rd s in co nte x t an d o ut of co n tex t.
3
3.3.3.3. K n o w an d a pp ly gr ade -level p h o n ic s an d w o rd ana ly sis ski lls in de codi n g w o rds:
a. Id en tify an d k n o w th e m ean in g o f th e m o st co mm o n pr efixe s an d d eriv atio na l su ffixe s.
b . D e cod e w o rd s wi th c o mm o n L at in su ffix es.
c. De cod e m ul tisyl lab le w o rd s.
d . R e ad gr ade -app ropria te irreg u la rly s pel led w o rd s, in cl u di n g h ig h -frequenc y w o rd s.
2
2.3.3 .3. K n o w an d a pp ly g ra d e-lev el p h o n ic s an d w o rd an al y sis sk ills in d ec odi n g w o rd s:
a. Dis tin g u ish lo n g an d sh o rt vo we ls w h en re adi n g reg u la rly s pel led o ne -sy llab le w o rd s.
b . K n o w spel lin g -so un d c o rres po n d en ce s fo r addi tion al co mm o n vo we l tea m s.
c. De co d e re g u larl y s p elled tw o -sy llab le w o rd s wi th lo n g vo we ls.
d . D e cod e w o rd s wi th c o mm o n pr efixe s an d su ff ix es.
e. Id en tify w o rd s w ith inc o n sis ten t b ut c o mm o n sp elli n g -so un d c o rres po n d en c es.
f. Re cog n ize an d re ad gr ad e-app rop riate irreg u larl y sp elled w o rd s, inc lu di n g h ig h -freque n cy w o rd s.
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1.3.3.3. K n o w an d a pp ly gr ade -level p h o n ic s an d w o rd ana ly sis ski lls in de codi n g w o rds:
a. K n o w th e sp ellin g -so un d c o rres po n d en ce s fo r co mm o n co ns on ant digr ap hs , an d i n itial an d fin al c o ns o na n t
bl en d s.
b . D e cod e re g u la rly s p ell ed o ne -sy llab le w o rd s.
c. K n o w f in al -e an d c o mm o n vo w el team c o n v ent ion s fo r re pre sen tin g lo n g vo we l so un d s.
d . U se k n o w ledg e th at e v er y sy llab le m u st ha ve a vo we l so un d to d eter mi n e th e num b er o f s y llab les in a p rin ted
w o rd .
e. De cod e tw o -sy llab le w o rd s follo w in g b asic p attern s b y b re aki n g t he w o rds int o syl lab les.
f. Re ad w o rds w ith in flec tio na l en di n gs .
g . R ecog n iz e an d rea d g ra d e-app rop riate ir re g u larl y s p elled w o rds , inc lu di n g h ig h - frequenc y w o rd s.
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Words Their Way
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Developmentally driven approach to word study
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Links word study to the texts students are reading
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Provides a systematic scope and sequence of word-level
skills: Alphabet ---Pattern---Meaning
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Provides multiple hands-on opportunities to manipulate word
features that allow students to generalize beyond isolated,
individual examples to entire groups of words that are
spelled the same way
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Effective and engaging vocabulary instruction
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The Difference
Bookshop Intervention
Phonics
Words Their Way
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Short-term intensive
instruction (80 Lessons or
less)
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Students move through 3
stages of spelling--each
stage can take 2 years
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Instruction determined,
based on student need
(students grouped at
lessons 1, 21 or 41)
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Teacher directed lesson,
partner practice and
independent practice
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Instruction determined,
based upon developmental
stage of spelling
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Phonics, vocabulary and
spelling instruction
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Includes phonemic
awareness, letter
recognition, phonics and
word recognition
Immediately applied to
connected text
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Key Elements of Words Their Way
Sorts
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Constructivist learning and teacher-directed instruction
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Talk to make discoveries and form generalizations
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Practice a sort 6-8 times independently and with a buddy
Reflect
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Word Study Notebook
Progress Monitoring
Transfer to Meaningful Reading and Writing
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Assessment: Harold’s
Harold’s Assessment Composite
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QuickTime™ and a
decompressor
are needed to see this picture.
How to make groups
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decompressor
are needed to see this picture.
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Standard Weekly Routines
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decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
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Teacher Directed Lesson Plan
Demonstrate
Sort
and Check
Reflect
Extend
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Lesson Plan
QuickTime™ and a
decompresso r
are needed to see thi s picture.
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E le m entary L iteracy W a lkt hrou gh Cr iteria Sh eet
Criteria
Video
Look- Fors
Students a re gr ouped ac cord ing
to assess m ent dat a into
deve lop m enta l spe lli ng gro ups:
W ord W ith in W ord , Sy ll ab le and
Aff ixe s, and Der ivat iona l
Re lat ions.
The tea cher introdu ces ne w w ord
sorts us ing the tea che r-d irec ted
lesson p lan: de m on strat e, sort
and check, and ref lect.
Stu de n t s a re act ive ly e ngage d in
th e ir o w n le a rn in g Ğ s orti n g,
thin k in g, ta lk in g an d reflecti n g
abo ut the b ig ide a s o f ea c h w o rd
s o rt.
Stu de n t s re c o rd the ir s or t s
an d/or th e ir wr itte n ref lecti o n s in
th e ir W ord Stu dy Not ebo ok.
Students w ho a re n ot w ork ing
d irect ly w ith th e teach er a re
engaged in inde penden t and
partn er stud ent -ce nter ed sorts
such as: o pen sor t, re peated
sorts, bu ddy sort s, b li nd sorts,
w riting sorts and/ or w or d hunts.
Students kno w and use the
w eek ly schedu le for w o rd study .
Evidence from classroom
Teacher na m e:
Date:
Grade Le v el:
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Video
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Video
Debrief
•What did you
notice?
E lem entary Literacy W a lkt hrou gh Cr iteria Sh eet
Criteria
Students a re gr ouped ac cord ing
to assess m ent dat a into
deve lop m enta l spe lli ng gro ups:
W ord W ith in W ord , Sy llab le and
Aff ixe s, and Der ivat iona l
Re lat ions.
The tea cher introdu ces ne w w ord
sorts us ing the tea che r-direc ted
lesson plan: de m on strat e, sort
and check, and ref lect.
Stu de n ts are act ive ly e ngage d in
th e ir o w n le arn in g Ğ s orti n g,
thin k in g, ta lk in g an d reflecti n g
abo ut the b ig ide a s of ea c h w o rd
s o rt.
Stu de n ts re c ord the ir s or ts
an d/or th e ir wr itte n ref lecti o n s in
th e ir W ord Stu dy Not ebo ok.
•What do you
wonder about?
Students w ho a re not w ork ing
d irect ly w ith th e teach er a re
engaged in inde penden t and
partn er stud ent -ce nter ed sorts
such as: o pen sor t, re peated
sorts, bu ddy sort s, b lind sorts,
w riting sorts and/ or w or d hunts.
Students kno w and use the
w eek ly schedu le for w o rd study .
Evidence from classroom
Teacher na m e:
Date:
Grade Le v el:
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A Tour of a Word Study Notebook
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Weekly Schedule: Sample
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Progress Monitoring
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Spelling Inventory (3x a year)
 Weekly
Spelling Feature Test
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End of Unit Test
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Spell Checks
 Writing
Samples across curricular areas
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Lessons Learned…
 It
takes time…Go slow to go fast!
 Minimum
of three days with a sort, with a
minimum of 6-8 opportunities to practice
each sort
 Material
 Use
organization
of progress monitoring
 Scheduling
Possible S ch e duling Optio n s for Skills B lo ck
Grades 2 - 6
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One Te ac her
If t h e d a ta sh o ws m o re th a n
ha lf th e c lass is a t int ens ive
2 Book s hop In ter v en tio n
Pho n ics g roups
1 Wo rds T he ir
W a y gr o up
1 Book s hop In ter v en tio n
Pho n ics g roup
2 Wo rd s T he ir
W a y gr o ups
T e ac h e r A: t ea ch 2
Book s hop In ter v en tio n
Pho n ics g roups
T e ac h e r B: te ach 2
to 3 W ords T h eir
W a y gr o ups
T e ac h e r A: L esson 1 o r 21
Book s hop In ter v en tio n
Pho n ics g roups
T e ac h e r B: Less o n 21 or
41 Bo o ksh o p In terve n tion
Pho n ics g roups
T e ac h e r C: Wo rds
T h eir W ay gr o ups
If t h e d a ta sh o ws mo s t of
the class is a t be n chm ark
S m all Gro u p In ter v en tion
Pho n ics
1 or 2 gro u ps for 15
m in u tes
Focu s ed
Ind e p e n d ent W o rk
T im e
th en
One Te ac her
If t h e d a ta sh o ws m o re th a n
ha lf th e c lass is a t
be n chm ark
th en
Two T e ac hers
Th ree T ea ch e rs
SIT Ti me
th en
Oth er Considerations for both Skills Block an
d SIT Ti m e:
 O n e grade lev el h as Sk ill s B lo ck o r SI T a t th e sa m e tim e o f da y
o Purp o se: In struc tio n can b e d iffere n tiated for stud en ts an d m o re fo cused p lann in g for th e teac h er.
 Mu ltip le grade l ev els h av e Sk ill s B lo ck or SI T a t th e sa m e tim e o f da y
o Purp o se: Cr o ss grade lev el gr o up in g o f stude n ts for d iffere n tiated sk ill s b lo ck an d S IT tim e in struc tion .
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Tools for Implementation
 Core
Words Their Way text
 Word
Sorts Books
 Video
clips
 Walkthrough
Criteria
 SPPS Words Their Way
 Family
Launch
Letter
 Directions
 Weekly
for Student Sorts
Schedule Sample
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For Teachers
Boo kshop Phonics Inte rventi on
Wo rds Thei r Way
Ja nuar y 9 4:3 0-6:30
Ja n. 26 4:3 0-6:30
Feb. 6 4:30 -6:30
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For Principals
Di ff erentiate d S k ill s B lock wit h Wo rds T hei r W ay
Recip roca l Reading as a P owe rf u l S m all G rou p
Inst ructiona l St rategy
Dece m be r 19
8:00 -9:30 am or 3:00 -4:30 pm
Janua ry 25
3:00 -4:30 pm
Janua ry 26
8:00 -9:30a m
Using Data Z one to Suppo rt F ocuse d Teaching
F eb rua ry 6
8:00 -9:30a m
3:00 -4:30p m
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Elementary Literacy Website

http://thecenter.spps.org/elemlit.html

Password: elpg

debbie.bell@spps.org

susan.braithwaite@spps.org