Word Study Instruction K-3 VIRGINIA SCHOOL-UNIVERSITY PARTNERSHIP OCTOBER 15, 2013 CHARLOTTESVILLE, VA Today’s Agenda Word Study Overview Developmental Spelling Assessment Planning for Instruction — — — — — Sorting Connecting Word Study to Text Connecting Word Study to Writing Review Games for Extended Practice Automaticity Activities Putting It All Together What is Word Study? PHONICS + SPELLING + VOCABULAR INSTRUCTION = WORD STUDY Teaches students how to categorize the sounds, patterns, and meanings in words to build knowledge of the English language. (Taken from Words Their Way, Bear et al, 2012) Stages of Spelling Development EMERGENT LETTER-NAME WITHIN-WORD PATTERN SYLLABLES & AFFIXES DERIVATIONAL RELATIONS EMERGENT SPELLERS bed house • Instruction includes: phonological • T • mitten • D • duck awareness & alphabet knowledge (letter names, letter sounds & letter production) Lack concept of word Early emergent: scribble Middle emergent: use letter-like forms Late emergent: use of letters, some letter-sound correspondences LETTER-NAME SPELLERS LP lump BAD bed FLOT float STEK stick Map names of letters to sounds Predicted stage of reading development: beginning reader Instruction includes: word families, short vowels, blends/digraphs, preconsonantal nasals Developing phonemic awareness and a sight vocabulary WITHIN-WORD PATTERN SPELLERS TRANE train FRITE fright MARCHT marched SPOYLE spoil Predicted stage of reading development: transitional reader Attend to the pattern features of spelling in single syllable words Instruction includes: common long vowel patterns, rinfluenced vowels, complex consonants SYLLABLES & AFFIXES SPELLERS BOTEL bottle SHOPING shopping DAMIGE damage PERTEND pretend Predicted stage of reading development: transitional/ intermediate readers Attend to spelling changes within and across syllables Instruction includes: inflected endings, e-drop/doubling/ nothing, syllable stress, simple prefixes & suffixes DERIVATIONAL RELATIONS SPELLERS CONFUDENSE confidence OPISISION opposition EMFASIZE emphasize COMOTION commotion Predicted stage of reading development: intermediate advanced readers Attend to meaning-based changes in spelling Instruction includes: affixes, assimilated or absorbed prefixes, Greek/Latin roots Guidelines for Word Study Assess students’ spelling Group by assessment results Plan differentiated instruction for groups Teach through sorts, activities and games Use ongoing assessments & re-group as needed Provide independent practice Apply taught features in meaningful reading and writing! DEVELOPMENTAL SPELLING ASSESSMENT Administer a spelling inventory Analyze spelling using a feature guide to determine: Known features (independent) Used but confused features (instructional) Absent features (frustration) Determine stage of spelling development Planning for Instruction Known Features (independent) -Features students use correctly -Easy level for students Used but Confused (instructional) -Features students use but confuse -instruction is most helpful Absent Features (frustration) -Features that are absent -Spelling concepts are too difficult -Do NOT teach here! Target features for instruction! Pacing Word Study Instruction Factors to Consider: • Which features should I • • • • introduce? How many features should I introduce? • 2 features? • 3 features? • 4 features? Am I moving too quickly? Am I moving too slowly? Do I need to cover every feature in every stage? Informal Assessments Informal Assessments to help guide your pacing decisions: Weekly Spell Checks Running Records Writing Samples Sorting Types of Sorts Picture/Word Sorts Buddy Sorts Writing Sorts Blind Sorts Speed Sorts Picture / Word Sorts Categorizing pictures, words or a combination by their sound, pattern, or meaning feature. Picture Sort Picture/Word Sort Word Sort Buddy Sorts Working collaboratively, students sort the picture and/ or word cards, “check” each column in the sort and then discuss the generalizations covered by the sort. Writing Sorts Like a picture and/or word sort, except students categorize and write the words into columns according to phonics features. Glue and Label Step 1: Sort pictures & glue Step 2: Label pictures. *be sure to hold students accountable for what they have learned. Speed Sorts Students time themselves completing a sort in order to support automatic recognition of the words and features. Blind Sorts The student hears the words read by someone else and categorizes them without seeing the spelling. Blind sorts encourage students to focus on sorting by “sounds.” Sorting Checklist Before the Sort During the Sort After the Sort I introduce the features. I model 1-2 examples. I encourage students to say the name of the picture/read the word aloud. I remind students to say the name of each picture/word. I quickly tell students the names of unknown pictures. I discard unknown words. I allow students to correct their own mistakes. The students read the examples under each header. After each column, I ask, “Does that sound/look right?” Correct mistakes if needed. I discuss the spelling features: “What’s the same about these words?” (e.g., how it’s spelled, how it looks, etc.) The children write some of the words in their notebooks. Sample sort: http://www.youtube.com/watch?v=rgID2Acjeqs Sorting Games Treasure Sorting Game Popcorn Sorting Game Additional Activities with Sorting Cards Concentration Match two words with the same feature (i.e., rain-wait) Roll-the-Word Roll the dice. Flip over a word with the feature rolled. Spin-the-Word Spin the spinner. Flip over a word with the feature on the spinner. Concentration Match 2 cards with the same feature (i.e., tug-hug) Roll-the-Feature •Roll the dice. •Flip over a word with the feature rolled. Connecting Word Study to Reading Types of Texts: Familiar Texts Decodable Texts Word Study Poems Text Copies Good Night, Little Bug By Cynthia Rothman “Just one more run,” said the bug. “Just one more run,” said her mother. “Just one more hug,” said the bug. “Just one more hug,” said her mother. “Just a little more fun,” said the bug. “No,” said her mother. And the little bug went to sleep, snug as a bug in a rug . Sample Decodable Texts “OOK the BOOK” and… Og the Frog Your turn…. Choose a word study feature. 2. List words containing the chosen feature. 3. Write a poem, following the “OOK THE BOOK” format. 1. I am Og, Og the Frog I like to jog in the fog. I can hop on a log With my friend Hog. I am Og, Og the Frog. Letter Hunts & Word Hunts Word Hunts Highlighters Highlighter Tape Word Finders Wikki Stix Clear Counters Word Hunts Decodable Sentence Concentration UT, UG, UN Decodable Sentence Concentration AY, AI, A-E Decodable Sentence Concentration Connecting Word Study to Text: Additional Activities Roll-A-Word or Spin-A-Word Organizing Decodable Texts Store books according to phonics features. For example, have one book tub for initial sound books, one tub for short vowel books, one tub for long vowel books, etc. Connecting Word Study to Writing Writing Sorts Word Study Notebook Wipe-off board Connecting Word Study to Writing Dictated Sentences Teacher dictates a sentence containing word study words. Follow-Up: Students highlight features in words. Sample Dictated Sentences Letter Name: UT, UN, UG Bug can run to the hut. Within Word Pattern: AY, A-E, AI Snail had a date to play in the rain. Syllables and Affixes: VCV vs. VCCV Tiger gave kitten a lesson on how to open the paper letter with a big ruler. Blending & Segmenting Students develop decoding skills through segmenting and blending phonemes Working at the phoneme level provides students with a foundation in the alphabetic principle Important component of word study for letter name stage (i.e., beginning readers) Blending and Segmenting Activities Phoneme Mats Flipbooks Magic Dice Slides Magnetic Letters/Letter Tiles Blending & Segmenting :Phoneme Mats Sticky Notes Swap-A-Letter Blending & Segmenting Magnetic Letter Tiles Blending & Segmenting: Magic Dice Onset-Rimes Individual Phonemes Blending & Segmenting Flipbooks Slides Review Games for Extended Practice Goal : To develop automaticity with reading and spelling words. Follow the Path Games Robot Factory The Great Gumball Escape Tic-Tac-Toe Boards Splat!* Providing students with extended practice helps students develop mastery of features. Swat the Word* Oh, No! Cards* Slapjack* Roll-It, Flip-It* *activities that build automaticity Follow the Path Games Types of Playing Cards: • Word Study feature cards • High-Frequency word cards Game Variations: • • • • Read the Words Write the Words Put Them Back Race the Timer Tic-Tac-Toe Gameboards Sticky Notes Writing Tic-Tac-Toe Blending & Segmenting Activities to Build Automaticity Splat! Swat the Word Oh, No! Cards Slapjack Roll-It, Flip-It Playing Cards include: Weekly Word Sorts High Frequency Words Letter Cards (emergent) Developing Automaticity Oh, No! Cards •Students take turns drawing a card and reading it. •If a student reads the word automatically, h/she keeps it. •If a student draws an OH, NO! card h/she must return all his/her accumulated cards to the table. Developing Automaticity Variations of Oh, no! cards crash! DUMP ‘EM Word Study Homework Provides additional extended practice of weekly features Establish weekly homework routines Send home weekly sorting cards Provide clear examples of each word study activity for parents Putting It All Together Literacy Work Stations Sample Lesson Plans Questions