What is Word Study A developmental phonics spelling vocabulary program where students are constructing their own knowledge of spelling patterns Why is KCS Implementing Word Study Differentiation for small group instruction ID: 690532
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Words Their Way…
Word Study for Phonics, Vocabulary and Spelling InstructionSlide2
What is Word Study?A developmental phonics, spelling, vocabulary program where students are constructing their own knowledge of spelling patterns.Slide3
Why is KCS Implementing Word Study?Differentiation for small group instructionProvide instruction for students at their developmental levelMultiple opportunities to work and study word featuresMoves students from memorizing to a deeper understanding of word structureSlide4
Stages of Spelling DevelopmentEmergentLetter-NameWithin Word PatternSyllable and Affixes (Syllable Juncture)Derivational Relations (Derivational Constancy)Slide5
EmergentPre-K to Middle of 1st GradeScribble letters and numbersLack concepts of wordsLack letter-sound correspondencePretend to read and writeSlide6
Letter-Name K to Middle of 2ndRepresents beginning and ending soundsHas functional concept of wordReads word by word in beginning reading materialsSlide7
Within Word Pattern1st Grade to Middle of 4thSpells most single-syllable short vowel words correctlySpells most beginning consonant digraphs and 2-letter consonant blendsAttempts to use silent-E markersReads silently and more fluentlyWrites more fluentlyCan edit and reviseSlide8
Syllable Juncture/Syllables and AffixesGrades 3-8 Spells most single syllable words correctlyMakes errors at syllable juncture and in unaccented syllablesRead with good fluency and expressionReads faster silently than orallyWrites responses that are sophisticated and criticalSlide9
Derivational ConstancyGrades 5-12Have mastered high frequency wordsMake errors on low frequency words derived from Greek and Latin combining formsWord meaning plays an important role at this stageStudents make connections between words with similar rootsSlide10
How To ScoreWhen You are Scoring, You are looking for TwoThings….. Features and Correct SpellingYour answer key underlines the feature assessed by that particular spelling word. Draw a line next to the word. Label one column F (for feature) and one C (for correct).Identify if the feature is correct by using the answer card. If correct-mark a 1 in the F column. If the word is spelled correctly mark a 1 in the C columnTally the 1’s in the C’s column to determine the student’s “STAGE SCORE”Slide11
Feature Score The student answer sheet is coded with letters of the alphabet that corresponds to each feature. (Feature Letters)Tally the words that have each targeted feature correctly represented in the F column.Put the total for each feature under the feature letter chart at the bottom of the student answer sheetSlide12
Determining Which Stage to BeginYour stage score: 22-25 confident (give the next stage assessment)-see page 37 in handout12-21 is their stage of development0-11 Frustrational Slide13
Transferring DataOnce you have scored your whole class , stack them according to stage score from highest to lowest.Record onto DSA Class RecordSlide14
How To Use Your DataAfter transferring data to the DSA Class Record , look for patterns in your students’ results.If the student scores a three or less in a feature, this is where instruction can begin. For grouping purposes, you may need to start the student on the previous features’ lessons.Slide15
Instructional ImplementationDemonstrateSortReflectExtendSlide16
Three Types of SortsSound SortsFocus on phonemes contained in the wordsCan use Word Cards, Picture Cards, or do “Blind Sorts”Can include rhyme, # of syllables, and syllables stressedPattern SortsFocus on visual patterns formed by groups of letters or letter sequencesExamples: Word families or rime, vowel patterns, syllable
patterns,etc.Students should always sort by sound first and then by pattern
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Three Types of SortsMeaning SortsCan be sorted by concepts or by spelling- meaning Used to assess or build background knowledge before a new unit Links vocabulary instructionExamine homophones, homographs, Greek/Latin roots, derivation What types of word sorts have you used in your classroom?Slide18
Approaches to SortsTeacher-directed Closed SortsTeacher defines categoriesModeling and scaffoldingCarefully monitored and corrective feedback is givenStudent-centered Open sortsStudents should already be accustomed to sortingGives teacher opportunity to observe and see what students understand or misunderstand (diagnostic in nature)Create productive discussionsSlide19
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