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Words Their Way Day 3

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by

Jessica Smith

on 1 June 2016

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Transcript of Words Their Way Day 3

Words Their Way
Julie Hermes, Mandy Singer, Jessica Smith
tODAY
Build our foundational knowledge of word study & Words Their Way
Prepare for future planning and implementation


Questions?
QR Code
Padlet URL
BRAINSTORM
ELEMENTS
copy and paste as needed and take advantage of an infinite canvas!
Why does
word study work?
Word Study Approach
Brain
Includes tangible learning materials
Provides numerous opportunities to examine word features
Allows students to acquire fundamental literacy skills
Provides explicit skill instruction
Allows for ongoing assessment
Rote memorization
Unrelated words or sequences of study
Too many phonics patterns covered at 1 time
Passive
Easily Forgotten - no application
Limited differentiation
Cohesive sets of words & order of study
Generalizations
Active study
Developmentally appropriate
Student Driven
Differentiated
Continuous assessments
Cross curricular applications
"The brain is not a rule applier but a pattern decoder. While we look at single letters, we are looking at them and considering all of the letter patterns we know. Successfully decoding (or encoding) a word occurs when the brain recognizes a familiar spelling pattern... or searches through it's store of words for similar patterns."
- Pat Cunningham
Layers of English Orthography
Word Study Approach
hERE'S WHAT'S COMING...
Word Study is based on...
Traditional Spelling
Explore characteristics of each word study stage
Develop an understanding of the transitions between each stage
Today
with your vertical team...
Emergent -> Letter Name
Letter Name -> Within Word
Within Word ->
Syllables & Affixes
Syllables & Affixes -> Derivational Relations
Sort the writing samples based on the developmental progression.
Discuss the characteristics of each sample.
Analyze the changes between each sample.
Add them to the timeline.
Consistent use of...
directionality
sound-symbol correspondence
representation of beg. & final sounds in single syllable words
spacing between words
Consistently uses...
short vowels
blends and digraphs
including final blends (ex. -ng, -mp, nk)
most long vowel markers or silent vowels
ex. cap for cape, tem for team

Beginning to...
experiment with long vowel patterns
Consistently uses...
common & ambiguous long vowel patterns
inflected endings
consonant doubling (ex. shopping)
e-drop (ex. driving)
y to i (ex. carries)

Beginning to...
explore multi-syllabic words
Consistently spells words correctly

Beginning to...
explore the manipulation of words
prefixes
suffixes
Latin roots
Next time...
We will explore assessment
& progress monitoring


As always... if you have questions?
QR Code
Padlet URL
tODAY
Review scoring guidelines of the spelling inventory
Analyze sample spelling inventories
Group students using classroom organization chart
Use data to choose appropriate sort
Explore word study sorts, routines & extensions
Scoring Guidelines
Analyze Spelling Inventory
Grouping Students
Choosing a Sort
Mark the features & words spelled correctly

Things to keep in mind...
Reversals - noted, counted as a correct feature point but not a spelling point
Extra Letters - do not affect feature points but does get spelling point
ex. fnwz (fan) - 2 feature points
Spelling Stage - where student first misses 2 or more features in a given category
This column indicates instructional starting point
Group like students together
Keep in mind...
Some students may need to move backwards or forwards
Use feature guides and supplemental data to make informed decisions

Use materials provided to select an appropriate sort.

Consider:
What they are using?
What they are confusing?
Holes that are apparent in previous stages.
What do they need to move on?
Rotations
Group 1 - Sorts

Group 2 - Routines

Group 3 - Extensions
Full transcript