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Words Their Way Day 3
Transcript of Words Their Way Day 3
Julie Hermes, Mandy Singer, Jessica Smith
Build our foundational knowledge of word study & Words Their Way
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word study work?
Word Study Approach
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
Unrelated words or sequences of study
Too many phonics patterns covered at 1 time
Easily Forgotten - no application
Cohesive sets of words & order of study
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...
Explore characteristics of each word study stage
Develop an understanding of the transitions between each stage
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...
representation of beg. & final sounds in single syllable words
spacing between words
blends and digraphs
including final blends (ex. -ng, -mp, nk)
most long vowel markers or silent vowels
ex. cap for cape, tem for team
experiment with long vowel patterns
common & ambiguous long vowel patterns
consonant doubling (ex. shopping)
e-drop (ex. driving)
y to i (ex. carries)
explore multi-syllabic words
Consistently spells words correctly
explore the manipulation of words
We will explore assessment
& progress monitoring
As always... if you have questions?
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
Analyze Spelling Inventory
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.
What they are using?
What they are confusing?
Holes that are apparent in previous stages.
What do they need to move on?
Group 1 - Sorts
Group 2 - Routines
Group 3 - Extensions