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Word Study 2-5
Transcript of Word Study 2-5
Words Their Way
*Appendix C - pictures for sort
* Appendix D - Word sorts for stages
*Appendix E - word lists by feature
*Appendix F - Templates for games, sorts, & assessment
*Guide for Activities (xvii) - for each spelling stage
*PD toolkit access code (6 months)
Get to Know Your WTW Book
Characteristics of the spelling stage
Assess and monitor
Routines and management
Resources for implementation
Activities for specific stage
Each Chapter Includes
Notes for Teachers
How to teach and assess each sort
WTW Sort Books
Sample Schedule for Students
Sample Classroom Schedule
5-15 minutes in small group
Teacher directed sort
Draw and Label
Mix and Fix
Games (chapter & pdtoolkit)
Sort and Check Activities
pg. 83 & 224
Send home list or contract for parents to initial each night
* Blind Partner Sort
* Blind Writing Sort
* Word Hunt (books or mind)
* High Frequency practice options
Should include some words the students have not seen to ensure transfer of knowledge
Material Management Ideas
Baggies for word cards
Word Study notebooks/folders
Letter cards from Sort Book
Work or Game laminated mats
Talk with your grade level peers about your WTW experiences.
What have you tried?
What went well?
What still confuses you?
Be prepared to share at least one experience with the whole group.
Analyze the Spelling Inventory results
Create WTW groups according to the results
Start to dabble with word study groups in your classroom
Initiate the WTW program after Winter Break
Incorporate High Frequency Words
Sorting is the
Use words students can read
Sort by sound and sight
Avoid telling students rules, lead them to conclusions through careful questioning
Work for automaticity
Categorization engages students in the active process of searching, comparing, contrasting, and analyzing to make generalizations that they can apply to new words they encounter in reading
The Role of Word Sorting
Teacher Directed Sort
1. Materials - One set of words/pictures
2. Introduce the Sort
-Read all words/pictures
-Talk about the meaning
-Remove unfamiliar words
-Establish key words/category header
-Model by sorting several words
-Students help to complete sort
4. Check & Reflect
-Check each column
-Talk about features/generalizations in each category
5. Sort Individually - students practice sorting, checking, and reflecting
2 types of oddballs
follow the spelling pattern but do not match the sound
match the sound of the sort but not the pattern
Often high frequency words
1-3 words are plenty
What is Word Study?
The study of phonics, spelling, and vocabulary
Students examine, discriminate and make judgements about speech sounds, spelling patterns, and meanings
Developmental progression occurs for all learners in the same direction and varries only in the rate of aquisition
By using students spelling as a guide, teachers can efficiently differentiate effective instruction in phonics, spelling, and vocabulary
Explicit skill instruction in a systematic curriculum
Apply critical thinking skills
Links to reading and writing
Multiple opportunities to apply hands-on practice
"Build on what they already know,
to learn what they need to know next,
and to move forward"
Why is Word Study Important?
Stages of Spelling Development
Within Word Pattern
Syllables and Affixes
pg. 19 & 22
water bottle caps
play dough words
dry erase board
Turn & Talk to share things that have worked in your classroom!
High Frequency Words?
Whole class or differentiated
NO Excuse Words:
What has worked in your classroom? Management Ideas?
Has anyone found a helpful method for testing multiple groups?
Share with your team, other ways you have practiced spelling...
PD TOOL Kit
Access code - back of your book
**Maybe share with a colleague**
Common Confusions in Scoring
Not all features in every word is scored
Reversals should be noted, but not counted as wrong
Give credit for what is represented correctly, but do not give a spelled correctly check (ex: FNA, TRAINE, LOOKTED)
Grouping Students / Where to Begin Instruction
Instruction should begin at the point where students' first makes 2 or more errors on a feature
Spelling Inventory results should be compared to what we know about students' orthographic knowledge from their reading and writing
2 -4 Groups are generally needed (can be fluid)
You can move students back, but not forward