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Words Their Way Presentation

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Jennifer O'Connor

on 7 March 2016

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Transcript of Words Their Way Presentation

Words Their Way
Word Study
In Action
Words Their Way
Orland School District 135

Presented by:
Carita Hall, Jen O'Connor & Amy Vosler
What is Word Study?
A student-centered, active approach to teaching phonics, vocabulary, and spelling
Differentiated instruction based on developmental or instructional levels
The categorization of words that encourage students to develop generalizations about how words “do” and “do not” work

Is teaching traditional spelling relevant for the 21st century learner in the 21st century classroom?
What does word study look like?
Letter-name Alphabetic Stage
Represent beginning and ending sounds
Have rudimentary/functional concept of word
Read word by word in beginning reading materials
Uses letter names to spell vowel sounds
Omits most silent letters
Finger points and reads aloud

Let's "DO" a sort...
Spell most single-syllable short-vowel words correctly
Spell most beginning consonant diagraphs and two-letter consonant blends
Attempt to use silent long-vowel markets
Read silently and with more fluency and expressions
Write more fluently and in extended fashion
Can revise and edit writing

Within Word Pattern Stage
Syllables and Affixes Stage
Spell most single-syllable words correctly
Make errors at syllable juncture and in unaccented syllables
Read with good fluency and expression
Read faster silently than orally
Write responses that are sophisticated and critical

Derivational Relations Stage
Have mastered high frequency words
Make errors on low frequency multisyllabic words derived from Latin and Greek combining forms
Read with good fluency and expression
Read faster silently than orally
Write responses that are sophisticated and critical

Spelling Inventories

Primary Spelling Inventory
(PSI) pg.315
K-3
Elementary Spelling Inventory
(ESI) pg. 319
Used as early as first grade
Upper Elementary Spelling Inventory
(USI) pg. 322
Upper elementary, middle school and high school
Purpose
To determine a student's developmental spelling stage
Turn to page 19 and refer to figure 1.13 and pages 22-23 and refer to figure 1.15
Stages of spelling
development
To share enough information to begin the program with confidence
The Mission Today...
Assess
Group
Differentiate
Systematic Instruction
Think about the many different ways you can sort these words...
Please sort the words that were just passed out!
Meaning Sorts
Content
The
Words Their Way
Program is based upon the five stages of spelling development through which all children naturally progress. Word sorts correlate to each developmental stage.
Stage 1: Emergent Stage
Early and Late Emergent Spellers
Stage 3: Within Word Pattern

(Early)Inflected endings
(Middle) Syllable Junctures
(Late) Unaccented Final
Syllables

(Early) Blends
(Middle) Long Vowels
(Late) Other Vowels
Assess...
Assess...
Assess...
After administering the spelling inventory, score the tests using the
feature guide
that correlates with your inventory
The Spelling Inventory
is a
diagnostic
assessment
Workshop Objectives
Each student is placed in their correct developmental stage according to the results from the diagnostic assessment
Assess...Data Driven Instruction
Instruct...
Select sorts from the companion books and teach students according to their instructional needs.
Classroom Management/Routines...

Plan an effective routine and schedule for word study including small group instruction, independent work, weekly tests/assessments and homework
Data driven instruction
Analyze
spelling inventories to identify students' stages of development
Classroom Routines
Supplies & Record Keeping
different ways to store weekly sort (envelopes, baggies, etc)
WTW notebook
Student Materials

Teacher Organization
groups
sort lists
Weekly Schedule Ideas

Instruction/Practice
Meeting in small groups
guided reading groups
word study groups
weekly check-ins
Students need weekly instruction regarding their word sort.
How will this look in your classroom?
Make connections
with their word sort
to their writing
Concept sorts/check for content understanding
Daily Five/Working on Words
Word Work
SORTING DAILY
recording sort weekly (notebook)
transfering their words
word meaning/increase vocab
games
concept sorts/practice with content
Weekly Assessments
How do I want to assess mastery of a sort?
Traditional Spelling Test...
testing during guided reading
testing the whole class by calling different groups
Glue and Sort
nice for primary/emergent grades
Questions you might be asking...
How do I organize my room, instruction and data to successfully implement a word study program?
Companion Books
Assessment, Scoring &
Grouping
Sorting Activities
Organization
Essential Question...
Create differentiated groups based on spelling inventory data
Approximately Grade Level:
Pre-K to Gr. 1
Approximate Grade Level:
Gr. 1 to Gr. 4
Approximate Grade Level:
Gr. 3 to Gr. 8
Stage 2: Letter Name Alphabetic

(Early) Beginning and ending consonant sounds
(Middle) short vowels
(Late) digraphs
Approximate Grade Level:
K to Gr 2
Stage 5: Derivational Relations
Stage 4:
(Early Emergent) Pre-phonetic /Scribbles
(Late Emergent) Initial and Ending Consonant
Syllables and Affixes
(Early) Harder Suffixes, Bases
(Middle) Bases & Roots
(Late)Assimilated Prefixes
Transfer
is the goal!
Ask students to transfer on spelling assessments!
Early stage
Late Stage
PSI pg. 316-317
ESI pg. 320-321
USI pg. 323-324
The Most Important Activity Is....SORTING!
Sound
Pattern
Meaning
Blind Sort
Pattern Sort
You Sort
Sound Sort
Speed Sort
Approximate Grade Level:
Grades 5 to 12
Approximately Grade Levels:
Pre-K to Gr. 1
Companion Book with Sorts for this Stage
Companion Book For Late Stage Emergent Spellers
Companion Book with Sorts
Companion Book
Pattern Sort
Sound Sort
How do I score and what does that data tell me?
Scoring...
Words are scored by counting the number of features that students wrote correctly in each spelling stage.
Grading & Forming Groups
The feature guide will enable you to "see" where each individual student falls within the stages of spelling development
Turn to page
Some Things to Consider...
This chart is a guide but does not dictate your groups. Students from many different grade levels will fall along the spelling developmental continuum
Refer to your binder for detailed instructions on the various types of sorts
What are the skills our students need to tackle the
Common Core
?
Critical Thinking
Interpreting
Analyzing
Comparing & Contrasting
Problem Solving
Collaborating
Strategic Thinking
This symbol indicates a page that should be marked in the
Words Their Way
text for further reading and future use
Before we get started.....
What is TRANSFER...and why is it so important?
"Teachers test students' pattern knowledge rather than their ability to memorize single words. For example, a teacher might have students work with twenty words during a word study cycle and then randomly test students on ten of those words. For students studying the -at family, a teacher might include the word "vat" on the spelling test even though it wasn't on the initial spelling list – this allows the teacher to see if students are able
to transfer
their knowledge of the "at" chunk to a new word they haven't seen before."
http://www.readingrockets.org/article/80
Applying
How do we group these students into differentiated, developmentally appropriate groups?
Skill
Activity
Multiple templates can be found in your binder
Please bookmark all of these pages!
Please bookmark all of these pages. First tab in your binder.
Using the T-Chart in your resource binder
compare and contrast
a word study program and a traditional spelling program
Okay...let' check in. How are we feeling?
Turn to page 319

Skill:
Concept:
What are the values of open and closed sorts??
Closed Sort
Given Categories
Open Sort
No given categories
Explicit
Implicit
Do we need a 5 minute break?

"...research has shown that learning to spell and learning to read rely on much of the same underlying knowledge — such as the relationships between letters and sounds — and, not surprisingly, that spelling instruction can be designed to help children better understand that key knowledge, resulting in better reading."
http://www.readingrockets.org/article/8845
Is spelling really important any way?
Page 6 in your workshop resource section
Page 3 in your workshop resource section
Page 10 in workshop resources section
Sample Weekly Schedules
Sorting
See It
Say It
Hear It

Blind Sorts
You Sorts
Sorting Should Happen Everyday!
Important Procedures and Routines
Monday
Introduce sorts
Teach skill/concept
Students write and record their sorts into their WTW notebooks
Students cut their sort and store them in their baggies/folders
Students "do" a sort (speed, blind, partner, etc)
Things to consider:
Storing words
Writing names or #'s on the back of cut apart sort
Tuesday Through Thursday
Q: How do you run centers in you classroom?
Common WTW Center Choices:

Word Hunts (transfer)
Draw & Label
Synonym/Antonym Detective

Write a Metaphor/Simile/Analogy
Figurative Language Center
Sorting Everyday!
Record Keeping

Definition Detective
Friday/Assessment Day
Q: How does test day look in a WTW Classroom?
Choice
There are 1000's
of ways to
incorporate
word study into
your daily
schedule

There are MANY options:
small group testing
whole group testing (alternate calling lists)
glue (primary)

Assessment
Correlate centers to CC activities!
Buddy Sorts
Speed Sorts
Primary Example
How will you keep track of each child's progress?
Remember When Grading:
A student should recieve a point for spelling the word correctly and sorting the word into the right category

Books and Stages
Diagnostic Assessment
Let's Look At Some Real Classroom Kids...
Administer the Spelling Inventory
Grade Inventories Using the Feature Guide
Find Correct Developmental Level
Find Correct Sort Using Companion Books
Steps To Instruction
Weekly Tests
Refer to resources in the binder
Words Their Way In Action
(or 2 wrong)
Centers, Routines, Schedules
Fifth tab in the binder
Last tab in the binder
Group
Administer the inventory
at the beginning

of the school year
Things to consider:
Age of students
Stamina
Small group/large group
Stop at frustration level
Remind Students:
No one was supposed to study for this test
To do the best they can
Write ALL the sounds they hear (primary)
NO ONE IS EXPECTED TO GET 100
joconnor@orland135.org
chall@orland135.org
avosler@orland135.org
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