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Word Study

Word Study. Adapted from Words Their Way. The “ Problem ” with Spelling Lists. September Mrs. Meachum Apples School Chalk Pencils Homework Computer Autumn. The Braid of Literacy. Interwoven Components Orthography Reading Oral Language Writing. Why Word Study?.

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Word Study

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  1. Word Study Adapted from Words Their Way

  2. The “Problem” with Spelling Lists • September • Mrs. Meachum • Apples • School • Chalk • Pencils • Homework • Computer • Autumn

  3. The Braid of Literacy • Interwoven Components • Orthography • Reading • Oral Language • Writing

  4. Why Word Study?

  5. Three Layers of English Orthography

  6. Orthographic Stages • Orthographic stages correspond to movement through orthographic layers • Alphabet Pattern Meaning Emergent stage Emergent reading Letter Name Beginning reading Within Word Pattern Transitional reading Syllables & Affixes Intermediate Reading Derivational Relationships Advanced Reading

  7. Emergent Stage • Characteristics • Scribbles letters & numbers • Lacks concept of word • Lacks letter-sound correspondence • Pretends to read and write

  8. Letter-Name Alphabetic Stage • Characteristics • Represents beginning & ending sounds • Uses letter names to invent spelling • Functional concept of word • Reads word by word

  9. Within Word Pattern Stage • Characteristics • Spells most CVC words correctly • Uses beginning consonant digraph/blends • Attempts long vowel markers • Reads silently with fluency and expression • Writes more fluently • Can revise and edit

  10. Syllables & Affixes Stage • Characteristics • Spells most single syllable words correctly • Errors at syllable juncture • Reads with good fluency & expression • Writes responses that are sophisticated and critical • Reads faster silently than orally • We went out west last sumer.We drove a littel camper bus.We stoped at Nashal Parks and went hikeing in the mountens.

  11. Derivational Relations Stage • Characteristics • Mastered high frequency words • Errors on Greek/Latin low-frequency words • Reads with fluency & expression • Writes responses that are sophisticated and critical • Reads faster silently than orally Math is not my faverite subject and I don’t always enjoy it.It’s been mostly easy and sometimes challegin. I like it when we use math in recipes and mesure ingredence.

  12. Assessing for Instruction: ESI • Elementary Spelling Inventory ( Grades 1-6) • Simple • Whole-Group • Valid, Reliable Results • Assesses what Students KNOW, not what they don’t ( resists deficit model)

  13. Student Sample • bed • Ship • whin • lump • flote • trane • plase • jrive • brite • shoping • Spoile • surving 13. chued 14. carrys 15. martched 16. chowr 17. botel 18. faver 19.ripin 20. seler 21. pleshur 22.fortunt 23. cofdnut 24. sivalice 25. opsititin

  14. What Stage?

  15. Beginning Instruction • Begin with what students “use but confuse” • Word Sorts – address complexities of English • Identifies patterns • Points out oddities

  16. Let’s Try it Out! • Each of your groups will be given a sort appropriate for each stage. • Together we will “walk through” the following sorts: • Open • Closed/Writing • Speed • Word Hunt

  17. The Great Part… • It doesn’t matter how many groups you have, the procedure stays the same – only the sorts change!

  18. Supporting Word Study • Word Ladders • High Frequency Word Walls • Word Families • Word Games

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