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6th Grade March 2013
What is word study? “An informed analysis of students’ spelling attempts can cue timely instruction in phonics, spelling, and vocabulary that is essential to move students forward in reading and writing. By using students’ spellings as a guide, teachers can efficiently differentiate effective instruction in phonics, spelling, and vocabulary. We call this efficient and effective instruction…word study.” Words Their Way, 2012
Our learning targets for today are: To understand that it is important to be able to determine what students can and cannot do in order to make instructional decisions that will advance the literacy of each and every student. (CEIs-Student Centered Classrooms) To understand that students’ spelling attempts allow us to decipher how a child approaches writing words they do not know how to spell, and determine what the student knows about letters, sounds, and patterns in words as well as how they work. (CEI-Learner Differences) To understand that formative assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement. (CEIs-Formative Assessment)
Iowa Core Guaranteed and Viable Curriculum Gradual Release of Responsibility School Culture Iowa Core Standards and Benchmarks Characteristics of Effective Instruction Universal Constructs Math Literacy Science Social Studies 21st Century Skills Student-Centered Classroom Teaching for Understanding Assessment for Learning Rigor and Relevance Teaching for Learner Differences Critical Thinking Complex Communication Problem Solving Creativity Flexibility and Adaptability Productivity and Accountability Quality of Instruction Quantity of Instruction Culture of Achievement
Iowa Core Gradual Release of Responsibility Characteristics of Effective Instruction • Student-Centered Classroom • Assessment for Learning • Teaching for Learner Differences Quality of Instruction Quantity of Instruction Culture of Achievement
Looking at YOUR student data • Check inventory (correct/incorrect) • Feature Guides
Organizing Students into Groups: Reminders: • You will be asked to implement the instructional activities with only one group of no more than 8 students. • This is your opportunity to become familiar with implementing some of the key word study routines without being expected to orchestrate this work with your entire class.
Organizing Classroom Composite Data Review: ********Remember – This is an organizer!********* • Students may be BETWEEN or ON Early, Middle or Late of any Spelling Stage. Initially place students using only the data. • Find the first category starting from the left where a student has missed 2 or more • After writing the names of all students on the organizer, THEN take into consideration additional teacher understanding about each student. Should the student stay where they were placed, move to the left or the right on the continuum when forming groups based on: • Reading level • Writing • Additional considerations
When do I provide this instruction? Reading Lab
2012-2013 Word Study Plan for 6th Grade • October 2012-Administer Inventories for 1st time, learn process for analysis (feature guides, class composite and organizer) • February 2013-Practice the process of administering and analyzing spelling inventories, begin to plan for instruction, begin to implement with small group during reading lab • February-March 2013-Implement with a small group of students during reading lab • April 2013-Practice the process of administering and analyzing spelling inventories, adjust/revise groups as needed, continue with small group during reading lab
LONG RANGE GOAL…not now!Spelling Stage Expectations by Grade Levels
Role of Word Sorting in Word Study “Categorizing is a fundamental way that humans make sense of the world. It allows us to find order and similarities among various objects, events, ideas and words that we encounter. When students sort words, they are engaged in the active process of searching, comparing, contrasting, and analyzing. Word sorts help students organize what they know about words and form generalizations that they can apply to new words they encounter in their reading.”
Instruction: The Role of Word Sorting – (p. 1) • Sorting is the “heart” of word study • “Categorizing is a fundamental way that humans make sense of the world.” • “When students sort words, they are engaged in the active process of searching, comparing, contrasting, and analyzing.” • “Word sorts help students organize what they know about words and form generalizations that they can then apply to new words they encounter in their reading.”
Types of Sorts • Pages 2-5 Types of Sorts (as indicated by stage of word development of groups through materials received) • Sound Sorts (typically with pictures) • Pattern Sorts (may include word cards and a few picture cards) • Meaning Sorts • Concepts • Spelling-Meaning (typically homophones like by and buy)
Video Clips-using sample schedule Clip #1: Demonstrate new sort, students repeat Clip #2: Teacher directed-Guess My Category, students sort Clip #3: Student-centered sort, buddy sort Clip #4: Blind sort with buddy Clip #5: Writing sort-individual
Units of Instruction • Each “unit” contains a series of “sorts” that are numbered. One numbered “sort” is used for a cycle.
Additional Demonstration 5th Eventually… 4th
Preparing for Implementation: Organization Think about… • How many in your group? (No more than 8) • Who will cut the picture/word cards? Teacher or students? • What do I want to use to house these materials? (envelope, baggie, etc.) • Label for identification (Sort #25)
Preparation for Implementation:Building of Knowledge • Using PD materials labeled at the bottom right hand corner, read about the stage of development that your small group is in • Refer back to pages 1-12 about types of sorts and extension activities
Additional formative assessments… Spell Checks Monitoring Charts
