Literacy

1. Literacy ….. Word Study Just Reading

2. Word Study Why is it important? ….. It’s the fuel that “drives” reading and writing! Just Reading

3. What is it? A developmental, systematic, and integrated study of words and structures at the learner’s instructional level that engages students in hands-on, interactive learning that promotes critical thinking so students can become “active word solvers.”

5. Great Resources For Word Study! Student of Darrell Morris and Tom Gill!

6. Student of Darrell Morris and Tom Gill!

7. Good spellers….. • Look for patterns • Look for word parts • Try several ways to write a word • Write sounds in words • Write a vowel in each word and in each syllable • Think about words that sound the same • Think about words that look the same • Check to see if words look right • Think about what words mean • Practice words without fear • Use a dictionary to check • Use a computer spell check • LOOK for words in the classroom

8. What are the problems with traditional spelling practices for students who are average to poor spellers?

9. Accuracy + Fluency Comprehension Spelling Accuracy + Correct Spelling Fluency Ability to focus on mechanics, word choice & creativity WORD STUDY

10. When are we word learners? • When we use strategies to decode unknown • words. • When we practice or study words that are hard • for us. • When we can figure out a word out by ourselves • When we can read words without thinking • When we wonder what a word means. • When we read, hear, and discuss new words • When we learn how word origins assist meaning • While writing and we have to stop to think about • how to spell a word. • When we read our writing to determine if it makes • sense. • When we practice or study words that are hard • for us. • When we start using new words in our writing • we’ve heard or read • When write words intentionally to create visual images in • the minds of those who read our writing.

11. No gas…No driving! No WORD STUDY… No accelerated progress in READING and WRITING! Word Study WORD STUDY

12. Simple Truths To Hard Problems! • Your working knowledge of how letters work in words defines what level of material you can reading with fluency and comprehend. 2.Word Work instruction is important, but it must be not too hard or too easy, but at the instructional level. 3. You learn how letters work in words by reading relatively easy material and by writing without fear! 4. Your working knowledge of how letters work in words defines how freely you can write. 5. Literacy attainment is a developmental process. 6. The stages are UNIVERSAL, but the SPEED and EASE of development are particular to the individual.

13. Dipthongs systematic stages spelling inventory Greek & Latin Roots Vocabulary Associated With Word Study orthographic pattern Blends Diagraphs Trigraphs

14. The Orthographic Structure of Written Words Direct sound-letter relationship Patterns across syllables sounds/patterns within a syllable Units of letters represent meaning: prefixes, suffixes, Greek/Latin roots Alphabet Pattern Meaning

15. Developmental Spelling Stages

16. What we understand…. We never forget. What does this statement have to do with word study?

17. Emergent Stage

18. 2. Letter Name- Alphabetic Stage I have a goldfish named Annie.

19. 3. Within Word Pattern Stage I will be happy when school is out. I like to play with my friends in the summer. That’s lots of fun.

20. 4. Syllables and Affixes Stage

21. 5. Derivational Relations Stage

22. What diagnostic information is necessary to plan for students?

23. We assess students using spelling inventories! The spelling inventories we are using today came from the Words Their Way Series. Bear, Invernizzi, Templeton, & Johnston, 2008

24. What is a spelling inventory? A designed list of words that contain easier to harder features in word structure. It is used to assess what students know about the logic of how words work. Spelling words are NOT taught ahead of time. This process must be PURE to determine their “hypothesis” and word-level consciousness.

25. Five words are given in the kindergarten spelling inventory, and students are guided to stretch out the sounds they hear. Spelling BEE fan pet dig rob hope Say the word. Give a sentence. Say the word again.

26. to top STUDENT KNOWS: This student is able to pull sounds apart in words and write many of them. ld lid wc wag • NEXT STEP: • Firm up letter/sound correspondences • Firm up in phonemic awareness • …segmenting all sounds in words bt bet r run

27. PreK and Kindergarten Scoring Guide

28. 2 2 1 2 1

29. Student Names Amy Hodges Ella Stansburry Reedy Jennings Israel Boone Abby Dotson Audrey Holland

30. Start instruction where the student misses 2 or more of the assessed features. Just Reading

31. Primary Spelling Inventory

32. Primary Spelling Inventory Number of words to be spelled for spelling inventory

33. The primary spelling inventory is designed for students in 1st through 3rd grades. . Here is an example spelling inventory that a student completed. Say the word. Give a sentence. Say the word again.

34. Look on the primary feature guide in your packet to see the features we assess. • Initial and final consonants • Short vowels • Digraphs (sh, ch, th, etc.) • Blends (sl, st, dr, bl, etc.) • Long vowel patterns • Other long vowels (ew, aw, or, ou) • Inflectional endings (ed, ing, es, ies, • consonant doubling)

35. Primary Spelling Inventory Sample . Short Vowel Deficits pat pot dag dig gam gum If a feature is absent from a student’s work, ask yourself… “What is their hypothesis of word?” “What are they using, but confusing?”

36. Primary Spelling Inventory Sample Long Vowel Deficits wat wait shin shine dreem dream

37. Primary Spelling Inventory Feature Guide • Fill out the correct features with a check mark or highlighter. • Leave incorrect features blank. • Total each line’s feature points. • Give 1 point for correct spelling; leave blank if incorrect. • Total columns all the way down. • Look for the column with 2 or more errors. Go to the very top. Circle the stage at the top of the column.

39. Start instruction where the student misses 2 or more of the assessed features. Just Reading

40. Elementary Spelling Inventory

41. Elementary Spelling Inventory Number of words to be spelled for spelling inventory. If they spell 20 + words correctly, give UPPER LEVEL SPELLING INVENTORY.

42. Elementary Spelling Inventory • Long Vowel Deficit • Other Vowel Deficits • (r-controlled, dipthongs) • Inflectional Ending Deficit flowt float tran train diver drive

44. Start instruction where the student misses 2 or more of the assessed features. Just Reading

45. Now…You Do It! • Using the blank feature guide, evaluate one student’s spelling inventory. • Work with a partner!

46. Primary Spelling Inventory Feature Guide • Fill out the correct features with a check mark or • highlighter. • Leave incorrect features blank. • Total each line’s feature points. • Give 1 point for correct spelling; leave blank if • incorrect. • Total columns all the way down. • Look for the column with 2 or more errors. Go • to the very top. Circle the stage at the top of the • column.

47. Timer

48. Discuss the spelling inventories. • What does this student understand? • What does this student “use but confuse”? • Where would word study instruction begin • for this student?

49. Consolidate all of your students’ results to form instructional groups. This should mirror your guided reading groups. Be prepared to monitor change over time.

50. Teacher-Directed Spelling Strategies