Word Study: A Differentiated Approach to Spelling Instruction

1. Word Study: A Differentiated Approach to Spelling Instruction

2. What is word study? • A developmental instructional model for teaching phonics, decoding and vocabulary. • Students learn to recognize patterns instead of memorizing every single letter of every single word.

3. What is word study? • Word study teaches students to examine and discover regularities, patterns, and rules by comparing and contrasting words. • Word study increases specific knowledge of words--the spelling and meaning of individual words.

4. Features to study • Phonics and vocabulary instruction based on assessment information • Developmental progression based on phonetic/spelling/writing research • A suggested progress will be provided • Features students use and confuse while reading or writing • Ex. Short e and long ie

5. Stages of Spelling Development

6. Word Study Stages • Letter Name • Within Word • Syllables and Affixes • Derivational Relations

7. Letter Name Characteristics • Represent most salient sounds (K, or T or CT/cat) • Concept of Word • Beginning Readers: Fingerpoint Tracking • Beginning Writers: A few sentences • “Break the Code”

8. Letter Name Features • Beginning and ending sounds • Short vowels- bet • Blends & Digraphs- chat, drip, best • Preconsonantal Nasals- pink

9. Within Word Pattern Features • Common long vowel patterns (cake) • -r control vowel patterns (girl, fair) • Homophones (main, mane, Maine) • Complex consonant clusters (scratch) • Ambiguous vowel patterns (couch, boy)

10. Syllables and Affixes • Intermediate Readers & Writers • Read a range of genres and can apply to their writing • Focus on 2 syllable words in the spelling • Issue: To double or not to double? • Beginning to address the spelling-meaning connection

11. Syllables & Affixes Features • Consonant Doubling: hoping/hopping • Long Vowel patterns in 2 syllable words: parade, parading • -r control patterns in stressed syllable: disturb • Unstressed syllable vowel patterns: trample, solar • Some suffixes and prefixes: -ly, -ness, re-, in-

12. Derivational Relations • Advanced Readers and Writers • Mastered high frequency words • Examine polysyllabic words with a focus on meaning • Examine words with Greek and Latin Roots • Vocabulary Building

13. Derivational Relations Features • Silent/sounded consonants (sign/signal) • Consonant changes (explode/explosion) • Vowel/Sound changes (reduce/reduction) • Greek/Latin roots and derivatives (photograph/visible) • Assimilated prefixes (immature, illegible)

14. Tiers of Orthography and Corresponding Developmental Stages of Spelling

15. Case Study 1What level of speller am I? • Spelled scrape- skrape or scrap • switch- swech • Knotted- knated • Within word speller

16. Who has a within word speller? • Share the spelling a few words.

17. Case Study 2What level of speller am I? • Spelled confidence- confedenc • visible- viseble • circumference- sircomference • Derivational relations speller

18. Who has a derivational relations speller? • Share the spelling of a few words.

19. Case Study 3What level of speller am I? • Spelled trapped- traped • squirt- sqirt • pounce- puns • crater- crator • Syllable juncture speller

20. Who has a syllable juncture speller? • Share the spelling of a few words.

21. Lets look at your assessments 1. Complete the feature guide for each student. • Lets look at the example, pg. 35 • Complete the feature guide for one of your students. Determine their spelling level.

22. 2. Rank order the students by the number of words spelled correctly. 3. Complete the Classroom Composite Chart and determine groups. • Let’s look at p. 41

23. Where to begin instruction • If misspelled the first two letters of switch, trapped, shaving or crater • Give the students the Elementary Spelling Inventory and begin with letter name sorts with blends

24. Where to begin instruction • If spelled the first two letters in first two letters of switch, trapped, shaving or crater correctly but didn’t get all of the vowels correct • Begin within words sort 1

25. Where to begin instruction • If spelled all of the vowels correctly in words 1-6 • Give the spell check on p. 70 • If pass begin with within word sort 31 if not begin with within word sort 25

26. Where to begin instruction • Anyone feel they may have a student who needs to start beyond within word sort 31?

27. Instruction Sort introduction • Explain the sorts • Show the headers • Do the sort with the students • Ask the students to sort on their own

28. Instruction • Partner sorts • Speed sorts • Games • Spelling checks • Includes 2 or 3 words not on the list

29. ou bounty council Devour fountain mouthwash ow allow brownie coward dowry prowler /ou/ Students will examine these words and determine that these words have the same sound but are spelled differently. They will play games and manipulate these words throughout the week.

30. Instruction • If mastered move to next sort • If did not master repeat sort again with new words with same feature • Find additional words and template in WTW or Word Journeys

31. Beginning Word Study Instruction • 1 week and ½ to prepare • Begin October 10 • Complete instead of Advanced Word Study

32. Questions????