Playing with Words: An Introduction to Word Study

Presentation Transcript

Playing with Words: An Introduction to Word Study HPS Summer Conference June 15, 2009 Melissa Park and Ellen Douglas

What is Word Study? Handle for tending to understudies' formative spelling needs Based on research by Read, Henderson, Beers, Templeton, Invernizzi and others Lets understudies find and verbalize spelling designs at their own rate, at their own particular limit

Research behind Word Study (see Bear et al., "Words Their Way") Stage-like movement of spelling improvement Students move from noticing solid sound-image relationship to growing more extract associations amongst examples and implications Development is comparative crosswise over gatherings (kids with handicaps, youngsters learning English, and so forth.) Relatedness of perusing and composing, perusing level to spelling capacity

If we can address formative needs in spelling and in understanding, we can move understudies not far off to familiarity and grade level execution more proficiently and more rapidly than if we disregard those requirements.

Stages in learning spelling Emergent spelling Letter Name Within Word Syllable Juncture Derivational Constancy

Corresponds to rising perusers Students are not yet composing—pre-phonetic written work Students procure the alphabetic rule by means of improvement of phonemic mindfulness and idea of word Students in the long run see the most noticeable sound in a word—semi-phonetic composition Sample spellings: [Scribbles] (early) BLZIB [random letters] (mid-arrange) V for lift , D for down (late) Emergent spelling

Reading and composing are both work serious Students depend on the names of letters to spell words: "bed," "jrip" Move from beginning/last consonants, to mixes and digraphs (bl and st) to short vowels, to affricates (j and ch) to conclusive consonant mixes and digraphs Sample spellings B, bd for bed (early) L, lp for bump Bad for bed (center) Lop for knot Bed, protuberance spelled effectively (late) Plas for place Letter Name spelling

Students have created locate word vocabularies Able to "piece" parts of words and process them more consequently than in LN Begin to see long vowel spellings (ai, ay, aCe ight...) Begin to learn complex consonant groups (scr, tch...) Homophone study is valuable at this stage Sample spellings Flote for buoy (early) Plais for place Spole for ruin (center) Driev for drive Chued for bit (late) Within Word spelling

Proficient perusers Reading and writing to learn Are figuring out how to apply design information inside syllables and crosswise over syllable limits, e.g. "jumping," "spread," "motel"… Learning the distinction between spelling in pushed and unstressed syllables e.g. "contain," "reprobate" Sample spellings Shoping for shopping (early) Damige for harm (center) Confedent for sure (late) Syllable Juncture spelling

Beginning to comprehend connections of words with same root, for instance, music/performer, create/piece, flurry/rush, fountain of liquid magma/volcanic Usually discover understudies in this phase in center school, however there are some in the upper rudimentary evaluations Sample spellings Oppisition for restriction (early) Prohabition for disallowance ( center) Spells most words accurately (center and late) Derivational Constancy spelling

So, how would you make sense of where an understudy is? Utilize Kathy Ganske's evaluation framework found in Word Journeys First, give the screening stock to get a general thought of where every understudy is. To begin with and second grades can presumably skirt this stock, as most understudies will be at the Letter Name level. At that point, give the fitting Feature Inventory.

j et sh ip b e t g ot c a p dr um bu mp mu ch wi th mama p h o p pl a th at sl id m u d … and so forth… 25 words add up to, 5 for each element Feature A words: got, delineate B words: dispatch, arrange for, that, slid Feature C words: wager, top, bounce, mud Feature D words: stream, drum, much Feature E words: knock, with The dark letters are the focused on highlight If the understudy spells the word accurately, she gets 2 focuses If she spells the focused on highlight effectively yet generally incorrectly spells the word, she gets one point- - e.g. "bomp" rather than "knock" gets one point Letter Name Feature Inventory

Stages and their components Letter name An: Initial and last consonants B: Initial consonant mixes and digraphs C: Short vowels D: Affricate E: Final consonant mixes and digraphs

Stages and their elements Letter name, Feature B: Initial consonant mixes and digraphs Contrast s, h, and sh utilizing pictures

Stages and their elements Within word F: Long vowels G: r-controlled vowels H: Other regular long vowels I: Complex consonants J: Abstract vowels

Stages and their elements Syllable crossroads K: Doubling and e-Drop with –ed and –ing L: Other syllable-crossroads multiplying M: Long vowel designs (focused on syllable) N: R-controlled vowels (focused on syllable) O: Unstressed syllable vowel designs

Stages and their elements Derivational consistency P: Silent and sounded consonants Q: Consonant changes R: Vowel changes S: Latin-inferred additions T: Assimilated prefixes

And what do you do once you know your understudies' levels? Gather them as per levels Give them week by week sorts as indicated by their level Different schedule every day (dazzle sort, speed sort, amigo sort, word inquiry) Can utilize sorts for week after week spelling tests Apply what they are figuring out how to their guided perusing material or substance zone perusing Can utilize a few sorts that are at a larger amount on a restricted premise to instruct valuable spelling ideas, for example, constrictions or past tense spelling rules

Beware… Tricky scoring on highlight inventories: give halfway acknowledgment for a mis-spelled word IF the focused on highlight is right: for instance: "drom" for "drum" gets incomplete credit on the grounds that the "dr" is the focused on highlight and was spelled effectively. Inaccurately scored highlight inventories can put an understudy at a significantly simpler level than she ought to be—which makes for exhausting word sorts!

References Bear, Donald R., Marcia Invernizzi, Shane Templeton, Francine Johnston Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction . 4 th Edition: 2007. Bear, Donald R., Lori Helman, Shane Templeton, Marcia Invernizzi, Francine Johnston Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction . 2007. Ganske, Kathy Mindful of Words: Spelling and Vocabulary Explorations 4-8 . 2008 Ganske, Kathy Word Journeys: Assessment-Guided Phonics, Spelling, and Vocabulary Instruction. 2000. Ganske, Kathy Word Sorts and that's only the tip of the iceberg: Sound, Pattern, and Meaning Explorations K-3 . 2006