Word Study for Phonics, Vocabulary and Spelling Instruction

 A developmental phonics, spelling, vocabulary program where students are constructing their own knowledge of spelling patterns.

    Differentiation for small group instruction Provide instruction for students at their developmental level Multiple opportunities to work and study word features Moves students from memorizing to a deeper understanding of word structure

     Emergent Letter-Name Within Word Pattern Syllable and Affixes (Syllable Juncture) Derivational Relations (Derivational Constancy)

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Scribble letters and numbers

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Lack concepts of words

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Lack letter-sound correspondence

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Pretend to read and write

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Represents beginning and ending sounds

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Has functional concept of word

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Reads word by word in beginning reading materials

      Spells most single-syllable short vowel words correctly Spells most beginning consonant digraphs and 2-letter consonant blends Attempts to use silent-E markers Reads silently and more fluently Writes more fluently Can edit and revise

     Spells most single syllable words correctly Makes errors at syllable juncture and in unaccented syllables Read with good fluency and expression Reads faster silently than orally Writes responses that are sophisticated and critical

    Have mastered high frequency words Make errors on low frequency words derived from Greek and Latin combining forms Word meaning plays an important role at this stage Students make connections between words with similar roots

When You are Scoring, You are looking for Two Things….. Features and Correct Spelling 1.

Your answer key underlines the feature assessed by that 2.

particular spelling word. Draw a line next to the word. Label one column F (for feature) and one C (for correct).

3.

4.

Identify if the feature is correct by using the answer card. If correct-mark a 1 in the F column. If the word is spelled correctly mark a 1 in the C column Tally the 1’s in the C’s column to determine the student’s “STAGE SCORE”

   The student answer sheet is coded with letters of the alphabet that corresponds to each feature. (Feature Letters) Tally the words that have each targeted feature correctly represented in the F column.

Put the total for each feature under the feature letter chart at the bottom of the student answer sheet

    Your stage score: 22-25 confident (give the next stage assessment)-see page 37 in handout 12-21 is their stage of development 0-11 Frustrational

  Once you have scored your whole class , stack them according to stage score from highest to lowest.

Record onto DSA Class Record

  After transferring data to the DSA Class Record , look for patterns in your students’ results.

If the student scores a three or less in a feature, this is where instruction can begin. For grouping purposes, you may need to start the student on the previous features’ lessons.

    Demonstrate Sort Reflect Extend

Sound Sorts

– Focus on phonemes contained in the words – Can use Word Cards, Picture Cards, or do “Blind Sorts” – Can include rhyme, # of syllables, and syllables stressed

Pattern Sorts

– Focus on visual patterns formed by groups of letters or letter sequences – Examples: Word families or rime, vowel patterns, syllable patterns,etc.

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Students should always sort by sound first and then by pattern

Meaning Sorts

– Can be sorted by concepts or by spelling- meaning – Used to assess or build background knowledge before a new unit – Links vocabulary instruction – Examine homophones, homographs, Greek/Latin roots, derivation

What types of word sorts have you used in your classroom?

Teacher-directed Closed Sorts

 Teacher defines categories  Modeling and scaffolding  Carefully monitored and corrective feedback is given

Student-centered Open sorts

 Students should already be accustomed to sorting  Gives teacher opportunity to observe and see what students understand or misunderstand (diagnostic in nature)  Create productive discussions

Thank You for your Participation!