Please Find Your Assigned Table

1. Please Find Your Assigned Table

2. Word Study Is Not Just for Primary Students: Key Ideas for Word Study in the Upper Grades- It’s More Than Just a Sort Alicia Luick, Summit Literacy Coach

3. In all affairs it’s a healthy thing, now and again, to hang a question mark on the things long taken for granted. ~Bertrand Russell Take a Moment to Reflect: • What are you willing to hang a question mark on? • What have you tried? • What do you want to think more about?

4. Today’s Agenda • Review BIG ideas from Day 1 Training • Look more closely at activities for classroom use • Plan a word study cycle

5. Why Word Study? • Becoming fully literate is absolutely dependent on fast, accurate recognition of words and their meanings in texts, and fast, accurate production of words in writing so that readers and writers can focus their attention on meaning making. Designing a word study program that explicitly teaches students necessary skills and engages their interest and motivation to learn about how words work is a vital aspect of any literacy program. (Balmuth, 1992; Smith, 202; Mathews, 1967)

6. What students store in memory about specific words’ spelling is regulated in part by what they know about the general system. Learners who lack this knowledge are left with rote memorization which takes longer and is more easily forgotten. Similarly, what students learn about the orthographic system evolves in part from the accumulation of experiences with specific word spellings. (Ehri, 1992~ p. 308)

7. A Look at the National Core… • Read the language standards in the National Core. What is it expecting students to be able to do with vocabulary and word knowledge by the end of the grade level you teach?

8. A New Approach… • Explicit Instruction during a Word Study Period15-20 minutes daily Teach Features of Words: Ex. Blends, Vowels, Long Vowel Patterns AND Teach How Words Work: Ex. You can change the first part of a word to make a new word, words have patterns.

9. The Spelling-Meaning Connection • Words that are related in meaning are often related in spelling as well, despite changes in sound (Chomsky, 1970; Templeton, 1983). • This in turn supports the spelling strategy: If you are unsure how to spell a word, try to think of a word that is similar in meaning that you DO know how to spell. Words Their Way 4th Edition

10. Stages of Spelling Development • Emergent Stage • Letter Name-Alphabetic Stage • Within Word Pattern Stage • Syllables and Affixes Stage • Derivational Relations Stage Read the descriptions listed in Table 1-2 (page 23-24)

11. Routines for Word Study • Closed Sort • Open Sort • Writing Sort • Blind Writing Sorts • Word Hunt • Manipulation • Word Solving Strategies

12. One Possible Schedule

13. How does sorting support children’s learning of words? • Open Sorts • Closed Sorts 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 to form generalizations that they can apply to new words they encounter. (Gillet & Kita, 1979)

14. Encourage children to discover rules on their own and reflect on their learning. • What did you notice about the sounds in the words? • What did you notice about how the words look? • What did you notice about all the words in this column? • What did you learn about words and how they work?

15. A Challenge • Let’s see what YOU know… • Complete the “test” to the best of your ability.

16. How Did You Do?

17. Vocabulary Notebooks • Collect the word. • Record the word and the sentence. • Analyze/take apart the word into meaning chunks. • Generate/brainstorm related words. • Look up the word in the dictionary. • Categorize the word. • Review the words.

18. Things to Remember… • By focusing on vocabulary and parts of speech, you can lay the foundation of grammar work, too. • Prefix= an affix attached at the beginning of a base word or root • Suffix= an affix attached at the end of a base word or root • Root= Refers to Greek roots or word parts of Greek origin that are often combined with other roots to form words such as telephone (tele and phone) • Base Word= a word to which prefixes and/or suffixes are added. For example, the base word of unwholesome is whole.

19. Break It Down • The teacher calls out the word and reads the sentence twice. • Students break down the word using the analysis procedure individually. • Students break down the word using the analysis procedure in groups. • Groups share their chart, explaining their analysis and how they arrived at the definition. • The class checks the definition in the dictionary.

20. Word Building • On a set of cards, write down prefixes, suffixes and roots. • Pass out the decks of cards. Students see how many "real words" and how many "possible words" they can create using resources. • Groups share with the class the words they have built.

21. A Few More Ideas… • Concept Maps • Semantic Features Map • Vocabulary Timeline • Cloze Activities • Word Histories

22. Teach strategies for problem solving words For example… • Using resources • Using other words to write new words

23. Help children connect and transfer what they are learning in word study to their own independent reading and writing. READING • Shared Reading • Reading Workshop • Guided Reading WRITING • Interactive Writing/Shared Writing • Writing Workshop • Strategy Lessons

24. Re-assess to plan for next steps • Re-administer Spelling Inventory • Quick Assessments of Feature • Assess Reading and Writing for Transfer

25. Develop A Plan • With your group, plan out a week of word study activities for the sort found at your tables. Use your Words Their Way text to help you as needed. • Write your plan on chart paper, and hang it up when complete. • Think about activities along with assessment possibilities.

26. Before You Go… • Please fill out a district evaluation form. • Remember, I’m here if you need help…