Word Study for Grades 4-8
Word Study for Grades 4-8
Mid Level Word StudyDay Two
How to Teach
Word Study (Spelling)
in Grades 4-8
Spelling Test
Number your paper from 1-4 for a spelling test.


Agenda
Establishing a Procedure
Weekly Routine
Instructional Practice
-Within Word Pattern
-Syllable Juncture
-Derivational Constancy
Reflection
Essential Questions
How do I plan word study instruction appropriate to my students’ needs?
What does word study instruction look like?
The Word Study Notebook
A place to trace the student’s journey
WEEK 1: Establishing a Procedure “What’s in a Name?”Day 1: Introduction and Open Sort



WEEK 1: Establishing a Procedure “What’s in a Name?”
Day 2 – Closed Sort
Day 3 – Blind Sort
Day 4 – Speed Sort
Day 5 - Assessment
SchedulingWhere does Word Study fit into my weekly schedule?
Planning Appropriate Instruction
Introducing the Word Sort
Steps for a “Guided Word Walk”
1. Gather students to a place where they can see the words for the week.
2. Hold up each card for the students to identify.
3. Stop and discuss a few of the words.
Introduce the sort by placing key words on the pocket chart as category headers and explaining how you will sort the words.
Model completing the sort until students catch on. Then let students assist you decision-making:
a) Sort by sound first.
b) Sort by visual pattern next.
6. Correct any mistakes as needed with students justifying the changes.
7. Discuss the completed categories.
8.* Connect the learning to reading and writing.
Explicit Instruction
Direct explanation
Modeling: “Think Aloud”
Guided Practice
Application


Instruction for…

* Within Word Pattern Stage
* Syllable Juncture Stage
* Derivational Constancy Stage
Word Study in Within Word

Word Study in Within Word
F: Long Vowels with Vce
G: R-Controlled Vowels
H: Other Common Long Vowels
I: Complex Consonants
J: Abstract Vowels
Selecting the Words for Feature G
R-controlled vowel patterns
dash plate card oddball




Word Study in Within Word
Focus: Feature G - R-Controlled Vowels

Day 1: Teacher-Guided Word Walk. Students record their discoveries.
Day 2: Students record their sort (Writing Sort) and discoveries.
Day 3: Blind Sort and/or Word Hunt
Day 4: Speed Sort - Beat the Teacher
Day 5: Assessment Quiz
HOMOPHONES







Word Study in Syllable Juncture

Word Study in Syllable Juncture
K: Doubling & E-Drop with ED & ING
L: Other Syllable Juncture Doubling
M: Long Vowel Patterns in the
Stressed Syllable
N: R-Controlled Vowels in the
Stressed Syllables
O: Unstressed Syllable Vowel Patterns

Selecting the Words for Feature K
Doubling and e-drop with –ed and -ing
Day 1: Guided Word Walk- sort by vowel pattern
VC VCC oddball
get ask



Selecting the Words for Feature K
Doubling and e-drop with –ed and –ing
Day 2: Start with the base word. First, sort it by consonant pattern. Then, the “-ing” form of the word by either doubling the final consonant “double” or “no change.” Repeat these steps starting each time with the base word.
VC Double VCC No change



Word Study in Syllable Juncture
Focus: Feature K - Doubling & e-Drop with “ed” and “ing” ending

Day 3: Teacher Guided Blind Sort and/or Word Hunt
Day 4: Buddy Blind Sort and/or Speed Sort
Day 5: Assessment Quiz
Word Study in Derivational Constancy

Word Study in Derivational Constancy
P: Silent and Sounded Consonants
Q: Consonants Changes
R: Vowel Changes
S: Latin-Derived Suffixes
T: Assimilated Prefixes

Selecting Words for Feature SLatin-Derived Suffixes

-ible -able oddball

Word Study in Derivational Constancy
Focus: Feature S - Latin Derived Suffixes

Day 1: Students discovery with Spelling Assessment & Word Card Template. Record Discoveries.
Day 2: Students- Closed Sort and record the sort.
Day 3: Word Hunt
Day 4: Blind/Written Sort WJ pg.87 “Writing Sorts”
Day 5: Assessment Quiz
Remember…
All the word study in the world will not help if children are not doing plenty of reading.
Words Their Way
First Edition, pg. 248

Does our English spelling system make sense?

Principles of Word Study
“Those who learn how to walk through words with sensible expectations, noting sound, pattern, and meaning relationships, will know what to remember, and they will learn to spell English.” Henderson, 1990
Homework
Word Journeys - Review Chapter 2, Assessing Word Knowledge: The Developmental Spelling Analysis.

Administer the DSA to students during the first two weeks of school.

After administering the DSA, read Chapter 5, 6, OR 7 depending on the stage of spelling development in which you plan to start instruction.


Reflection
3 things I’ve learned today…


2 things I’m unsure of…


1 thing I can do immediately…
Notebook
Word Study for Grades 4-8
Word Study for Grades 4-8
Word Study for Grades 4-8
Word Study for Grades 4-8
Word Study for Grades 4-8
Mid Level Word StudyDay Two
How to Teach
Word Study (Spelling)
in Grades 4-8
Spelling Test
Number your paper from 1-4 for a spelling test.


Agenda
Establishing a Procedure
Weekly Routine
Instructional Practice
-Within Word Pattern
-Syllable Juncture
-Derivational Constancy
Reflection
Essential Questions
How do I plan word study instruction appropriate to my students’ needs?
What does word study instruction look like?
WEEK 1: Establishing a Procedure “What’s in a Name?”Day 1: Introduction and Open Sort



WEEK 1: Establishing a Procedure “What’s in a Name?”
Day 2 – Closed Sort
Day 3 – Blind Sort
Day 4 – Speed Sort
Day 5 - Assessment
SchedulingWhere does Word Study fit into my weekly schedule?
Planning Appropriate Instruction
Explicit Instruction
Direct explanation
Modeling: “Think Aloud”
Guided Practice
Application


The Word Study Notebook
A place to trace the student’s journey
Introducing the Word Sort
Steps for a “Guided Word Walk”
1. Gather students to a place where they can see the words for the week.
2. Hold up each card for the students to identify.
3. Stop and discuss a few of the words.
Introduce the sort by placing key words on the pocket chart as category headers and explaining how you will sort the words.
Model completing the sort until students catch on. Then let students assist you decision-making:
a) Sort by sound first.
b) Sort by visual pattern next.
6. Correct any mistakes as needed with students justifying the changes.
7. Discuss the completed categories.
8.* Connect the learning to reading and writing.
Instruction for…

* Within Word Pattern Stage
* Syllable Juncture Stage
* Derivational Constancy Stage
Word Study in Within Word

Word Study in Within Word
F: Long Vowels with Vce
G: R-Controlled Vowels
H: Other Common Long Vowels
I: Complex Consonants
J: Abstract Vowels
Selecting the Words for Feature G
R-controlled vowel patterns
dash plate card oddball




Word Study in Within Word
Focus: Feature G - R-Controlled Vowels

Day 1: Teacher-Guided Word Walk. Students record their discoveries.
Day 2: Students record their sort (Writing Sort) and discoveries.
Day 3: Blind Sort and/or Word Hunt
Day 4: Speed Sort - Beat the Teacher
Day 5: Assessment Quiz
HOMOPHONES







Word Study in Syllable Juncture

Word Study in Syllable Juncture
K: Doubling & E-Drop with ED & ING
L: Other Syllable Juncture Doubling
M: Long Vowel Patterns in the
Stressed Syllable
N: R-Controlled Vowels in the
Stressed Syllables
O: Unstressed Syllable Vowel Patterns

Selecting the Words for Feature K
Doubling and e-drop with –ed and -ing
Day 1: Guided Word Walk- sort by vowel pattern
VC VCC oddball
get ask



Selecting the Words for Feature K
Doubling and e-drop with –ed and –ing
Day 2: Start with the base word. First, sort it by consonant pattern. Then, the “-ing” form of the word by either doubling the final consonant “double” or “no change.” Repeat these steps starting each time with the base word.
VC Double VCC No c

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