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Words Their Way PD Institute Presented by Jackie Brownell.

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Presentation on theme: "Words Their Way PD Institute Presented by Jackie Brownell."— Presentation transcript:

1 Words Their Way PD Institute Presented by Jackie Brownell

2 What is spelling and is it necessary to teach?

3 Purpose of Word Study “To examine words in order to reveal consistencies within our written language system…” “…To help students master the recognition, spelling, and meaning of specific words.” Words Their Way

4 “Braid of Literacy” Oral Language Writing Reading Orthography See WTW, page 2

5 Three Layers of English Orthography Meaning Pattern Alphabet

6 Terms Graphemes Phonemes Onsets Rimes Morphemes

7 The Reading Process

8 Literacy Development Emergent Early Early Fluent Self-Extending Fluent Advanced Fluent

9 Word Study Development Synchrony of Literacy Development (p. 19) WTW Reading Emergent Emergent p. 11 Letter Name Early p. 12 Within Word Pattern Early Fluent p. 13 Syllables & Affixes Self Extending p. 14 Derivational Relations Advanced p.15 See WTW, pages 22-24; front inside cover

10 Letter Name Spellers Use and Confuse: –Names of letters to spell GP for jeep YEN for when Pg. 135 –How words are formed in mouth Jip, chip, trip, drip (affricates) Fan, van (voiced) BAT for bet (letter names closest to short vowel articulation) Pg. 136-138 –Preconsonantal nasals Say bad, ban, band Sound passes through nose

11 End of Year Spelling Goals Per Grade Level KMiddle Letter Name 1Early Within Word 2Late Within Word 3Early Syllable and Affixes 4Middle Syllable and Affixes 5Late Syllable and Affixes 6+Derivational Relations

12 Informed Assessment What students: can do and do know use but confuse

13 Developmental Spelling Inventories Primary Spelling Inventory K-3, pg. 266 Elementary Spelling Inventory 1-6, pg. 270 Upper Elementary Spelling Inventory 5-12, pg. 273 Reflect on each one and discuss characteristics noted.

14 Feature Guides Primary-pg. 268 Elementary-pg. 271 Upper Elementary-pg. 274-275 What are we analyzing?

15 Feature Guide Directions Match each word spelled by student with real word in list. In each column, check or circle each feature that the student used correctly. Count number of features used correctly and record in Feature Points column. If student spelled word correctly, one extra point is added in last column for Words Spelled Correctly. Reversals are counted as correct but record them on feature guide for reference. Staple spelling inventory to feature guide. Use information to group students according to needs.


17 Scores Power Score –Number of words spelled correctly –Indicates developmental stage, pg. 34 EM. L.N. W.W. S.A. D.R PSI 0 0 2 6 8 13 17 22 N/A ESI 0 0 2 3 5 7 9 12 15 18 20 22 USI 0 2 6 7 9 11 18 21 23 27

18 Feature Analysis –Find first column with 5/7 or less. –This column determines the feature at which to begin instruction. –Circle stage and whether in Early, Middle, or Late part of stage. –Group like students together. –Go to that leveled book and the corresponding unit to begin sorting activities with group.

19 Practice 1.Choose spelling inventory sample. 2.Review and discuss with peers. 3.Complete Feature Guide and share results.

20 Sorting Activities Sight Words Sound –Picture sorts –Word sorts –Blind sorts Pattern –Word sorts –Can use key pictures Meaning –Concepts sorts Content area words/pictures Pre-reading/pre-writing/grammar –Spelling-meaning sorts Homophones (buy, by) Homographs (record (v), record (n)) Greek/Latin elements ( spec = spectator, inspect, speculate)

21 Spelling-Word Study Orthography Encoding Decoding Literacy J. Brownell, 2011

22 Word Study Websites

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