1. What is Word Study? Jane Bean-Folkes February, 2014

2. Phonics + Spelling + Vocabulary Instruction = Word Study

3. Why do we teach Word Study? Word study is the study of phonics, vocabulary, and spelling instruction. Words study is the integration of phonics, spelling, and vocabulary instruction. Word study teaches students how to look closely at words to discover regularities and conventions of English orthography or spelling.

4. Word Study and the CCSS Foundational Skills Foundational skills must follow a developmental sequence. Students must "know and apply grade-level phonics and word analysis skills in decoding words." There is a call for explicit instruction. Vocabulary Vocabulary demands are greater today, as students must read more complex literary and informational texts. Morphology The study of morphology involves deep and generative study of words and their meanings. http://www.brainshark.com/mcgraw-hillseg/vu?pi=zHezaK8uCz3rXxz0

5. Purpose of Word Study “First, students develop a general knowledge of English spelling. They also discover generalizations about spelling, instead of just spelling rules.” Sound, “Second, word study increase student’s specific knowledge of words – sound, spelling & meaning of words.” Words Their Way

6. Why Word Study? Literacy is like a braid of interwoven threads: Reading Oral Language Writing Orthography – Words Their Way demonstrates how exploration of orthographic knowledge can lead to the lengthening and strengthening of the literacy braid. See WTW, page 2

7. Synchrony of Literacy Learning Layers of the English Orthography: Alphabet Pattern Meaning Reading and Writing Stages: Emergent Beginning Transitional Intermediate Advanced Spelling Stages: Emergent Letter-Name Within-Word Syllable & Affixes Derivational

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

9. What should students know? Spelling Stage 1 - Emergent (2) Preschool-K Spelling Stage 2 - Letter-Name Alphabetic (5) 1 st to 2 nd grade Spelling Stage 3 - Within-Word (4) 2 nd to 3 rd grade Spelling Stage 4 - Syllable Affix (3) Late 3 rd grade to 5 th Grade Spelling Stage 5 - Derivational Relations (3) 5 th Grade and up (See Handout)

10. 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

11. Assessment What students: can do and do know Students need to be able to explain the pattern of the words studied; deeper knowledge and generalization of words Cumulative assessments use but confuse Day-to-day writing; students use knowledge of words

12. Gates (1919) wrote students should not “write words 10 times each”. Learners need frequent, deep and rich experiences with words and vocabulary.

13. Strategies to Help 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)

14. Word Study Resources Websites: Huneycutt.biz/english/wordstudy Literacyconnections.com/wordstudy Readingrockets.org Apps: See handout

15. http://www.google.com/url?sa=t&rct=j&q=& esrc=s&source=web&cd=6&ved=0CDMQF jAF&url=http%3A%2F%2Fwww.longwood. k12.ny.us%2FAlphabetLetterGame.ppt&ei= PUAOU6zJEMK80gHDqoC4Bg&usg=AFQj CNEDwbrvplJc51BqET0NSpK80rsRPw&b vm=bv.61965928,d.dmQ English Alphabetic Code