Words Their Way

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Words Their Way

• Word Study for Phonics,
• Vocabulary,
• And Spelling Instruction

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Why Word Study?

• Becoming fully literate is 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.

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Knowing Your Students

• Determine instructional level by administering a
  spelling inventory
• Use the classroom composites to identify students
  with similar instructional needs

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Primary Spelling Inventory
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1. Emergent Stage

• Characteristics
• 1. Scribbles letters and numbers
• 2. Lacks concept of word
• 3. Lacks letter-sound correspondence
• or represents most salient
• sounds with single letters
• 4. Pretends to read and write

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2. Early Letter Name-Alphabetic Stage

• Characteristics
• 1. Represents beginning and ending sounds
• 2. Has rudimentary/ functional concept of word
• 3. Reads word by word in beginning
  reading materials

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Middle to Late Letter Name-Alphabetic Stage

• Characteristics
• 1. Correctly spells initial and final consonants
  and some blends and digraphs
• 2. Uses letter names to spell vowel sounds
• 3. Spells phonetically representing all salient
  sounds in a one-to-one linear fashion
• 4. Omits most silent letters
• 5. Finger points and reads aloud
• 6. Reads slowly in a word-by-word manner

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3. Within Word Pattern Stage

• Characteristics
• 1. Spells most single-syllable short-vowel words
  correctly
• 2. Spells most beginning consonant digraphs and
• two-letter consonant blends
• 3. Attempts to use silent long-vowel markers
  (nale for nail)
• 4. Reads silently and with more fluency and
  expression
• 5. Writes more fluently and in extended fashion
• 6. Can revise and edit

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4. Syllables and Affixes

• Characteristics
• 1. Spells most single-syllable words correctly
• 2. Makes errors at syllable juncture and in
  unaccented syllables
• 3. Reads with good fluency and expression
• 4. Reads faster silently than orally
• 5. Writes responses that are sophisticated
  and critical

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5. Derivational Relations Stage

• Characteristics
• 1. Has mastered high frequency words
• 2. Makes errors on low frequency multi- syllabic
  words derived from Latin and Greek combining
  forms
• 3. Reads with good fluency and expression
• 4. Reads faster silently than orally
• 5. Writes responses that are sophisticated
  and critical

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Organising for Word Study

• The simple process of sorting words into
  categories, is the heart of word study.
• During the process of sorting, students have an
  opportunity to make their own discoveries and
  form their own generalisations about how the
  English language system works.

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Sorts

• Novice sorters
• teacher directed closed sort (headers, key words)
• Teacher directed guess my category (key words but
  no headers)
• Experienced sorters
• Student centred closed sort (key words and/or
  headers)
• Student centred open sort (no key words or
  headers)

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Types of Sorts

• Sound sorts picture sorts
• Pattern sorts headers - oddballs
• Meaning sorts
• concept sorts (new concepts, background
  knowledge)
• spelling-meaning sorts (homophones)

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Spelling Routines

• Suggestions only..
• Buddy sorts
• Blind sorts
• Sort and write
• Word hunts
• Speed sorts

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Spelling from Australian Curriculum English Scope Sequence Words Their Way Spelling Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules Spelling from Australian Curriculum English Scope Sequence Words Their Way Spelling Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules Spelling from Australian Curriculum English Scope Sequence Words Their Way Spelling Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules Spelling from Australian Curriculum English Scope Sequence Words Their Way Spelling Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules Spelling from Australian Curriculum English Scope Sequence Words Their Way Spelling Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules Spelling from Australian Curriculum English Scope Sequence Words Their Way Spelling Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules Spelling from Australian Curriculum English Scope Sequence Words Their Way Spelling Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules Spelling from Australian Curriculum English Scope Sequence Words Their Way Spelling Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules
Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7
Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words Know how to use onset and rime to spell words Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words Recognise and know how to use morphemes in word families for example play in played and playing Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words Recognise common prefixes and suffixes and how they change a words meaning Understand how to use soundletter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example tion Recognise high frequency sight words Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters Recognise homophones and know how to use context to identify correct spelling Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words Recognise uncommon plurals, for example foci Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them
Primary Spelling Inventory Primary Spelling Inventory Primary Spelling Inventory Elementary Spelling Inventory Elementary Spelling Inventory Elementary Spelling Inventory Upper Spelling Inventory Upper Spelling Inventory
Letter-Name Alphabetic Stage (Early - Middle) Letter-Name Alphabetic Stage (Middle Late) Within Word Pattern (Early-Middle-Late) Silent Letters Within Word Pattern (Late Unit 36 kn, wr, gn) Syllables Affixes (Middle Unit 44) Syllables Affixes (Early-Middle) tion Derivational Relations (Early Units 14-17) Syllables Affixes (Middle - Late) Homophones Within Word Pattern (Late Units 47-50) Syllables Affixes ( Late) Derivational Relations (Early) Uncommon Plurals Syllables Affixes (Early Units 6 8) Derivational Relations (Middle-Late) Derivational Relations (Middle-Late)