Word Study

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Word Study

• Suzette Campagna
• Deena Holloway

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Staff Development for OUR ES

• We are located in Summerlin.
• Parental involvement is high.
• Overall the students have scored well on
  standardized tests.
• Ninety-eight percent of our student body are
  English proficient.
• Two percent of our students qualify for free
  lunch.

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Staff Development for OUR ES

• This staff development targets first grade
  teachers.
• Teacher survey shows us that our teachers feel an
  urgency to beef up their knowledge of
  appropriate word study.
• Administration supports explicit phonics
  instruction during small reading groups.

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Word Study Outcomes

• By the end of today you will have assembled a
  word study kit for use with your students.
• By the end of today you will be able to
  demonstrate a word study lesson.
• By the end of today you will be empowered to
  choose adequate word study for your guided
  reading groups.

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Dr. Kathleen J. Brown

• Teacher educator
• Intervention clinician
• Tutors struggling readers every week at
  University of Utah
• In 2001 Harvard University Literacy Institute

• Serves on the Department of Educations national
  evaluation team for the Reading First Initiative
• Published in a number of scholarly journals

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Reading Decoding X
Comprehensionautomatic automatic
strategicaccurate knowledgeable
quick flexibleeffortless persistent
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Word Callersa common definition

• Words in texts are efficiently decoded without
  comprehension of the passage taking place.
• Stanovich (1986)

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Expert Reader
Decoding
Comprehension
Novice Reader
Comprehension
Decoding
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How important is word identification instruction?

• Critically important in that many students have
  difficulty breaking the code without explicit
  instruction.
• If lack of success continues through primary
  grades, students continue in a negative spiral
  (Stanovich, 1986).

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The Matthew Effect

• Children who are phonemically aware, develop good
  decoding skills, they like to read, and they read
  more.
• Children who do not have phonemic awareness,
  usually travel in a downward spiral.
• Rich get richer, poor get poorer.

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Stages of Reading Development

• Pre-Alphabetic
• Partial Alphabetic
• Full Alphabetic
• Consolidated

Consolidated
Full Alphabetic
Pre-Alphabetic
Partial Alphabetic
Kindergarten
First Grade
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Partial Alphabetic Early First Grade (Levels 4-7)

• Characteristics
• few letter-sounds uses first initial consonant
• inconsistent blending
• word identification
• conscious and strategic

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pig moon camel
Partial Alphabetic Stage
What They See
(pet) (mom) (come) (pan)
(mean) (channel)
Can you find the camel?
Cxx xxx fxxx xxx cxxxxX
Cxx xxx fxxx the cxxxlX
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Partial Alphabetic Stage
What They Say
Can you find the fox?
Can you feel the fur?
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Beginning of Partial Alphabetic
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(No Transcript)
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(No Transcript)
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(No Transcript)
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Partial Alphabetic Readers Approach to
Unfamiliar Text

• Better, but still unreliable
• Slow
• Lacks letter/sound relationships in print

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Partial AlphabeticCutting Edge of Development

• Instruction involves
• phonological awareness (blending
  and segmenting)
• blending CVC words, building automaticity (cat,
  back, flat)
• mastery of easiest High Frequency Words (the, of)

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Stages of Reading Development
Pre-Alphabetic Partial Alphabetic Full Alphabetic Consolidated
Text Level Word Study Prompt 1-3 (approximate) pictures firm up ABCs easiest HFW (is, I, my) tap (1st sound, then tell) 4-7 (approximate) rhyming short vowels more complex HFW (here, they) tap (blend) camel (1st sound, then tell) 8-11 (approximate) mixed non-rhyming short vowels -more complex HFW (could,theyre) tap is automatic camel is cam-el (blend easy chunks) 12 (approximate) vowel patterns most difficult HFW (though, usually) chunk with meaning
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Partial Alphabetic Assessments

• Running Records
• Speed Sorts
• DIBELS Letter Naming Fluency
• Anecdotal Records

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Word Study Activities

• Sort
• Fast Pencil
• Concentration
• Spell Check

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Nevada State Standards

• 1.1.2 Use phonics and knowledge of word families
  to decode words in context.
• 1.1.4 Use knowledge of simple spelling patterns,
  blends, and digraphs when reading.
• 1.1.5 Identify initial, medial and final sounds
  in single syllable words.

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Bibliography
Brown, Kathleen. (1999). What Kind of Text-For
Whom and When? Textual Scaffolding for Beginning
Readers. The Reading Teacher, 53, 4,
292-305. Brown, Kathleen. (2003). What do I Say
When They Get Stuck on a Word? Aligning
Teachers Prompts With Students Development.
The Reading Teacher, 56, 8, 720-733. Clark County
School District. (2005). Project LIFE
Instructor Guide. Nevada Curriculum
Professional Development. http//dibels.uoregon.ed
u Morris, Darrell. (1999). The Howard Street
Tutoring Manual. New York Guilford
Publications, Inc. Report of the National Reading
Panel. (2000). U.S. Department of Health and
Human Services.