Words Their WayWinchester Elementary School

October 3, 2012

•MenuLayers of English Orthography

Developmental Stages for WS

Stages/Levels/Chapters

Synchrony of Lit. Dev.

Goal

Winchester Plan

Word Sort Schedule

“Offset” Weekly Schedule

WS Notebook Expectations

Pics Routine Betty Lee’s Schedule

Circle-Seat-Center Schedule

WS Contract

Menu

•Our purpose is to help your children see the logic and consistencies within

their written language and to help them achieve mastery in recognizing,

spelling, and defining words.

•GOAL

•“There is a synchrony in the relationships of

reading, writing, and spelling development.”

Words Their Way (pg. 15)•Why is word study important?

• “Teaching children phonics is a lot easier than teaching children to use the phonics they

know.”

• “There is logic to the sounds represented by letters in English, but the logic is in the pattern,

not in simple rules.”

Patricia Cunningham says,

• “From fifth grade on, the average student encounters 10,000 new words each year – words never seen before encountered in print. Most of these are big words, words of seven or more letters or two or more syllables. Many of these words are related through meaning and word parts. A child who knows the words hunt, red, fog , and string will have little difficulty with the meaning of hunter, redness, fog lights, and stringy. Meaning relationships exist between plants and planetariums, vicious and vice, part and apartment, but these will probably not be apparent to most children unless they are pointed out. However, if readers understand [the relationship of word parts], they will know six or seven words for every basic word.”

Nagy & Anderson, 1984

p. 5

Deve

lopm

enta

l Sta

ges f

or

Wor

d St

udy

Inside Front Cover

Also refer to handout in packet

p. 19

• Groups• Kindergarten – 2 Claudia• Grades 3 and 4 Liz• Grades 5 & 6, and 8:1:1 Amanda

• Task• Highlight Groups• Identify instructional groups• Determine 1 skill the whole class needs to learn • Determine 1-2 skills each group needs to work on

•What does the data say?

Make It/Take It

•Routine! Routine! Routine!

• Phase 1: Whole Group Create the Routine• Phase 2: Metacognition Setting a purpose for

word study• Phase 3: Differentiation Grouping • Phase 4: Student centered Independent and

individualized

How?•Bringing WTW Into The Classroom

p. 78

p. 76

p. 79

p. 80

p. 80

p. 77

• By the end of October:

• Introduce and model word sorts, word games, and word hunts

• Create word study notebooks for each student

• Students complete first sort, hunt, and game

• By the end of November:

• Complete each of these activities as a whole group on a weekly basis

• Introduce work from websites

• www.starfall.com www.puzzlemaker.com More…

• Make a word game for each stage in your classroom

• By the end of December, all of the above, plus:

• Aim to introduce sorts for two stages within your classroom

• Identify areas within your day to naturally incorporate word work into your curriculum

• Reflect on the process of using WTW in your classroom

• Create a list of questions for Medalle

Winchester’s Plan•Making it work for us!

Parking Lot Questions