WORDS THEIR WAY

Jennifer EvansAssistant Director ELASt. Clair County RESA

Evans.jennifer@sccresa.orghttp://www.protopage.com/evans.jennifer

AGENDAWhat is

Words Their Way?

Why Use Words Their

Way?

How to Implement Words Their

Way

Assessment Fidelity

Flexible Grouping

Instruction / Sorting

Monitoring/ Grading

WTW Toolkit / Work time

WHAT IS WORDS THEIR WAY?Word study that occurs in hands-on activities that mimic basic cognitive learning processes; comparing and contrasting categories of word features and discovering similarities and differences within and between categories.

For example, students often misspell words that end with the /k/ sound, spelling the word snake as snack or even snacke. By sorting words that end in ck and ke into two groups by sound, students discover the invariant pattern that goes with each (ck only follows a short vowel).

During word study, words and pictures are sorted in routines that require children to examine, discriminate, and make critical judgments about speech sounds, word structures, spelling patterns, and meanings. The activities build on what students do on their own.

“Teaching is not telling.”

• William James

INTRODUCTION https://

www.youtube.com/watch?v=FrRDR9pPDvM

http://www.online-stopwatch.com/classroom-timers/ (Timers)

Stand up if…

WHY USE WORDS THEIR WAY?

Words Their Way is…

Developmentally appropriate

Grounded in Research

Takes students from what

they know to what they don’t know

Is Motivating

JOURNEYS AND WORDS THEIR WAY

WHAT STUDENTS NEED TO LEARN TO READ AND SPELL IN ENGLISH

Students invent and discover the basic principles of spelling – alphabet, pattern, and meaning – when they read good stories,

write purposefully, and are guided by knowledgeable

teachers in word study. Word study should give students the

experiences they need to progress through these layers of information – well worth the

10-15 minutes of time daily.

LAYERS OF ENGLISH ORTHOGRAPHY (SPELLING) • The alphabet layer is based on the relationship between letters and

sounds. • Create words by combining letters, either singly or in pairs, to form

sounds from left to right.• Students need hands-on experience comparing and contrasting

words by sound so that they can categorize similar sounds and associate them consistently with letters and combinations. (ie. Words spelled with short e (bed, leg, net, neck, mess) are compared with words spelled with short I (sit, list, pick, zip, with).

Alphabet(Emergent/

Letter Name)• In the English language, single sounds are sometimes spelled with

more than one letter or are affected by other letters. When students look beyond single letter and sound match-ups, they must search for patterns.

• CVCe Pattern, CVC, CVVC, etc.• Students need hands-on experience comparing and contrasting

words by consistent spelling patterns associated with categories of sound. They need opportunities to recognize these patterns in other words they encounter in text. (ie. Words spelled with ay (play, day, way, tray) are compared with words spelled with ai (wait, rain, chain, maid).

Pattern(Within Word)

• The meaning layer focuses on groups of letters that represent meaning directly.

• Examples of these groups or letters include prefixes and suffixes• Students need hands-on experience categorizing words by meaning,

students can see that words with similar meanings are often spelled the same, despite changes in pronunciation. (ie. Admiration is spelled with an I because it comes from the word admire.)

Meaning(Syllables & Affixes /

Derivational Relations)

Each layer builds on the previous one.

EmergentPre-K to middle of 1stEmergent

Early (Beginning) K to middle of 2nd

Letter Name - AlphabeticTransitional

Within Word PatternGrade 1 to middle of 4th

Syllables & AffixesSelf-Extending (Intermediate)

Grades 3 to 8

AdvancedGrades 5 to 12

Derivational Relations

Reading StagesGrade RangeSpelling Stages

Synchrony of Literacy Development

Alphabet Pattern Meaning

The most effective instruction in phonics, spelling, and vocabulary links word study to the texts being read, provides a systematic scope and sequence of

word-level skills, and provides multiple opportunities for hands-on practice and application.

TEACHER REFLECTIONS…

I believe one of the keys to the WTW program is the fact that students are given the task of making sense of words on their own terms.  Like scientists or detectives, they are looking for patterns in spelling and sound in order to categorize words.  WTW does not teach spelling “rules” which we all know have so many exceptions in English.  It instead offers opportunities for hands-on, developmentally appropriate word work which leads to a greater understanding of our spelling system.

I REALLY liked using WTW as my main spelling program. I am not a big fan of giving children the same list and letting them basically memorize it. Using the patterns really helped a lot of my students grow as readers as well because they were able to find words in their books in the same

patterns they were working on or had worked on previously. There is a lot of connection made and the children internalize the patterns because

they use them over and over (and the sorts are fun!).

CHIPS IN

Think about how you

currently teach word study.

Each person will share with their team how they currently teach

word study. Each person will have one

minute to share.

Number 3 will start.

After each team member shares, each person will go

around again adding anything they may have

forgotten. Round two each person will have 30 seconds.

HOW TO IMPLEMENT WORDS THEIR WAY

Collect Data:Spelling sample Student writing

Spelling Inventory Reading Observation

WORDS THEIR WAY IMPLEMENTATION PLAN

ACTION PLAN

THE ASSESSMENT PROCESS http://pdtoolkit.pearsoncmg.com/words

theirway6e/video/11711/1_4ddop6jz

Elementary spelling Inventory

PRACTICE (ASSESSMENT FIDELITY)

Together

Partner

On own - compare

Word Student Spelling1. Bed bed2. ship ship3. when when4. lump lump5. float float6. train train7. place place8. drive drive9. bright brite10. throat throte11. spoil spoyle12. serving serving13. chewed chooed14. carries caryes15. marched martched16. shower showers17. bottle botel18. favor fayvor19. ripen rippin20. cellar selar21. pleasure pleascher22. fortunate forchunate23. confident confdant24. civilize sivulise25. opposition opozishun

Word Student Spelling1. Bed bed2. ship shep3. when wan4. lump lamp5. float flowt6. train trayn7. place pleays8. drive trayv9. bright brayt10. throat shapen11. spoil spoyo12. serving sorven13. chewed shod14. carries cares15. marched marsh16. shower showar17. bottle cadoto18. favor fayvr19. ripen raypn20. cellar sallar

Partner CoachingPartner 1 then partner 2Clarify any confusions with teammates

PRACTICE CHART ON YOUR OWN

Analyze and

record how you would score

for each student listed on

the chart.

Determin

e developmental level

Compare your results with your grade level team.

Member 1 will share 1st word – discuss. 2 will share 2nd word

– discuss. Continue in round robin

format – sharing and discussing – until each

person has clear, common scoring for the

assessment.

PARTNER SHARE (LISTS)

FLEXIBLE GROUPING

SKETCH PERSONAL GROUPING FORMWrite what are the

key points you would like included in a

grouping/planning form for word study.

Share with your team what those points

are. Member 2 will start and continue in round robin format.

Working together as a team you will have 15

minutes to draft a useable grouping/ planning form. Be sure each member has their own copy of the draft.

Team member 1 will move to another group to share the teams’ draft. You will have one minute to share

with another team. Audience will take notes.

Team members listening to the draft will each comment

and provide one positive thing they noticed that they would also like to include in

their personal form.

INSTRUCTION

Understand the Principals of Word

Study

Understand the Developmental Stages of Word

Study

A typical week of word study

TEN PRINCIPLES OF WORD STUDY INSTRUCTION

1. Look for what students use but confuse. 2. A step backward is a step forward. 3. Use words students can read. 4. Compare words “that do” with words “that

don’t.” 5. Sort by sight and sound. 6. Begin with obvious contrasts first. 7. Don’t hide exceptions. 8. Avoid rules. 9. Work for automaticity. 10. Return to meaningful texts.

DEVELOPMENTAL STAGES https://www.youtube.com/watch?v=LH_

4WmnO34s&feature=iv&src_vid=-eH5KiH9lgw&annotation_id=annotation_4203976125 (4 min)

http://pdtoolkit.pearsoncmg.com/wordstheirway6e/video/11665/1_wil4bbjn (Toolkit – 1:10)

ARE WE ON THE SAME PAGE?As a grade level team, using a round robin format, study, discuss and list the characteristics of the assigned stage.

Be sure comprehension of the stage is consistent and everyone has a clear focus of expected outcomes and student examples.

Assignments:• K-1st teachers will study Emergent Stage (Chapter 4)• 2nd grade teachers will study Letter Name (Ch. 5)• 3rd grade teachers will study Within Word (Chapter 6)• 4th grade teachers will study Syllables & Affixes (Ch. 7)• 5th grade teachers will study Derivational Relations (Ch. 8)

You will have 10 minutes to create your lists which may look like…

CHARACTERISTICS OF LETTER NAME SPELLING

GIVE ONE – GET ONE (DOUBLE CIRCLE) 1.Flip over your list and record the

remaining stages.2. Stand up and take your list.3. You will move around the room. 4. Each person you pass, share one

characteristic of your stage, and record the characteristic of their stage.

5. Continue moving and sharing for 5 minutes.

KEY ELEMENTS OF INSTRUCTION

IntroductionTeacher-directed instruction using data

(Inventories/Assessments/Writing/Reading) to plan groups and instruction

Sorts Constructivist learning

Practice a sort at least 6-8 times

independently and with a buddy

Include high-frequency words as

“Oddballs”

Reflect Talk to make discoveries and form generalizations Word Study Notebook

Progress MonitoringFormative assessments including spelling tests, writing, reading, small group and

individual conferences

Transfer to Meaningful Reading and Writing

TYPICAL WEEK OF WORD STUDY• Students receive words to cut out.• Teacher introduces words, demonstrates sort in a

small group.• Students explain why words are being sorted that

way.• Students take their own words back to their seats

and independently replicate the sort. (ie. Closed sort)

• They will then write the sort in their word study notebooks.

Monday

• Students re-sort words (blind sort/open sort/buddy sort). They will pick 6 words to draw and label.

• Additional sorting activities can be assigned at centers.

Tuesday• Students will sort words with a partner

(Speed sort/sentence dictation). They will check each other’s work and discuss any difficulties. (Share – Coach)

• Students will use developed rubric to score a reading passage or a piece of their writing with a partner.

Wednesday

• Students sort words. • They might have a speed sort against the

teacher.• Students perform a word hunt using

literature currently being read.

Thursday

• Review game or activity using words of the week.

• Test/AssessmentFriday

After a Friday assessment if students do not grasp the feature studied, the same feature will be studied again next week, with new words. Similarly, when a new concept is introduced, two to three weeks might be devoted to one feature, until students are able to show ownership of this feature. If a particular student is not progressing or is excelling, the groups are flexible and are

often changing.

SORTINGhttps://www.youtube.com/watch?v=-eH5KiH9lgw

When sorting

always:

Practice: Additional Options

GROUP INTRODUCTION (TOOLKIT)http://pdtoolkit.pearsoncmg.com/wordstheirway6e/video/11691/1_vf9k36t3 (4:47 – Within Word sort ) Be sure to have students say the words as they sort them.

Sort 13: Short –a and long –a (CVCe and CVVC)

•Starting with Partner A, introduce the sort to your partner playing the role of teacher. • Partner B plays the role of student. •You will have 5 minutes.•Switch Roles. •You will have 5 minutes.

EXAMPLE RUBRICS

ORGANIZATION

WORD SORTS

http://www.mypearsontraining.com/pdfs/TG_WTW_WordSorting.pdf

https://www.youtube.com/watch?v=-eH5KiH9lgw (7 min word sorts)

Words Their Way Word Sort Within Word Examples handout

Lewis Byrne autofill $8.00 see example: http://www.youtube.com/watch?v=Fn2132GJz9A

Words Their Way iPad http://www.youtube.com/watch?v=-XKtWNhCPkI

http://www.youtube.com/playlist?list=PL85F360B935DA2D6F (WTW Video Series)

http://www.literacyconnections.com/WordStudyActivities.php

MONITORING

WEEKLY AND REVIEW SPELLING TESTS

Weekly tests at most grade levels are recommended.

Students should be accountable for learning to spell the words they have sorted and worked with in various activities all week and, with proper formative assessments and feedback, will ideally be very successful on these weekly tests.

If students miss more than a few words, it may mean that they need to spend more time on a particular feature/contrast or that they are not ready to study the feature and should work on easier features first.

Periodically, review tests should be given – without asking students to study in advance – to test for retention.

Weekly spelling test grades should NOT be their only spelling grades. Students should be held accountable for features already mastered in their daily writing. (What could this look like?)

Be creative with spelling tests. ( if there are 25 words in the weekly sort – use a random drawing for 10 and then use a couple of words found in their word hunts that follow the patterns for the sort but were not included in the given word list for the weekly sort)

WORDS THEIR WAY ONLINE TOOLKIT

http://media.pearsoncmg.com/ab/Words_Their_Way/Overview.html (Online Toolkit Overview)

http://pdtoolkit.pearsoncmg.com/wordstheirway6e/multiple_search/29/1 (Toolkit sorts Menu)

http://pdtoolkit.pearsoncmg.com/wordstheirway6e/multiple_search/30/1 (Toolkit Games Menu)

PREPARING TO USE WORDS THEIR WAY WORK TIME OPTIONS:

1. Choose the developmental level most appropriate to what you teach:• Emergent (Separate book)- Pre-K• Letter-Name Alphabetic (Ch. 5) K & 1st

• Within Word Pattern (Ch. 6) 1st, 2nd & 3rd

• Syllables and Affixes (Ch. 7) 3rd, 4th & 5th

• Derivational Relations (Ch. 8) 4th & 5th • and continue gaining knowledge about the level.

2. Continue practicing giving and scoring inventories with your grade level team until you feel confident with your team’s scoring fidelity.

3. Increase your knowledge by using the online toolkit or researching suggested resources and links.

4. Get organized: discuss, plan, and decide how you will organize your materials. Get started with your organization.

5. Standard sorts: copy, cut, organize, and store standard sorts

6. Create other templates (ie. Lesson plans, record keeping, etc.)

OTHER RESOURCES/ SITESWords Their Way Resources:PowerPoint Presentations for Word Sortshttp://holderbaum.educationextras.com/WordStudy.html

Companion Website for Words Their Wayhttp://wps.prenhall.com/chet_bear_words_3/9/2470/632571.cw/index.html

Words Their Way Online Tutorialshttp://www.mypearsontraining.com/products/wordstheirway/tutorials.asp

Word Sortshttp://forpd.ucf.edu/strategies/stratword_sorts.html

Vocabulary Ideas and Videos:http://www.doe.virginia.gov/VDOE/Instruction/Reading/ms_vocabulary_videos/

Spelling City:http://www.spellingcity.com

EXIT TICKET