6th GradeMarch 2013

“An informed analysis of students’ spelling attempts can cue timely instruction in phonics, spelling, and vocabulary that is essential to move students forward in reading and writing. By using students’ spellings as a guide, teachers can efficiently differentiate effective instruction in phonics, spelling, and vocabulary. We call this efficient and effective instruction…word study.” Words Their Way, 2012

What is word study?

To understand that it is important to be able to determine what students can and cannot do in order to make instructional decisions that will advance the literacy of each and every student. (CEIs-Student Centered Classrooms)

To understand that students’ spelling attempts allow us to decipher how a child approaches writing words they do not know how to spell, and determine what the student knows about letters, sounds, and patterns in words as well as how they work.

(CEI-Learner Differences)

To understand that formative assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement. (CEIs-Formative Assessment)

Our learning targets for today are:

Iowa CoreGuaranteed and Viable Curriculum

Gradual Release of Responsibility School Culture

Iowa Core Standards

and Benchmar

ks

Characteristics of

Effective Instruction

Universal Constructs

Student-Centered Classroom

Teaching for Understanding

Assessment for LearningRigor and RelevanceTeaching for Learner

Differences

MathLiteracyScience

Social Studies21st Century Skills

Critical ThinkingComplex Communication

Problem SolvingCreativity

Flexibility and Adaptability

Productivity and Accountability

Quality of Instruction

Quantity of Instruction

Culture of Achievement

Iowa CoreGradual Release of Responsibility

Characteristics of

Effective Instruction

• Student-Centered Classroom

• Assessment for Learning

• Teaching for Learner Differences

Quality of Instruction

Quantity of Instruction

Culture of Achievement

Check inventory (correct/incorrect) Feature Guides

Looking at YOUR student data

Reminders: You will be asked to implement the instructional

activities with only one group of no more than 8 students.

This is your opportunity to become familiar with implementing some of the key word study routines without being expected to orchestrate this work with your entire class.

Organizing Students into Groups:

********Remember – This is an organizer!*********1. Students may be BETWEEN or ON Early,

Middle or Late of any Spelling Stage. Initially place students using only the data.

◦ Find the first category starting from the left where a student has missed 2 or more

2. After writing the names of all students on the organizer, THEN take into consideration additional teacher understanding about each student. Should the student stay where they were placed, move to the left or the right on the continuum when forming groups based on:

◦ Reading level◦ Writing◦ Additional considerations

Organizing Classroom Composite Data Review:

Reading Lab

When do I provide this instruction?

October 2012-Administer Inventories for 1st time, learn process for analysis (feature guides, class composite and organizer)

February 2013-Practice the process of administering and analyzing spelling inventories, begin to plan for instruction, begin to implement with small group

during reading lab February-March 2013-Implement with a small

group of students during reading lab April 2013-Practice the process of

administering and analyzing spelling inventories, adjust/revise groups as needed, continue with small group during reading lab

2012-2013 Word Study Plan for 6th Grade

Grade Level

Typical Spelling Stage Ranges within Grade

End of Year Spelling Stage Goal

1 Late-emergent-Within word pattern

Early within word pattern

2 Late letter name-Early syllables & affixes

Late within word pattern

3 Within word pattern-Syllables & affixes

Early syllables & affixes

4 Within word pattern-Syllables & affixes

Middle syllables & affixes

5 Syllables & affixes-Derivational relations

Late syllables & affixes

6 Syllables & affixes-Derivational relations

Derivational relations11

LONG RANGE GOAL…not now!Spelling Stage Expectations by Grade Levels

“Categorizing is a fundamental way that humans make sense of the world. It allows us to find order and similarities among various objects, events, ideas and words that we encounter. When students sort words, they are engaged in the active process of searching, comparing, contrasting, and analyzing. Word sorts help students organize what they know about words and form generalizations that they can apply to new words they encounter in their reading.”

13

Role of Word Sorting in Word Study

Sorting is the “heart” of word study “Categorizing is a fundamental way that

humans make sense of the world.” “When students sort words, they are

engaged in the active process of searching, comparing, contrasting, and analyzing.”

“Word sorts help students organize what they know about words and form generalizations that they can then apply to new words they encounter in their reading.”

Instruction: The Role of Word Sorting – (p. 1)

Pages 2-5 Types of Sorts (as indicated by stage of word development of groups through materials received)◦ Sound Sorts (typically with pictures)◦ Pattern Sorts (may include word cards and a

few picture cards)◦ Meaning Sorts

Concepts Spelling-Meaning (typically homophones like by and

buy)

Types of Sorts

Clip #1: Demonstrate new sort, students repeat

Clip #2: Teacher directed-Guess My Category, students sort

Clip #3: Student-centered sort, buddy sortClip #4: Blind sort with buddyClip #5: Writing sort-individual

Video Clips-using sample schedule

Each “unit” contains a series of “sorts” that are numbered. One numbered “sort” is used for a cycle.

Units of Instruction

5th

Eventually…

4th

Additional Demonstration

Think about… How many in your group? (No more than 8) Who will cut the picture/word cards?

Teacher or students? What do I want to use to house these

materials? (envelope, baggie, etc.) Label for identification (Sort #25)

Preparing for Implementation: Organization

Using PD materials labeled at the bottom right hand corner, read about the stage of development that your small group is in

Refer back to pages 1-12 about types of sorts and extension activities

Preparation for Implementation:Building of Knowledge

Spell ChecksMonitoring Charts

Additional formative assessments…

Q & A