Adapted Adapted from from

Words Their WayWords Their Way

The “Problem” with Spelling Lists

September Mrs. Meachum Apples School Chalk Pencils Homework Computer Autumn

The Braid of Literacy Interwoven

Components Orthography Reading Oral Language Writing

Why Word Study?

Three Layers of English Orthography

Orthographic stages correspond to movement through orthographic layers

Alphabet Pattern Meaning

Emergent stageEmergent reading

Letter Name Beginning reading Within Word Pattern

Transitional readingSyllables & AffixesIntermediate Reading Derivational Relationships Advanced Reading

Orthographic Stages

Emergent Stage Characteristics

Scribbles letters & numbers

Lacks concept of word

Lacks letter-sound correspondence

Pretends to read and write

Letter-Name Alphabetic Stage

Characteristics Represents

beginning & ending sounds

Uses letter names to invent spelling

Functional concept of word

Reads word by word

Within Word Pattern Stage

Characteristics Spells most CVC words

correctly Uses beginning

consonant digraph/blends

Attempts long vowel markers

Reads silently with fluency and expression

Writes more fluently Can revise and edit

Syllables & Affixes Stage

Characteristics Spells most single

syllable words correctly Errors at syllable

juncture Reads with good fluency

& expression Writes responses that

are sophisticated and critical

Reads faster silently than orally

We went out west last sumer.We drove a littel camper bus.We stoped at Nashal Parks and went hikeing in the mountens.

Derivational Relations Stage

Characteristics Mastered high frequency

words Errors on Greek/Latin low-

frequency words Reads with fluency &

expression Writes responses that are

sophisticated and critical Reads faster silently than

orally

Math is not my faverite subject and I don’t always enjoy it.It’s been mostly easy and sometimes challegin. I like it when we use math in recipes and mesure ingredence.

• Elementary Spelling Inventory ( Grades 1-6) • Simple• Whole-Group• Valid, Reliable Results• Assesses what Students KNOW, not what they

don’t ( resists deficit model)

Assessing for Instruction: ESI

Student Sample

1. bed2. Ship3. whin4. lump5. flote6. trane7. plase8. jrive9. brite10. shoping11. Spoile12. surving

13. chued14. carrys15. martched16. chowr17. botel18. faver19.ripin20. seler21. pleshur22.fortunt23. cofdnut24. sivalice25. opsititin

What Stage?

Beginning Instruction

Begin with what students “use but confuse”

Word Sorts – address complexities of English Identifies patterns Points out oddities

Each of your groups will be given a sort

appropriate for each stage. Together we will “walk through” the following

sorts: Open Closed/Writing Speed Word Hunt

Let’s Try it Out!

It doesn’t matter how many groups you have, the procedure stays the same – only the sorts change!

The Great Part…

Word Ladders High Frequency Word Walls Word Families Word Games

Supporting Word Study