redesign of spelling curriculum word study in third grade jennifer noel (tovar) te 842 focus project
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Description of Current Program
Spelling Lists taken from StoryTown reading curriculum
A pre-test is given on the words. If a student scores 90% or above, he/she studies a more challenging list of words that follow the same pattern
Students complete a Spelling Tic-Tac-Toe each week in class to practice words
Best Practices in Current Program
Early word lists follow phonics patterns and onset and rime instruction which has been found to be an effective form on phonics instruction
Many word lists focus on prefixes, suffixes, and roots which “are the building blocks of big words”
Allows for differentiation based on assessment (assessment driving instruction) (Morrow & Gambrell, 2011)
Deficits of Current ProgramWhile the current program allows
for differentiation for high level spellers, low achieving students have not shown much improvement over the year
In-class activities are not particularly engaging for students
Students become complacent in the routine and do not perform up to expectations
Rational for ChangeLow achieving students need
differentiation and to work with spelling patterns that they have not yet mastered
High achieving students should be studying new word relationships rather than patterns they have already mastered
In-class activities should be engaging and fun while reinforcing skills at all levels
Students should have different experiences with words each week to avoid complacency
New Program:What is Word StudyWord Study is the integration of
phonics, spelling, and vocabulary instruction
Students gain a basic knowledge of the English language and how words are related to each other (phonics and spelling)
Students also increase their knowledge of word meanings (vocabulary)
(Bear, et al, 2012)
New Program:The Purpose of Word StudyWord study provides students with
opportunities to investigate and understand the patterns in words
Knowledge of these patterns means that students needn't learn to spell one word at a time
It also develops students' abilities in phonics, word recognition, and vocabulary
(Leipzig, 2000)
New Program:The Basics of Word StudyThere are distinct stages in a
student’s phonics and spelling development
Students’ spelling abilities are assessed, then students are grouped based on the stage they are currently in
Differentiated instruction and hands on activities are given to each group of learners
Standards AddressedCommon Core State Standards
◦RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words Identify and know the meaning of the most
common prefixes and derivational suffixes. Decode words with common Latin suffixes. Decode multisyllable words. Read grade-appropriate irregularly spelled
words.
Anticipated OutcomesLow achieving students will explore
words at their level and move through the stages of development quicker
High achieving students will learn new patterns and word relationships rather than practice patterns they have already mastered
All students will be more engaged in learning and exploring word relationships
New Instructional Practices: AssessmentAt the start of the school year, a spelling
inventory will be administered to all students in a class.◦ Elementary Spelling Inventory (Words Their
Way)Other phonics inventories will be
administered to students as needed◦ Informal Phonics Inventory◦ Z-Test◦ Test of Knowledge of Onsets
Inventories will be administered again at each quarter to monitor student progress. (McKenna & Dougherty Stahl, 2009)
Stages of DevelopmentAfter analyzing the inventories,
students will be placed into 2-4 groups based on their current stage of development:◦ Emergent Spelling (Pre-K – Mid 1st)◦ Letter Name-Alphabetic Spelling (K – Mid
2nd)◦ Within Word Pattern Spelling (1st – Mid 4th)◦ Syllables and Affixes Spelling (3rd – 8th)◦ Derivational Relations Spelling (5th – 12th)
Emergent SpellingLetters to represent words, even
if illegible◦Bear is represented as MSDF
Students begin to represent words using initial or final sounds◦Jam is represented by J
Students may write the initial sound, then add other letters◦Fish is represented by FZTHSLT
(McKenna & Dougherty Stahl, 2009)
Letter Name – Alphabetic Spelling
Students may use the letter name to represent sounds◦Girl may be spelled GRL◦Letter may be spelled LETR
Students include vowels, either correctly or incorrectly, which shows understanding of the alphabetic principal◦Bear may be spelled BAR◦Hen may be spelled HAN
(McKenna & Dougherty Stahl, 2009)
Within Word Pattern SpellingStudents consistently spell words
with short vowels correctlyBegin to show sensitivity to patterns
within wordsMake distinctions between long and
short vowelsUse long vowel markers, although not
always correctly◦Bake may be spelled BAIK, but not BAK
Children begin to use –ed and –ing endings (McKenna & Dougherty Stahl,
2009)
Syllables and Affixes SpellingRepresents children’s understanding of
how syllables fit togetherStudents consistently spell –ed and –ing
words correctlyStudents understand when a consonant
needs to be doubled and when it does not
Learn conventions such as using –y and –le at the ends of words
Students master morphemes that have not meaning as well as tense or number morphemes (McKenna & Dougherty Stahl,
2009)
Derivational Relations Spelling
Students use semantic relationships between words that are pronounced differently to spell conventionally◦Use the word fantasy to spell
fantastic and fantasizeThis stage may continue through
adulthood
(McKenna & Dougherty Stahl, 2009)
Differentiated Spelling ListsEach group of students will be
given weekly word lists from the spelling stage they are in◦i.e. Within Word Stage may get a word
list of short and long a sound words Lists can come from a variety of
resources:◦Modified from a Reading Series◦Words Their Way word sort books◦Other spelling program materials
Pre-Tests and Word SortsStudents are given a pre-test on
the word list when it is introducedStudents then cut out and
physically sort the words based on the pattern that is to be studied
Independent PracticeStudents engage in activities to
reinforce the pattern that is being studied during Daily 5 (Word Work)◦Additional word sorts◦Games◦Letter tiles and stamps◦Wiki-sticks◦Computer based activities
High Frequency WordsStudents will also keep a list of
High Frequency Words that they do not know
Each week they will choose 5 of these words to study in addition to their regular word lists
Students will be tested on these each week through dictation sentences
Weekly AssessmentStudents will be given an assessment
over their word list each weekAssessments will included additional
“unknown” words to determine if a student is able to apply the pattern that was studied
Students will also be tested on the 5 high frequency words they studied each week during one of the daily 5 rounds or by a parent volunteer
Materials and ResourcesWords Their Way Word Sorts
◦Letter Name-Alphabetic, Within Word Pattern, and Prefixes and Affixes stages
Manipulatives◦Wiki-sticks◦Letter tiles◦Various games (teacher made)
Student notebooks/Folders◦For students to record and store their
word lists, sorts, and written work
Parent – Teacher PartnershipsStudents will be assigned weekly homework
packets as extra practice◦ Introduction letter to parents describing the
pattern that is being studied◦Activities for students to complete at home (Tic-
Tac-Toe or Spelling Contract)◦Suggestions for extra practice or additional
supportParents will also be asked to volunteer to
help administer High Frequency Word assessments each week in class
Parent volunteers will also be able to help to prepare materials
Best Practices in New Program
Allows for whole class instruction, but also requires small group lessons
Allows for differentiation for all levels of student achievement◦Allows for more direct instruction of phonics to
those students who need it, while allowing high achieving students to learn new word relationships
Builds parent knowledge of classroom learning and allows for parent and student interaction at home
Allows for parent involvement in school(Morrow & Gambrell, 2011)
Compare and Contrast
Existing Practices New Practices Differentiation only for
high achieving students Boring independent
practice activities resulting in students complacency
Relies on whole group teaching
Word lists and activities are already prepared
Does not build parent – teacher relationships
Differentiation for all levels of achievement
More engaging and fun games and activities used for independent practice
Requires on small group and one on one teaching
Requires more time and effort to prepare materials
Builds parent knowledge and parent-teacher relationships
Reference ListBear, D. R., et al. (2012). Words their way: Word study for
phonics, vocabulary, and spelling instruction (5th ed.). Pearson.
Leipzig, D. H. (2000). Word study: A new approach to teaching spelling. Retrieved from: http://www.readingrockets.org/article/80/
McKenna, M. C., Dougherty Stahl, K. A. (2009). Assessment for reading instruction (2nd ed.). New York, NY: The Guilford Press.
Morrow, L. M., Gambrell, L. B. (2011). Best practices in literacy instruction (4th ed.). New York, NY: The Guilford Press.