Words Their Way : Word Study for Phonics, Vocabulary, and Spelling Instruction

by Bear, Donald R.; Invernizzi, Marcia; Templeton, Shane R.; Johnston, Francine

• ISBN13: 9780131113381
• ISBN10: 0131113380
• Edition: 3rd
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: Prentice Hall

Summary

A core text or supplement for phonics and reading methods courses. Words Their Way, Third Edition is designed to help teachers address the needs of all readers and spellers, by setting out a clear way to accomodate each student's developmental level, then providing the best methods for teaching to that level. In support of this philosophy, the authors provide more than 250 ready-to-use activities for teaching word study, spelling, vocabulary, and phonics. The text is organized by developmental sequence, and activities appropriate for each level are inclusive within each chapter. Additional word sorts and directions for games are located in the Appendix.

Author Biography

Francine Johnston is Associate Professor in the School of Education at the University of North Carolina at Greensboro. Shane Templeton is Foundation Professor of Literacy Studies at the University of Nevada, Reno. Marcia Invemizzi is Director of the McGuffey Reading Center at the University of Virginia. Donald Bear is Director of the El Cord Foundation Center for Learning and Literacy at the University of Nevada, Reno.

Table of Contents

Introduction Why Word Study?	1	(2)
Word Study and the Development of Orthographic Knowledge	3	(28)
Why Is Word Study Important?	4	(1)
What Is the Purpose of Word Study?	4	(1)
What Is the Basis for Word Study?	5	(3)
Alphabet	5	(1)
Pattern	6	(1)
Meaning	6	(1)
What Students Need to Learn to Read and Spell English	7	(1)
Word Study Is Developmental	8	(2)
The Development of Orthographic Knowledge	8	(2)
Levels of Learning	10	(1)
Stages of Spelling Development	10	(11)
Stage I: Emergent Spelling	11	(2)
Stage II: Letter Name-Alpliabetic Spelling	13	(2)
Stage III: Within Word Pattern Spelling	15	(2)
Stage IV: Syllables and Affixes Spelling	17	(2)
Stage V: Derivational Relations Spelling	19	(2)
The Synchrony of Literacy Development	21	(4)
Emergent Readers	22	(1)
Beginning Readers	22	(1)
Transitional Readers	23	(1)
Intermediate and Advanced Readers	23	(2)
Using Invented Spelling as a Guide for Instruction	25	(1)
Where Do I Begin?	26	(1)
Words Their Way	27	(4)
Guide to the Book	27	(4)
Getting Started: The Assessment of Orthographic Development	31	(28)
Informal Observations to Assess Orthographic Knowledge	32	(2)
Observe Students' Writing	32	(1)
Observe Students' Reading	33	(1)
Qualitative Spelling Inventories	34	(4)
What Are Spelling Inventories?	34	(2)
An Overview: Three Steps to Assess Spelling	36	(2)
How to Administer Spelling Inventories	38	(3)
Create a Relaxed Atmosphere	38	(1)
Call the Words Aloud	38	(2)
Know When to Stop	40	(1)
How to Score and Analyze Spelling Inventories	41	(7)
Global Analysis	41	(1)
Common Confusions in Scoring	42	(1)
Words Spelled Correctly and the Stages of Development	43	(1)
Feature Guides	43	(2)
Error Guides	45	(3)
Word Study Groups	48	(4)
Why Group?	48	(1)
Classroom Composite Chart	48	(2)
Spelling-by-Stage Classroom Organization Chart	50	(1)
Organize Groups	50	(2)
More Information About Inventories	52	(3)
Qualitative Spelling Checklist	52	(1)
Emergent Class Record	52	(1)
Kindergarten Spelling Inventory	52	(1)
Primary Spelling Inventory	53	(1)
Elementary Spelling Inventory-1	53	(1)
Intermediate Spelling Inventory	53	(1)
Upper Level Spelling Inventory	53	(1)
The McGuffey Spelling Inventory	54	(1)
Spanish Spelling Inventory	54	(1)
Spelling Among Students Who Speak Other Languages	55	(1)
The Influence of Spanish on Spelling in English	55	(1)
Word Study Teachers as Dialecticians	56	(1)
Sample Practice	56	(3)
Organizing for Word Study: Principles and Practices	59	(35)
The Role of Word Sorting	61	(2)
Types of Sorts	63	(10)
Sound Sorts	63	(2)
Pattern Sorts	65	(1)
Meaning Sorts	66	(2)
Variations of Sorts	68	(5)
Guidelines for Preparing and Introducing Word Sorts	73	(4)
Introducing a Class to Sorting	73	(1)
Teacher-Created Sorts	73	(1)
Teacher-Directed Lesson Plan	74	(2)
Making Sorts Harder or Easier	76	(1)
Dealing with Mistakes	77	(1)
Organization of Word Study Instruction	77	(13)
Getting Materials Ready for Word Study Instruction	77	(3)
Scheduling Issues	80	(1)
Progressive Skill Development	81	(1)
Word Study Schedules	82	(1)
Betty Lee's Routine for Emergent to Early Letter Name-Alphabetic Spellers	82	(2)
A Weekly Schedule for Students in the Primary and Elementary Grades	84	(2)
Alternative Weekly Plan	86	(1)
Organizing Word Study in the Secondary Grades	87	(1)
Integrating Word Study into the Language Arts Curriculum	87	(1)
Selecting Written Word Study Activities: A Caveat Regarding Tradition	87	(1)
Word Study Homework and Parental Expectations	88	(1)
Expectations for Editing and Accuracy in Children's Written Work	89	(1)
Spelling Tests and Grades	90	(1)
Ten Principles of Word Study Instruction	90	(4)
Word Study for Learners in the Emergent Stage	94	(44)
From Speech to Print: The Synchromesh of Units	95	(2)
The Phrase and Sentence Level	96	(1)
Words in Phrases	96	(1)
Sounds in Syllables	96	(1)
Characteristics of the Emergent Stage of Reading and Spelling	97	(4)
Emergent Reading	97	(1)
Emergent Writing and Spelling	98	(1)
Emergence of Invented Spelling	98	(2)
Early Literacy Learning and Instruction	100	(1)
Components of Early Literacy Learning	101	(14)
Vocabulary Growth and Concept Development	102	(1)
Phonological Awareness	103	(3)
Alphabet Knowledge	106	(2)
Letter-Sound Knowledge	108	(2)
Concept of Word in Print	110	(2)
Word Study Routines and Management	112	(3)
Activities for Emergent Readers	115	(1)
Concept Sorts	115	(3)
Thematic Units as a Starting Point for Concept Sorts	118	(1)
Playing with Sounds to Develop Phonological Awareness	119	(5)
Alphabet Activities and Games	124	(7)
Working with Beginning Sounds	131	(3)
Helping Children Acquire a Concept of Word	134	(4)
Word Study for Beginners in the Letter Name-Alphabetic Stage	138	(42)
Literacy Development of Letter Name-Alphabetic Students	140	(1)
Reading and Writing in the Letter Name-Alphabetic Stage	141	(1)
Supporting Beginning Literacy Learning	141	(1)
Characteristics of Orthographic Development	142	(1)
How Consonant Sounds Are Articulated in the Mouth	143	(1)
The Issue of Vowels in the Letter Name-Alphabetic Stage	144	(3)
Talking About Vowels	144	(1)
How Vowels Are Articulated in the Mouth	145	(1)
A Letter Name Strategy to Spell Short Vowels	146	(1)
Other Orthographic Features	147	(1)
Consonant Digraphs and Blends	147	(1)
Influences on the Vowel	147	(1)
Preconsonantal Nasals	148	(1)
Word Study Instruction for the Letter Name-Alphabetic Stage	148	(10)
Sequence of Word Study	148	(10)
Further Study of Vowels at the End of the Letter Name-Alphabetic Stage	158	(1)
Word Study and English Language Learning in the Letter Name-Alphabetic Stage	159	(1)
Word Study Routines and Management	160	(2)
Activities for Beginning Readers in the Letter Name-Alphabetic Stage	162	(1)
Development and Use of Personal Readers and Word Banks	162	(4)
Review of Beginning Sounds Including Digraphs and Blends	166	(4)
The Study of Word Families	170	(6)
Study of Short Vowels	176	(4)
Word Study for Transitional Learners in the Within Word Pattern Stage	180	(38)
Literacy Development and Instruction for Students in the Within Word Pattern Stage	182	(2)
Reading and Writing	182	(1)
Literacy Learning and Instruction	183	(1)
Characteristics of Orthographic Development During the Within Word Pattern Stage	184	(4)
The Complexities of English Vowels	184	(2)
The Influence of Consonants on Vowels	186	(1)
Consonant Patterns and Another Look at Digraphs and Blends	187	(1)
Homophones and Homographs	187	(1)
Word Study Instruction for the Within Word Pattern Stage	188	(3)
Sequence of Word Study	189	(2)
Word Study and English Language Learning in the Within Word Pattern Stage	191	(1)
Word Study Routines and Management	192	(6)
The Word Study Lesson Plan in the Within Word Pattern Stage	192	(2)
Guidelines for Creating Word Sorts	194	(1)
Dialects and Sorting	194	(1)
Word Study Notebooks in the Within Word Pattern Stage	195	(1)
What about High Frequency Words?	196	(2)
Activities for Students in the Within Word Pattern Stage	198	(20)
Word Study for Intermediate Readers and Writers: The Syllables and Affixes Stage	218	(31)
Literacy Development and Instruction for Students in the Syllables and Affixes Stage	220	(3)
Characteristics of Orthographic Development During the Syllables and Affixes Stage	223	(9)
Open/Closed Syllables and Syllable Patterns	227	(2)
Accent or Stress	229	(1)
Base Words and Derivational Affixes	230	(2)
Word Study Routines and Management	232	(2)
Word Study Notebooks	232	(2)
Activities for Students in the Syllables and Affixes Stage	234	(15)
Word Study for Advanced Readers and Writers: The Derivational Relations Stage	249	(46)
Literacy Development and Instruction for Students in the Derivational Relations Stage	250	(1)
Characteristics of Orthographic Development During the Derivational Relations Stage	250	(13)
The Spelling-Meaning Connection	250	(2)
Literacy Development for Spelling-Meaning Connections	252	(5)
Greek and Latin Elements	257	(3)
Advanced Suffix Study	260	(2)
Absorbed Prefixes	262	(1)
Word Origins	263	(1)
Word Study Routines and Management	263	(3)
Teacher Directed Word Study Instruction	264	(2)
Activities for Students in the Derivational Relations Stage	266	(29)
APPENDIX	295	(126)
Assessment Materials for Chapter 2	296	(32)
Sound Boards	328	(2)
Pictures for Sorts and Games	330	(45)
Sample Word Sorts by Spelling Stage	375	(8)
Word Lists	383	(22)
Templates for Sorts and Games	405	(4)
Gameboards	409	(9)
Resources	418	(3)
Glossary	421	(7)
References	428	(6)
Index	434

Excerpts

Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction,Third Edition, provides a practical way to study words with students. Based on research on developmental spelling and word knowledge, the framework of this text is keyed to five stages and instructional levels. Ordered in this way,Words Their Waycomplements the use of any existing phonics, spelling, and vocabulary curricula. The third edition of our text broadens and strengthens an already acute vision of today's classrooms. We provide more support for upper elementary, middle, and secondary students and their teachers, and add a new focus on English Language Learners. Issues of classroom management are also examined in every chapter, beginning with a deep focus in Chapter 3. SPECIAL FEATURES New!ELL Teaching Notes throughout chapters help you to adapt your word study lessons to better suit English Language Learners. New!CD-ROM integration. Notes throughout each chapter point to ways to integrate the materials found on the free CD-ROM with chapter content. New!Companion Website margin notes integrate this great online supplement with the text, leading you to additional related content to be found on our Companion Website, available at http://www.prenhall.com/bear An "Adaptable for Other Stages" symbol indicates activities that can be adapted to other developmental levels. TEXT ORGANIZATION We have organized this text so that it can be easily used in 4 number of ways. To explore the nature of word study and the type of classroom organization and environment that enhances implementation of word study, we suggest you begin reading this text at the beginning--with Chapter 1. If you want to jump right in and explore word study activities with your students, we recommend that you skim Chapters 3 through 8, look for activities related to the developmental levels of your students, and examine a few closely. Then try one or two out with a small group'of students. Remember that additional materials are available on the free CD-ROM enclosed in the text. Chapter 1:The first chapter presents an overview of how words are learned, a discussion of reading, spelling, and writing development, and a rationale for word study phonics, spelling, and vocabulary instruction in the classroom. Chapter 2:The second chapter presents the assessment process in a step-by-step manner to administer, score, and analyze students' spelling. There are now nine inventories, including a Spanish spelling inventory, and based on our recent research we made refinements in the word lists and scoring guides to make instructional planning easier. Guidelines for interpreting spelling errors by English language learners are presented. Chapter 3:In this chapter we clearly present ways to organize word study in a classroom setting. The planning activities integrate word study into reading and language arts programs. Chapters 4 through 8focus on particular stages of literacy development. We hope you will be pleased to see a more explicit scope and sequence of word study instruction for each developmental stage. Sections of developmentally appropriate activities, tabbed in color for easy location, accompany each of these chapters. Often presented in a game-like format, these activities are actually minilessons that draw upon what students are learning concurrently in developmental reading and writing. We have included activities that are especially interesting to students and can be easily integrated into the many contexts in which reading and writing activities occur. In each activity, students examine words and theirsound and spellingpatterns, and they reflect on how words are organized, how they are spelled, and what they mean. Chapter 4:This chapter is dedica