Redesign of Spelling CurriculumWord Study in Third Grade

Jennifer Noel (Tovar)TE 842 Focus Project

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.