Professional Documents
Culture Documents
Overview
What is word study? The integration of phonics, vocabulary, and spelling instruction
The synchrony of literacy learning
Assessment and the growth of word knowledge
Differentiated word study instruction
A walk through the stages: Activities and development
Word study with English learners
Word study and reading programs
Word study organization in the classroom
Through examples of students’ writing and teachers teaching, we consider these questions:
What is word study and how is word study a way to teach vocabulary, phonics, and spelling? How is
word study integrated into reading instruction? How do we assess spelling and word knowledge?
What are the characteristics of learners at each instructional level?
c. RRWWT
Essential Literacy
What is word study? Activities
Read to
Word study = Read with
phonics + spelling + Write with
vocabulary instruction Word study
Talk with
Word study for reading, vocabulary, and thinking Bear October, 2008 2
Word Study Notebooks for Phonics, Vocabulary and Spelling
Water / Land Animal Concept Sort
With Pictures or Words
_ub tub
_ab _ib bib _ob cob
cab
dab crib bob rub
jab bib job cub
nab fib mob grub
lab rib rob club
crab sob stub
slob
synchrony
“There is a synchrony among reading, writing and spelling development and instruction.”
syn- chron -y
sym- syl-
Word study for reading, vocabulary, and thinking Bear October, 2008 3
Directions to Study Interesting Words & Golden Lines
When you see or hear an Interesting Word or Golden Line in what you read or view, take note. Record the word in your word
study notebook. Record the Golden Line in the reader response area of your notebook.
words from what they read. Often, words students collect are words the teacher has chosen. Once students have learned to choose words
themselves, gradually introduce a few of the vocabulary words for them to include or divide among themselves.
2. Record the word and sentence. Sometimes sentences are too long so sections of the sentence can be recorded.
3. “Take apart.” Look at word parts and think about their meaning.
4. Think of related words. Show students how to go from the word parts from “take apart” to brainstorming related words by the meaningful
parts of words (e.g., syn- chron –y). Students can work in pairs to brainstorm related words, and they can concentrate on different
parts: prefixes, suffixes and roots or bases.
5. Study the word in the dictionary. Record interesting information. Show students how to read the dictionary and its abbreviations. Students
can use brief etymological resources to study words and their histories. Students can add additional words from the dictionary and
etymological resources to their lists of related words.
6. Review and share. Students report back what they learned and recorded in their word study notebooks. Consider small group, whole class,
small group and partner configurations for studying and sharing interesting words. Reading comprehension activities often follow
from sharing our interesting vocabulary words. *(See the first activity in Words Their Way, Chapter 8.)
Pretend read Read aloud, word-by-word, Approaching fluency, Read fluently, with expression. Develop a variety of
Concept of Word fingerpoint reading phrasal, some expression in reading styles. Vocabulary grows with experience reading.
No COW, Rudimentary COW Full COW oral reading. Wright
Brothers of reading
Pretend write Word-by-word writing, writing Approaching fluency, more Fluent writing, build expression & voice, experience different
starts with a few words to organization, several writing, styles & genre, writing shows personal problem
paragraph in length paragraphs solving & personal reflection.
Spelling Stages:
Emergent Letter Name- Within-Word Syllables & Derivational
Alphabetic Pattern Affixes Relations
Early Middle Late Early Middle Late Early Middle Late Early Middle Late Early Middle Late
Examples of spellings:
bed bd bad bed
ship sp sep shep ship
float f ft fot flot flott flowt floaut flote float
train jn jan tan chran tran teran traen trane train
cattle k kd catl cadol catel catol cattel cattle
cellar slr salr celr seler celer seler celler seller cellar
pleasure pjr plasr plager plejer pleser plesher pleser plesher plesour plesure pleasure
confident confadent confiednet confedent confendent confident
opposition opasishan oppasishion opositian oposision opposition
synchrony
Word study for reading, vocabulary, and thinking Bear October, 2008 5
sym- syl-
In our spelling research into word knowledge, the scores on the spelling inventories often indicate what
reading materials students can read with good accuracy. The shaded column indicates spelling levels and
the range of words spelled correctly for that stage on one of the three spelling inventories in the 4th edition
of Words Their Way. The number of words spelled correctly is a beginning measure. Analyze students’
word knowledge and spelling development with a feature guide that examines their spelling inventories or
first draft writing. This analysis determines the features students know and need to learn.
Many schools use the spelling inventories as a beginning way to think about small group reading and word
study instruction, and as a first step to indicate further assessments. The relationship between the reading
and spelling columns is a coarse way to look at instructional levels and the use of the number of words
spelled correctly to place a student in a narrow band of reading materials is obviously unwise.
Good reading accuracy does not guarantee comprehension, and is more like a prerequisite to
understanding. Students’ reading comprehension is evident in this chart only in the sense that students
who spell a certain number of words correctly should have a reading accuracy sufficient for
comprehension. Some students who read nearly all words accurately may not make sense of what they
read or know the meaning of a sufficient number of words in the text to comprehend what they read. The
“vigil to understand” and language knowledge forecast comprehension.
You are welcomed to write to me with observations using this concordance (bear@unr.edu).
Word study for reading, vocabulary, and thinking Bear October, 2008 7
Table 2 is an example of how a school described three groups in the elementary grades. This was a frame for
differentiated instruction. There is an overlap of word study across grade levels and a spiraling of the same
principles of instruction with more difficult and less frequent words, and patterns over the range of stages.
Early – Late Emergent Middle Emergent – Early Letter Name Late Emergent –Middle Letter Name
K Early – Late Emergent Middle Emergent – Early Beginning Late Emergent – Middle Beginning
Late Emergent – Early Later Name Early Letter Name – Early Within Word Pattern Middle Letter Name – Middle Within Word Pattern
1 Late Emergent – Early Beginning Early Beginning – Early Transitional Middle Beginning – Middle Transitional
Early – Middle Letter Name Early – Late Within Word Pattern Middle Within Word Pattern – Early Syllables & Affixes
2 Early Beginning – Middle Beginning Early Transitional – Late Transitional Middle Transitional – Early Intermediate
Middle Within Word Pattern - Early Syllables & Late Within Word Pattern – Middle Syllables & Affixes
Middle Letter Name - Middle Within Word Pattern
3 Middle Beginning – Middle Transitional Affixes Late Transitional – Middle Intermediate
Middle Transitional – Early Intermediate
Middle Within Word Pattern - Early Syllables & Affixes Middle Syllables & Affixes – Middle Derivational Relations
Early - Late Syllables & Affixes
4 Middle Transitional – Early Intermediate
Early Intermediate – Late Intermediate Middle Intermediate - Middle Advanced
Writing Sorts
Students often do a writing sort after they’ve completed a closed sort. Categories are set up, and
as words are called out, students listen and decide in which category each word belongs. They then
write the word under that category label. For independent assignments, students can be asked to
add more words to each column.
Word Hunts
After studying a pattern, students return to texts they are reading to find words that go with a
specific pattern; for example, students may be asked to hunt for words that sound like “beat” (long
e) in the middle. The words they find can be recorded in word study notebooks.
Semantic Sorts
1. Students collect words from unit of study on a word wall. Words selected for the wall are defined and
reviewed as an ongoing class activity.
2. These words are give to groups to sort into meaning or association based groups. Students write the groups on
chart paper with an explanation for each grouping. ee Chapter 7 of WTW.
Speed Sorts
By day three or four teachers challenge students to “speed sort” their list of words to develop automaticity.
Students enjoy working against the clock and themselves. See Chapter 3 of WTW.
Interesting Words
1. Find an interesting word.
2. Record the word and sentence.
3. Look at word parts and think about their meaning.
4. Record related words.
5. Study the word in the dictionary and record interesting information.
6. Review. See Chapter 8 of WTW.
Within Long vowel patterns, More difficult vowel contrasts (short ĭ and ĕ);
Word difficult final blends & short and long contrasts (nĕt/nēat); continue
Pattern digraphs, other vowel blend and digraph study (t/th); sound sorts for
patterns long and short vowel discriminations; use
homonyms for vocabulary development
(read/read, pale/pail)
Syllables & Inflected endings, consonant Grammatical functions of inflections (plural, past
Affixes doubling, syllable junctures, tense); compound words; cognate study
easy affixes, unaccented (telephone/ teléphono, radio/radio); grammatical
syllables functions of suffixes (-ic, -tion), continue
homophone study (aloud/allowed)
Reading Behaviors of
Emergent Readers
1. Pretend read. Talk through stories.
4. Read to.
Difficult consonant sounds in English for Spanish speakers. (from Bear, D., Templeton, S., Helman, L., &
Baren, T. , 2003).
Personal readers are collections of familiar materials that students reread. These materials
include materials from the readers, familiar rhymes and stories, and dictations.
Emergent readers use the 1- and 2- sentence entries to help them acquire a Concept of Word in
print. Beginning readers reread their 2-sentence to practice Concept of Word, and 3-paragraph
entries to support word recognition and fluency. Transitional readers read 100 to 250-word
passages for fluency and expression, and content.
After a table partner read a section of the text titled "Web of Life” Darrin, a middle
Transitional reader, dictated what he remember to his teacher
Web of Life Darrin
It's better to have different plants in case one kind dies, there's still some left to
eat.
Bears eat fish, fish eat frogs, frogs eat grasshoppers and grasshoppers eat grass.
We need plants for air and they need us, too.
In poor countries they use manure to burn in fires to cook with, because they don't
have wood. We use oil.
Predators eat prey and we need them or too many animals grow and there's not enough
for them all to eat. Mushrooms are fungi -- more than one fungus.
Word study for reading, vocabulary, and thinking Bear October, 2008 20
human writer
silent rival
winter fever
foggy sudden
fossil duty
napkin tennis
Word study for reading, vocabulary, and thinking Bear October, 2008 22
8.Xb
(no change, sunning landing liking
double, e-
drop)
DC 14. ad-
Absorbed or
assimilated
(to, arrange in-
prefixes toward) (not, into)
com-
immobile (with) collect accept
2. Hunt for related words. Students hunt for interesting words as they read and listen.
2. Students study their literacy sorts every day: Small group, partner, individual, center/station, outside of school (before
and after school settings, home with significant others)
3. Students study words and sort at their instructional levels: Word study for reading and writing are taught homogenously
by instructional or developmental levels.
4. Be mindful of the scope and sequence and pacing of word study instruction for literacy.
5. Use the WTW scope and sequences for the stages: Within Word Pattern stage – p. 180; Syllables and Affixes - p. 217;
Derivational Relations - p. 234
2. Concepts and vocabulary are taught together. Vocabulary is taught in conjunction with the concepts.
3. Vocabulary instruction is organized heterogeneously. Vocabulary instruction may be taught in large groups, and then
practiced in heterogeneous groups with sorts, charting, reference materials, like dictionaries and etymological settings.
Support strategies and content support, like partner reading, reading to students, videos, content dictations, and varied
texts and extension activities are provided for differentiation.
4. All students study words for vocabulary, and comprehension; spelling studies will vary with development. Expectations
for correct spelling vary by development.
All students study words for vocabulary, and comprehension; teachers’ expectations and the depth of students’
investigations into spelling and some aspects of morphology are governed by students’ orthographic development.
Look at the slant between reading and spelling development. Know what students can read and what they can spell.
What do students see when they look at polysyllabic words?
Vocabulary instruction focuses on meaning connections. Students’ knowledge of patterns and the alphabetic layers temper
the rate of learning, the depth of integration, the sureness and nuances in knowing and relating words and concepts.
Word study for reading, vocabulary, and thinking Bear October, 2008 25
b. Find good stopping points. As you prepare, read the story and find three or four places in the
story where it makes sense to ask the question: "What do you think will happen next?" In the Predict-Read-Prove
cycle, students predict what will happen from one point to another in the story. Mark in the margin with pencil
where you think a good stopping point is. Post-it notes can be used to make a note of the open-ended question
you want to ask to gather predictions.
The first stopping point is often the title and the picture. Occasionally, the story and the first picture do not
provide enough information to make good predictions; in such cases, read on until enough context for a sensible
prediction is evident.
2. Run the DR-TA. The heart of the DRTA process is the cycle of Predict-Read-Prove/Confirm. The
closing of the - is called the resolution. To observe how students interact with texts, and to encourage active
interaction with the text and you, follow this format:
Predict. Read up to the first stopping point to the student. As noted, this is usually the title or the first
paragraph. Ask students to make predictions about what will happen in the story: "What do you think this story will
be about?"
This question leads students to set purposes for reading. All reasonable predications are accepted. The
prediction doesn't have to be right; it has to be reasonable based on what students know from what they have read.
You may want to record the students’ predictions.
Some students jump right in and others are more passive and do not know what to say when you ask for a
prediction. You can repeat the title and if there is a picture, ask students to talk about what is going on in the
picture, and then, based on this information, ask again, "What do you think this story will be about?"
Many students make predictions without elaboration or energy. Do not be frustrated. Make notes to
remember and interpret what you saw. Later, you can evaluate how the lesson went to see how the choice of
materials and the way the lesson ran affected their performance.
If you do not understand a student's prediction, ask why the student made that prediction: "Why do you
think that?" or "What in the story makes you think that will happen." or "Show me the part in the story, or read me
the sentence that makes you think that will happen."
Read. "Let's read to see if our predictions are right." Show students where to begin reading and where to
stop.
The DR-TA is designed as a silent reading activity. Students usually read to themselves. These students
read more complicated texts than simple rhymes, and pattern books. Emergent and beginning readers are often
involved in DL-TAs.
When you begin a DR-TA, you may want to have students read several of the opening paragraphs aloud.
In this way, you can be certain that the material is at their Instructional or Independent reading levels. Gradually,
you will develop an ear for the functional reading levels. It does not take much practice to be able to listen to a
student read orally and make a good hypothesis about the functional level in this context. If in your "earballing" you
determine that the material is at students’ Instructional or Independent reading level then you can ask students to
start reading silently. On the other hand, if you determine that the material is too difficult for students, then turn the
DR-TA into a DL-TA in which you read the text to students.
Word study for reading, vocabulary, and thinking Bear October, 2008 30
The ability to earball for functional reading levels transfers to choosing materials for students while planning
instruction. Based on your memory of how a student sounded when he or she read particular material you
"eyeball" a students reading and by comparison determine if the material is functional for the student. Soon you
will be able to declare: "Here is a good book for Steve! He's interested in the topic and he can probably read this
with ease."
Once students begin to read to themselves, glance around to see how students are reading. Look for lip
movement and fingerpointing and listen for vocalization. Compare students’ rate to your own comfortable reading
rate.
Prove/Confirm. After reading, ask student an open-ended question like: "What do you think?" "What
do you think of your predictions?"
Listen for what evidence student use to support their ideas. Some students refer back to the text to support
confirmation of the predictions.
This completes the first Predict-Read-Prove cycle. At this point, ask students to make a new set of predictions,
and begin the cycle again. Repeat the Predict-Read-Prove cycle for each of the three or four stopping points you
had chosen.
Resolution. At the end of the reading spend time with some personal reflection about the story. Ask
students what they thought of the story. This general question may yield a brief response like "It was good." In
such cases, explore further, perhaps by asking why they thought it was good, and what part they liked the best. If
students’ responses tend to lack detail and depth, ask a more probing question that gets at the heart of the story.
Acceleration page 22
roller coaster
accelerated motion
forces
change motion
force of gravity
pulls bike & roller coaster down hill
Be sure to note important terms in your outline. In science and math texts, reproduce simple diagrams and formulas in your
outline. Use different colored pens to make notes for different systems.
14. Open to the section and find the parts that prove your summary is correct. Underline or mark with a “post-it” important phrases.
Close the book when you want to add something new to your outline.
15. Repeat steps 12-14 once if you do not understand a section. After a second run through, go on, if you still have not had an "Aha!"
Ask for assistance when you do not understand a section.
16. Repeat steps 12 through 14 for each heading and section.
Word study for reading, vocabulary, and thinking Bear October, 2008 32
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Bear, D. R. (1992). The prosody of oral reading and stage of word Yearbook of the National Reading Conference (pp. 211-226). Oak
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Festschrift for Edmund H. Henderson (pp. 137–186). Hillsdale, NJ: from the alphabetic spellings of English language learners. The
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across languages (pp. 271 – 294). Mahwah, NJ: Lawrence Erlbaum Templeton, S. & Morris, D. (2000). Spelling. In M.L. Kamil, P.B. Mosenthal,
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Word study for reading, vocabulary, and thinking Bear October, 2008 33
Word Study Notebooks for Phonics, Vocabulary and Spelling
Directions. Refer to this page for directions to the sorts that follow. Most of these are writing sorts
and others are available as word sorts. Materials: Pencils, notebook paper, scissors, baggies and
word study etymologies and a few dictionaries, and a Spanish dictionary for activity 3.
Sort 1. Word Study Notebook Sample. Expand the sorts on the word study notebook page. On a
blank page, continue the sorts that you see on this page of a word study notebook:
a. Add words to each of the long a columns: CVCe, CVVC, CVV.
b. On the right hand side of the page are homophones.
c. On a notebook page to go in your word study notebook, think of, record and illustrate other
homophones; maybe you want to stick to one vowel. Here are a few to get you started:
meet/meat, beet/beat.
Sort 2. Water / Land Animal Concept Sort. Use the three columns and write the sort in your
word study notebook. Add other animals.
Sort 3. Open and closed syllables with tablet and baby. The first syllable in tablet is a closed
syllable – it ends in a consonant sound. The first syllable of baby is an open syllable – it ends in a
vowel sound. In your word study notebook, sort the words under the first syllables that go under
tablet (closed syllable) and under baby (open syllable). Add three other words to each column.
What do you notice about the sounds of most of the words in each column? After sorting, write an
explanation of the sort.
Sort 4. Two‐syllable homophone writing sort. Write the pairs in your word study notebook. Study
the meaning of 4 words that are of interest.
Sort 5. Consonant doubling, no change and e‐drop sort. Write the sort using the key words. Write
a rationale for each column. What kinds of base words double when we add the suffix? What
happens to some words when –ing or –ed are added?
Sort 6. Assimilated prefixes in the derivational relations stage. Sort the words by the common
prefixes. Make the meaning connections. Think of several words to add to each prefix. Describe
what happens the prefix joins with the base or root.
Sort 7. What does adding –tion do to a word? Directions are provided.
Sort 8. From Spanish to English – A Dictionary Word Hunt. Directions are provided.
Sort 9. Interesting words. Directions are provided.
Sort 10. Match English to Spanish Cognate. Directions provided with the sort.
Sort 11. Why do some words end in –able and others –ible? Write the sort into two columns.
Discover why some words end in –ible and others –able. Work with a partner if you need. Think of
other words that end in the same ways. Look at these words grammatically. Examine exceptions.
Add different suffixes and see how spelling and grammatical functions change.
Sort 12. Causes of Disease by Holly Parker. Directions provided.
Word study for reading, vocabulary, and thinking Bear October, 2008 34
1. Study Notebook Sample. Expand upon the pages in this word study
notebook.
.
Word study for reading, vocabulary, and thinking Bear October, 2008 36
Absorbed or ad-
assimilated (to, toward) arrange in-
prefixes (not, into)
immobile com-
(with) collect accept
Here are some sample entries on a class chart of related words that students collected in this
activity.
Spanish (Translation) English Relations Spanish Relations
presumir (boast) presume, presumption, presumptuous presumido, presunción
extenso (extensive) extend, extension extensivo, extender
nocturno (nightly) nocturnal, nocturne noche, noctámbulo
polvo (powder) pulverize (from Latin, pulvis, dust) polvillo, polvorear
benevolent
“The brown blotches of benevolent skin cancer the sun brings from its reflection
on the tropic sea were on his cheeks.” (p. 33)
bene - well
volo - wish
-ent - a suffix used to form adjectives from nouns
11. Why do some words end in –able and others –ible?
12. Causes of Disease
by Holly Parker Chicago Striving Reader Grant, 2008
Use the words in the third column as key words for sorting.
Match the words in the first two columns with terms in the third
column. Check your sort with a partner to add additional words with
the blank chips.