Words Their Way Program
Oradell Public School
Word Study...
is defined as "A learner-centered conceptual approach to instruction in phonics, spelling, word recognition, and vocabulary, based on a developmental model."
"The purpose of word study then, is to examine words in order to reveal the logic and consistencies within our written language system and to help students achieve mastery in recognizing, spelling, and defining specific words." (page 4)
"The purpose of word study then, is to examine words in order to reveal the logic and consistencies within our written language system and to help students achieve mastery in recognizing, spelling, and defining specific words." (page 4)
So...how is your child's sort determined?
A pre-assessment is administered to the students - much like an old-fashioned spelling test. The results are inputted into the web platform, which will provide the teacher with suggestions for which skills to focus on based on this data. Again, these are suggestions - our teachers will always use their expertise and knowledge of their students to determine what will best fit their needs. This spelling inventory looks for specific skills such as:
Your child's group is not static, they will move through word sorts that meet their needs. Your child may have mastered blends, but struggled with digraphs. They will then be assigned digraphs until mastery is achieved, and not review blends at all. There is no order to the sorts - it is based on the needs of the children.
- Initial and final consonants
- Short vowels
- Digraphs
- Blends
- Common long vowel patterns
- Other vowel patterns
- Inflected endings
- Syllable junctures
Your child's group is not static, they will move through word sorts that meet their needs. Your child may have mastered blends, but struggled with digraphs. They will then be assigned digraphs until mastery is achieved, and not review blends at all. There is no order to the sorts - it is based on the needs of the children.
No more spelling tests?!!!
Yes, there are no more weekly spelling tests in word study. We want our students to apply their knowledge of word study to their reading and writing, and studying for weekly spelling tests does not promote this level of learning. Students will be assessed in some way at the end of each word sort - this might be a written sort, a glued sort, or just a regular sorting activity and/or reflection.
At the end of each unit, there is a spelling assessment. For instance, after learning the blends, there is a blends mini-assessment for the students to take. Based upon their performance on this assessment, the students will either have extra practice on that skill or move on to another unit.
At the end of each unit, there is a spelling assessment. For instance, after learning the blends, there is a blends mini-assessment for the students to take. Based upon their performance on this assessment, the students will either have extra practice on that skill or move on to another unit.
Why picture sorts?
Digraphs
It is important for children to hear the difference between an "s" sound, and "h" sound and an "sh" sound. The children need to know where that digraph sound is in the word (beginning or ending), however, they do not need to know how to spell the word correctly. For instance, first grade students are not expected to know how to spell thermometer. They need to get the "Th" correct and then do their best with the rest of the word.
Blends
It is also important for children to realize that when some letters are put together, they "blend" together to make two sounds. For example, students should be able to hear the difference between "br" and "bl". Again, students are not held accountable for spelling "bride" correctly as they have not completed the long vowel patterns yet, but they do need to get the "br" correct at the beginning of the word.
Vowels
Before children are expected to spell vowel sounds correctly, they need to be able to differentiate between the various short vowel sounds, and then between a short and a long vowel sound.
There might be a sort on short a and short u words. This will lead up to a sort with all the short vowel sounds. This activity would be easier to complete if the letters were given instead of pictures - the children would simply match the letters!
The same thing for long and short vowel sounds. We don't want a child to place a long vowel word under the right heading because it looks right. We want the child to be confident in hearing the correct vowel sound when sorting.
There might be a sort on short a and short u words. This will lead up to a sort with all the short vowel sounds. This activity would be easier to complete if the letters were given instead of pictures - the children would simply match the letters!
The same thing for long and short vowel sounds. We don't want a child to place a long vowel word under the right heading because it looks right. We want the child to be confident in hearing the correct vowel sound when sorting.
TYPES OF SORTS TO COMPLETE:
Closed Sort
Have your child use the headers and first match up the key words/pictures (usually in bold). They can then use these key words/pictures to assist them with completing the sort. Choose a word or picture and ask your child why he/she placed it under that header. Your child should be able to explain their reasoning to you.
Open Sort
The children do not use the headers. They sort all the words first, then they create their own headers. This assists in having the students make sense of the sort in their own minds.
Guess My Category
Have your child sort some of their words without using the headers. They might sort them by a pattern they notice, a vowel sound, a beginning sound, meaning, parts of speech...and you need to guess how they sorted their words.
Guess My Word
Your child sorts the words. Once completed your child says, "I'm thinking of a word. It follows the ___ pattern (name the header), and it means _____." You guess the word. If you are correct, your child turns the word over. Continue playing until all words are turned over. You may alternate turns with your child as well.
Speed Sort
Your child lays the headers out, turns over their words and mixes them up. Set a timer and start it as you say "Go!" Once your child is done, stop the timer. Your child is to complete the sort as quickly as they can. Complete again to see if your child can beat his/her time. You can play as well to see if you can beat your child's time!
Blind Sort
Take the headers and place them on a flat surface. Turn over the other words, mix them up and put them in a pile. Choose one word, and say it aloud to your child. If your child spells the word correctly, give it to them and they are to place the word/picture under the correct heading. If they spell it wrong, they are to give it back to you. You will place it back into the pile and mix it up again. Continue playing until all words are used.
Why are there "oddballs"?
Not every sort has an "oddball" so don't panic!
Oddballs serve the purpose of pointing out specific word knowledge.
- For example, if the sort includes "ar" words such as part and smart, the word heart would be an oddball because it sounds the same but does not follow the spelling pattern.
- For short u words, the word put is an oddball because it doesn't sound like all the other short u words even though it follows that simple consonant, vowel, consonant pattern.
- For long i words, the word give is an oddball because it has the silent e at the end, yet does not have the long i sound like the others.
- For long a words, the word said is an oddball because it has the two vowels, ai, put together, yet it has a short e sound. In this same sort, the word want is also an oddball because it does not have the short a sound as in "cat".
In conclusion...
Remember, the important part is for your child to understand why the words are sorted the way they are. This way if your child is given another word that follows the pattern, he/she will be able to spell that word correctly. Please email your child's teacher with any difficulty they are having at home, so the teacher is aware and able to work with your child more closely at school. We are already seeing our students apply their word study knowledge to their reading and writing during our workshop periods. We are excited to continue to see their progress!