Word Journey by Kathy Ganske provides a comprehensive approach to assessing and building children's word knowledge for grades K-8. The program is planned word study that can improve students' reading and writing skills. There are complete instructions that provide for implementing the Developmental Spelling Analysis (DSA), an easy-to-use assessment tool, and for tailoring instruction to learners' strengths and weaknesses. It addresses the Common Core State Standards in this program.
There are numerous word lists, student work samples, and "Literature Links” that are included a great source of book list, along with 27 reproducible forms. There is a word inventory that enables teachers to quickly and easily evaluate students' stages of spelling development their knowledge of important orthographic features. Guidelines are set forth for engaging students in hands-on word study that is tailored to their specific strengths and weaknesses.
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Word Matters by Gay Su Pinnell and Irene Fountas is a systematic literacy program to help children learn about letters, sounds, and words.
This book teaches children to become "word solvers": readers who can take words apart while reading for meaning, and writers who can construct words while writing to communicate. In the book there is a word study that includes systematically planned and applied experiences focusing on the elements of letters and words; writing, including how children use phoneme-grapheme relationships, word patterns, and principles to develop spelling ability; reading, including teaching children how to solve words with the use of phonics and visual-analysis skills as they read for meaning. This is a great book that includes practical information on how to engage in interactive writing and shared reading, how to use a word wall and word sorting, and how to use effective assessment
tools. Sitton Spelling and Word Skills by Rebecca Sitton provides a tested progression of materials that enables building visual, spelling and language skills, proofreading, and assessment readiness. In this program the students improve their knowledge of spelling rules, spelling patterns, and grammar. The students get a grasp of word roots and endings, application of word and language concepts in their writing, and become assessment confident. This is a very detailed book that gives Spelling Experiences and the bottom of the pages that help you know what you should be expecting from the students during certain grade levels. This program is broken down into Skills and Concepts that help know what is expected of the children during which grade level. It has a guide with pictures of worksheets and breaks it down into parts of understanding what to do and what is explaining. There are helpful tools in knowing and understanding of the worksheets and how to use it. This book contains a home-school portion where you connect the classroom with the home life. It gives the parents an understanding of what the students are learning and doing in school. Word Study by Bethany Newingham is the spelling approach that my clinical educator uses in her classroom. Parents are used to the weekly spelling tests that are favored by our schools, but research shows that students often memorize words for a test and then promptly forget them. This program was created that does not completely abandon weekly lists, but emphasizes opportunities for students to investigate and understand the patterns in words and build word knowledge that can be applied to both reading and spelling. The first step to this program is Using Inventories to Determine Students’ Stage of Spelling Development. In this step teachers give two different types of spelling inventories to gain information about each student’s developmental spelling stage and also to determine where we will start with whole-class instruction. There are two ways in doing this, words their way elementary inventory, and high frequency word inventory. The second step to this program is creating a yearlong plan. Here teachers create regular list and a challenge list for each unit. The challenge list is for students who need more difficult words, but can still focus on a common spelling pattern for the whole-class instruction. The third step is making word lists, is a weekly list of ten words that follow the pattern for the week. This process there are five parts into creating the word list and teaching them in class. The first is ten pretest words which follow the pattern that will be introduced that week, twenty assigned pattern words this the regular and challenge list, ten new pattern words unknown words give to students on test day that were exposed to the students during lessons and activities, additional words for center activities, and where do we get the words. The fourth step is making a word study folder. In this folder students keep high frequency word lists, words to learn list, and word study center recording sheets. In the fifth step they have a week at a glance to go over everything that they will be doing for the week. The sixth step is introducing new patterns, then word study centers, the weekly tests, and last strategy groups & differentiation. In my classroom this is a really effective way in teaching spelling. I haven’t seen much of it yet, but by talking to me teach about it and hearing the things she says sounds like it is a really good approach to spelling. I like that they have regular and challenge list to fit each student’s needs, but still learning the same thing as a whole.
In this time, it has become highly regarded by many teachers and administrators. The program uses a site word approach to teach emergent reading skills. The program uses a carefully sequenced, highly repetitive word recognition method combined with errorless learning. This approach eliminates incorrect responses and helps students view themselves as readers. The Edmark Reading Program ensures success to students of all ages who have not yet mastered beginning reading. This program is recommended for students with developmental disabilities or Autism, students with learning disabilities, Title 1 students, ESL students, preschool and kindergarten students who lack vocabulary development and non-readers who struggle with phonics. The programs
The Wilson Language program has a precise structure to function as an intervention and is able to assist second through twelfth grade struggling readers to learn the construction of words by directly instructing students to decode and encode confidently. Natalie Hill, a Wilson Language Program assessor, said, ‘“There is a frequent change of pace, students will see as well as hear, multiple opportunities for students to be engaged and participate in activities, extensive controlled text methods and materials to “see” critical word components, like vowels, digraphs, etc., stop “guessing habit”, reading and spelling taught simultaneously, hands on, multisensory methods, no glossy pictures”’ (Hi...
This is why I would focus on a word study instruction that incorporated diagraphs for this particular student. This assessment process using a spelling inventory was new to me, and I did not fully understand the process in the beginning. I was a little confused with the students familiarized of the th and sh sounds in some words, but not in others. This caused me to second guess the stage I was going to place her in until I received clarification on the various ways that students may spell words correctly from
As students read, the teacher makes notes focusing on the words they struggle with. The teacher indicates which words the student has substituted, repeated, mispronounced, or doesn’t know. These words are called miscues. After the miscues are marked they are classified. “Only the words that students mispronounce or substitute can be analyzed; repetitions and omissions aren’t calculated’ (Tompkins p.85). Once the miscues have been evaluated, the miscue analysis will indicate which cues the reader over relies on and which they need to further develop. Running Records also helps calculate the percentage of miscues to determine whether or not the book is at the students reading level. The goal is to give students appropriate books for their reading levels. After the running record and miscue analysis, the teacher can analyze this information to introduce personalized strategies and lessons to develop a more fluent
Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction defines spelling inventories as “a list of words specially chosen to represent a variety of spelling features at increasing levels of difficulty” (WTW, 2012). Spelling inventories are designed to help assess a student’s stage and what they know about words (WTW, 2012). There are many different types of spelling inventories. Some of these inventories are The Primary Spelling Inventory, The Elementary Spelling Inventory, and The Upper Level Spelling Inventory. The Primary Spelling Inventory (PSI) consists of a list of 26 words that begin with simple words, and ends with inflectional ending words (WTW, 2012). For example, the Primary Spelling Inventory in Words their
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
This activity suits the child’s current stage of oral development will interest them and aid in them progressing in their oral development. Children at this stage of development enjoy listening to stories which is good not only for their receptive skills, but also for their expressive language (Fellows and Oakley, 2014), in all four key components of spoken language. It helps with phonemes by getting the child to focus on the phonological patterns throughout the text (Fellows and Oakley, 214). Syntax knowledge allows them to observe the sentence structure and grammar in the book which allows them to develop a stronger awareness of the syntax. Visual aids in storybooks can aid in the child in the understanding of semantics (Fellows and Oakley’s), as the story is read aloud their receptive skills hear those more difficult words, when paired with a visual cue such as a picture in the book the child understands better and thus they are able to gain a better understanding of how to speak these difficult words. A better understanding of pragmatics can also be gained from storybooks as they understand how people communicate in society such as greetings and asking for things (Fellows and Oakley,
The child’s lexical inventory is well developed. She has no troubles with finding words to express her thoughts. Not many words are repeated and that illustrates that she has a vast vocabulary to where she does not have to borrow words. She does not over or under extend the usage of her words.
Through conducting Connor’s Running record, I learned that he is developing well as a begging reader. I assessed him using a book The Wheels on the Bus that was above his grade level, and the book was considered an instructional level for him based on his 90% accuracy. He is a kindergartener, meaning that he has had little experience reading and has room for improvement, however he is developing into a successful reader. Connor still needs to improve his comprehension due to the fact that he rarely used meaning or structural clues to help decode unknown words. I also learned that Connor is very successful in regards to identifying sight words. Every time that he read a sight word, he seemed confident and enjoyed coming across a word that he knew. Repetition throughout a text is something that works well for Connor’s reading ability, because he is also good at recognizing words that he has already read. Connor is developing fairly quickly for a kindergartener and the Running Record allowed me to assess his strengths and weaknesses to guide further instruction for his continued reading development.
Word prediction programs were originally developed to reduce typing for individuals with physical disabilities (MacArthur, 1998). Word prediction can help students during word processing by predicting a word the student intends to use. Predictions are based on spelling, syntax, and frequent or recent use of a word. This type of compensatory support prompts students who struggle with writing to use proper spelling, grammar and word choice. Word predication can also provide the slow or reluctant writer a means of developing and entering text confidently without spending all their time worrying a...
This article discussed writing development in early childhood, but focused on letters and invented spelling, early patterns in writing development, reading, writing, and speaking, and implications for practice and policy. This information will be useful to my project so that I can explain writing development in early childhood in great
Vocabulary depth tests are inherently productive in nature and provide various tasks, such as translating and productive writing. Although it is debated which approach gives the best results, Paribakht´s and Wesche´s (1993) Vocabulary Knowledge Scale (VKS) is a distinguished test in determining the stages of students´ developing knowledge. The VKS is a self-report test where students read a word and evaluate their depth of knowledge of that word. It is a five-category elicitation scale and provides a representation of students´ knowledge by using a five-point scoring scale as shown below in Figure
Our students work extremely hard daily to be successful in reading comprehension and writing. However, for the previous past three years, phonics has been an area of concern. Phonics is an essential skill that is needed in developing proficiency in reading comprehension and writing. Reading Rockets examines “children 's reading development is dependent on their
Young spellers from all across this nation and several others dedicate their lives to studying words and their patterns. The amount of work is mind-boggling, but there is no greater honor for a young word lover.
1. The development of new vocabulary, as indicated for speaking, is an activity which spans all the skills of language and will be an ongoing challenge for all pupils. Brainstorming activities and dictionary-based activities (described above) are both excellent means of leading into a written task. Brainstorming gets the pupils involved in the task from the outset and activates their thoughts and previous learning. Using a dictionary effectively is particularly important for pupils whose literacy in English is at a lower level than the peer group. This skill will transfer into other areas of learning.