Word Study- Homework | Miss Neilsen's First Grade Class


word study homework

This article describes nine tips for implementing a word study program in the K-2 classroom. These tips are based on the results of four classroom-based qualitative research projects collaboratively conducted by a university professor and four primary-grade teacher-researchers. The article suggests that through small-group word study instruction and hands-on word work. Spelling and Word Study Routine ResourcesAll you need for spelling / word work!This file includes a variety of word study activities that can be used as classwork or homework, games, and test formats!I have used all of these resources in first through third grade classrooms while implementing the D. This FREE product is 2 pages long. It is a Word Study-Spelling Homework Menu that your students can use for any spelling words. I use Words Their Way in my first grade classroom. I attach each child's word sort to the menu each week, and they can choose 5 activities to complete throughout the week.

Homework | Definition of Homework at iznimitables.ga

Word study is an approach to spelling instruction that moves away from a word study homework on memorization, word study homework. The approach reflects what researchers have discovered about the alphabetic, pattern, word study homework, and meaning layers of English orthography.

This article describes nine tips for implementing a word study program in your classroom. Teachers use a variety of hands-on activities, often called word work, to help students actively explore these layers of information.

When studying the alphabetic layer, students examine the relationship between letters and sounds. They learn to match single letters and pairs of letters e. When students study the pattern layer, they look beyond single or paired letter-sounds to search for larger patterns that guide the grouping of letters e.

Studying the meaning layer helps students to understand how the English spelling system can directly reflect the semantic relationships across related words. For example, students come to understand that the second vowel in composition is spelled with an o because it is related to compose. Examining each layer of the orthography helps students to see the regularities, patterns, and derivations in English words — how words work in our writing system.

The primary goal of word study is to support students' development of a working knowledge of the orthography — knowledge that students can apply as they are reading and writing.

Here are nine tips for implementing word study. Before you can craft a systematic word study program, you must determine word study homework your students know about the alphabetic, pattern, and meaning layers of the orthography.

It doesn't make sense to teach students the r -controlled vowel pattern if they don't understand the alphabetic principle. Assessment informs you of what your students already know and don't yet know, which guides your instruction. We found that two kinds of assessments proved most informative: informal spelling word study homework and analyses of students' independent writing. Not only did these assessments help us to determine what each child knew about the orthography, but also the results were particularly useful in grouping and re-grouping children homogeneously for small-group instruction.

Students needing to study the alphabetic layer were grouped as either emergent or letter-name alphabetic learners. Students who were ready to explore the pattern layer were grouped as either within word pattern or syllable and affixes learners.

But periodic assessment isn't sufficient. With high-quality instruction and lots of reading and writing, students' word knowledge is continually progressing, and so we used students' independent writing as an ongoing assessment tool. We knew that students' invented spellings would show us what they knew about English orthography. Each week, we reviewed the students' journal writing or writing workshop pieces to document the orthographic features they were spelling correctly or misspelling.

Bear et al. Interestingly, using these assessments in tandem sometimes created a thorny challenge. In our second-grade project, for example, some students in the letter-name alphabetic group frequently used but misspelled CVC e -patterned words e, word study homework.

According to the scope and sequence outlined in Bear et al. Similarly, word study homework, a few students in the within word pattern group frequently failed to double the final consonant when adding -ed to a short-vowel word e. Consonant doubling is usually taught at the syllables and affixes level. So, given how frequently the students word study homework using but confusing these orthographic patterns, we decided to teach them.

Despite this challenge, we found that using more than one assessment tool helped word study homework inform our grouping of students and the instruction Colleen prepared for each homogenous group. In our kindergarten project, Krissy tried to save time by using a whole-group approach to word study, but, as we mentioned, it didn't meet the students' instructional needs.

A primary finding of that project was that homogeneous small-group instruction is essential. There are two approaches to homogenous word study instruction. Another approach is separate word study lessons for each developmental spelling level Bear et al.

We tried both approaches, and we found that integrating word study into guided reading worked well in Title I and first grade but not in second grade. The books that were used for guided reading in second grade did not necessarily include examples of words that reflected the orthographic features and principles Colleen was targeting, word study homework.

Moreover, we found that some of the students' reading and spelling levels were not closely linked. In several cases, spelling achievement lagged considerably behind reading achievement, which made it difficult to form small groups that were appropriate to both areas of instruction. For example, our assessments indicated that several students needed word study on short-vowel patterns. A majority of these students were in the lowest guided reading group, but a few of them were in the middle group.

After several months, we separated word study from guided reading and created three homogeneous word study groups. Doing so allowed Colleen to target specific orthographic features and principles these students needed word study homework learn. This experience leads us to recommend separate developmental groups for word study in second grade. Both Pinnell and Fountas and Bear et al.

To organize and manage three groups, Bear et al. While Group 1 is receiving a teacher-directed word study lesson in the circle, Group 2 engages in literacy activities in centers, and Group 3 participates in word work games and activities at their seats, word study homework. After minutes, word study homework, the groups rotate.

Group 2 joins the teacher, Group 3 moves to centers, and Group 1 returns to their seats. All three groups can rotate through each instructional context in about an hour, including transition time. To organize and manage four small groups, a classroom volunteer can be helpful.

Staff developers at a professional development workshop that Krissy attended at Teacher's College, Columbia University, recommended that teachers prepare word work activities that volunteers can use with small groups of children. Krissy has found that asking a volunteer to work through word sorts or play a word study game with small groups of children prepares students to do these activities independently or with a partner when Krissy places the game or activity in the literacy center.

Whether you combine word study with guided reading or teach word study to separate developmental groups, word study homework, you'll need to carve out sufficient time to prepare your lessons and word work activities. If you have three groups, you'll be crafting three separate word study lessons, and you could easily need to prepare six to nine different word work activities.

Word study homework don't reinvent the wheel! We found the instructional materials currently available to be invaluable in supporting this process. You'll also want to carve out time to study the concepts you'll be teaching. Our work together reminded us of the importance of teachers knowing the generalizations that students will be exploring. We documented several missed opportunities in our data for teachers to talk with students about specific generalizations that can prove useful.

For example, teachers can explain that the ck spelling pattern only comes at the end of short-vowel words, or that the oa pattern almost always signals the long o sound, or that words spelled with ee usually have the long e sound. The bottom line is this: For a word study program to be successful, the teacher has to invest sufficient time preparing for daily instruction and word work. Carving out preparation time may be one of the biggest challenges you face in implementing a word study program.

Word study homework a traditional spelling program, students learn to spell words that are deemed appropriate to their grade level. In a word study program, word study homework, however, students learn about words. The instruction is unique in that it focuses students' attention on consistencies within our spelling system.

Students learn word knowledge that they can apply generally to a wide range of reading and writing activities. Word study homework course, students learn to spell a great many words through word study lessons and daily word work activities, but the instruction is far more conceptual than that of traditional spelling programs. This is important because what students remember about specific words is related to what they know about English spelling in general Ehri, Focus your word study lessons on the way English words work, so that students will form useful generalizations they can apply to words they want to read or spell.

The words you choose should be highly useful to your students-words they will encounter frequently in their reading as well as words that appear often in students' own writing e.

You may want to display some of these high-frequency words on the word wall. Because these sight words don't follow the spelling patterns and generalizations that students will be exploring, help students to learn these words by focusing on how the word looks and how it sounds, and avoid simple memorization Clay, Word study undoubtedly supports students' spelling achievement.

It has the word study homework to support students' reading and writing development as well-if students understand and exploit the relationship between these literate processes. Our research helped us to see that some students don't necessarily make this link, word study homework.

As mentioned above, several students in our second-grade project didn't appear to recognize the ways in which word study is related to writing. This was true for both low-ability as well as high-ability students. While we were trying to make sense of this finding, we realized that in our second-grade project word study homework did not have a guided practice component to our word study program. That is, we did not demonstrate for these students how they could use word study to support extended reading and writing activities.

We assumed that students would transfer word study to other literacy events, but we were wrong. As students "shared the pen" to solve the spelling of words in the messages they were writing, myriad opportunities emerged for them to apply the orthographic features and principles they'd been taught during word study instruction.

And, if they needed help, their teacher could easily scaffold their attempts. In our kindergarten study, for example, the students were trying to write the word thank word study homework in thank you during an interactive writing lesson.

The word study homework at the chart wasn't sure how to begin, so Krissy reminded the class of an important orthographic principle she had taught earlier in the year: "Sometimes the sounds in words are represented by more word study homework one letter. The first sound in thank has two letters. These kinds of minilessons in the midst of interactive writing events clearly demonstrated for students how they could use word study to support extended writing.

And the demonstrations paid off: We observed many kindergartners and first-grade students using word study to support their independent writing endeavors-including the children who struggled with literacy learning. But interactive writing is best used as a transition tool to support children's growth from emergent to conventional writing.

Most second graders understand what word study homework means to write and how to go about it, word study homework, so interactive writing isn't necessary or appropriate for the majority of second graders, except for those who struggle. Yet, our research helped us to see that guided practice in using word study during writing activities is essential, so we are now searching the professional and research literatures for examples of what a guided practice component might look like in second grade.

In addition to guided practice, our research also highlighted the need for explicit strategy instruction. If we want students to use word study independently and strategically when they are reading and writing, then we must teach them how to do so Dudley-Marling, Along with the orthographic features and principles you teach, word study homework, we recommend that you integrate strategy instruction into your word study lessons.

We think of strategies as tools that help students actively use what they've learned. Sometimes the tools are physical, like dictionaries or the word wall. Other times, word study homework tools are cognitive — in the mind — like listening for sounds or thinking of a word that rhymes with the word you're trying to spell.

We encourage word study homework to teach both kinds of tools to help students learn to use word study strategically.

The text box below lists the 10 strategies we taught most often across our projects.


Third Grade / Word Study Information


word study homework


Oct 20,  · Homework definition, schoolwork assigned to be done outside the classroom (distinguished from classwork). See more. This year, word study will be different from the past as Shakopee Public Schools has adapted a new curriculum, Benchmark Universe. In our classroom this year, we will teach a lesson on one important spelling strategy that will be reinforced and applied each day of the week. Word Study Homework Menu. Activity 1. Keyboarding: Type your words on a list using a different font for each word (and color if you’d like). Remember to use proper keyboarding technique! This list should be in alphabetical order.