This is a training on Word Study in the primary classroom.

1. WORD
STUDY
Phonics and Sight Word Instruction
Alice Terwege aliceaterwege@katyisd.org
Sybil Terry sybilpterry@katyisd.org

2. RESEARCH AND BEST PRACTICE
 The National Reading Panel (2000) described
several different types of effective phonics
instruction including analogy phonics, onset-
rime phonics, phonics through spelling and
phonics in context.
 Best practice suggestions and professional
literature from: Fry, Dolche, Timothy
Rasinski, Patricia Cunningham, Regie
Routman, Marie Clay, Irene Fountas, and Gay
Su Pinnell
 Goal of phonics instruction is to help students
gain automaticity and fluency in the reading
and writing of new words.

3. INTRODUCING MAKING
WORDS
Word Wizard by Max’s Words by
Cathryn Falwell Kate Banks

4. MAKING WORDS
 Systematic Sequential Phonics They Use and
Making Words by Patricia M. Cunningham-
 Explicit instruction on the patterns of English
spelling . Students are taught how to use letter
patterns to actually decode and spell new words
when they are reading and writing.

5. ORGANIZATIONAL TIPS

6. HTTP://WILDABOUTTEACHING10.BLOGSPOT.COM/
2012/06/WELCOME-NICOLE-FROM-ROWDY-IN-
ROOM-300.HTML

9. ORGANIZERS

10. KINDERGARTEN

13. MAKING WORDS

14. IN THE CLASSROOM

15. TRANSFER

16. HOMEWORK IDEAS
 Making Words: Lessons for Home
or School by Dorothy P. Hall and
Patricia Cunningham

18. WORD SORTS
 Instruction that takes advantage of the brain’s
pattern-seeking ability is most likely to support
the development of word knowledge.
 The brain seeks patterns—basic cognitive learning
processes of comparing and
contrasting, discovering similarities and
differences, generalize beyond isolated words
 Because word knowledge is gained
developmentally, Vygotsky’s theories about the
social construction of learning indicate
collaborative activities will be beneficial.
 Learning is best achieved when it is interesting
and engaging.

19. WORD SORTS
 Word sorting requires students to focus on
the specifics of words and to learn how to
examine words.
 Based on the strong correlations between
reading and spelling, word study should
facilitate both areas of learning.

20. WORD WALL ACTIVITIES
 The interplay between writing and
reading is especially important for the
beginner. We want to help students
recognize high frequency words quickly
and automatically while reading for
meaning. Knowing them facilitates
fluent reading and allows the reader to
pay attention to new words.- Guided
Reading by Fountas and Pinnell
 The 100 most frequently used words
make up 50% of all material written in
English.

21. WORD WALLS

26. WORD WALL ACTIVITIES
 Word Wall Chants
 Phrases/short sentences
 www.theschoolbell.com Dolch
Kit

27. ON THE BACK ACTIVITIES
BY PATRICIA CUNNINGHAM
 On-the Back Ending Activity-This
activity helps children learn to spell Word
Wall words which need an ending. Teacher
will say a sentence which includes a word wall
word that has an ending. After each
sentence, the children identify the Word Wall
word and the ending, decide how to spell the
word, and write the word with the ending on
their papers.
 On-the Back Easy Rhyming Activity-
The teacher says five starred words from the
board. The teacher says a sentence with a
word that rhymes with one of the words. The

28.  Be A Mind Reader- The teacher thinks of
a word on the wall and then gives five clues
about that word. The students write a guess
for each clue.
 Guess My Covered Word- The teacher will
write five to seven sentences on the board
and cover on word in each sentence.
 On-the back Cross Checking- Call out
several words that begin with the same letter
for students to write down. The teacher will
say and write a sentence. The students have
to decide which word makes sense in the
sentence and write it down.
 Rounding Up The Rhymes- Students work
with a partner to find 3 or four groups of
rhyming words from the Word Wall.

29. SPELLING PATTERNS
ALSO KNOWN AS WORD FAMILIES
 Adding a beginning letter or letters to the 37
most common word families allows students to
spell and read 654 one syllable words.-Fry
(1998)
 Choose a word family that has been seen in
the Making Words lesson.
 Multi-sensory approach to learning new words:
students see it, write it, and work with it.
 Use shared reading—nursery rhymes, fairy
tales, poems, songs
 Highlighter tape, wikki sticks, overhead, post
its, peep hole finder

30. SPELLING PATTERNS
ALSO KNOWN AS WORD FAMILIES
 Dry-erase boards and bulletin board set
 Organization
 EnchantedLearning.com website
 katyisd/katyisd

31. SPELLING PATTERNS

32. SPELLING PATTERNS

33. WORD FAMILY STATIONS

34. WORD LADDERS
 Students analyze the meaning and
structure of words. Word Ladders
build students’
decoding, phonics, spelling, and
vocabulary skills. They examine sound-
symbol relationships and extend their
understanding of words and concepts.
Daily Word Ladders by Timothy V.
Rasinski

36. ASSESSMENTS
2 assessments per grading period in the
first 3 grading periods.
 3 assessments in the 4th grading period .
 Assessments put in Language as a major
grade x1.
 Daily grades can be put in the 10% drop
down in Language.
 Do not make the Word Study grades
disproportionate to the overall Language Grade.
 Grading Scale and instructions are included on the
document.
 Assessments grow in complexity throughout the
year.