Word work is something they learn in primary grades… but is it?
“Word work” is crucial in the classroom, but I believe that learning and exploring words is a lifelong skill and not just something we learn in primary grades. In my classroom, I use “Words Their Way” and direct vocabulary instruction during word work time. I try to constantly expose my students to new words and provide time for them to explore word meanings and the spelling of English words. Additionally, I do a lot of phonics in my classroom where we study specific spelling patterns, rules and exceptions. Even as an adult, I learn new words and have to search for what words mean when I come across a word I am not familiar with. When we understand vocabulary associated with a topic, we are better able to comprehend what we read.
How do we support students who did not master “breaking the code?"
We can support our students who did not master “breaking the code” by teaching them strategies they need to improve the areas they struggle with. As a new teacher, I frequently come across reading struggles in students where I have to think about how I can support them. I am trying to be a sponge and take in all I can from these chapters!
What did you learn in this chapter and how will you apply it to your instruction?
I like the vocabulary scaffolds provided in Figure 10.2. I think this will be so useful to reference when a student needs help. More specifically, I like the suggestion for when students need help identifying which words in a text confused them. I can see how “Syntax Surgery” would support this struggle where students can solve problems related to how words are arranged in a sentence. This could refer to recognizing synonyms, context clues, inferring omitted words, etc.
Small group instruction is most useful for remediation. Do you incorporate these into your teaching? How could you?
Students gain so much from small-group instruction. I love my current position because I teach small groups throughout the day and I am able to adjust my instruction and differentiate learning for students in so many ways to meet their needs. I teach a variety of sections of 15:1 classes as well as Resource Room. These classes can range from 1-15 students, but are usually less than 5 students per group. This is wonderful! Even while teaching small groups, I often break these groups into smaller groups for instruction or other activities depending on the students’ levels of readiness.
Name & Summarize (a few sentences) about the “other” chapter you read.
I chose to read Chapter 14, “Spelling.” This chapter explores changes in the research on spelling, the different spelling stages, how we can use student spelling to guide our instruction, and spelling scaffolds.
Spelling Stages:
Emergent: K-G1, Scribbles to pretend writing
Letter Name: G1-G2, Students use names of letters to spell words
Within-Word Pattern: G2-G4, Students spell short vowel sounds correctly and are attempting to spell long vowel patterns
Syllable Juncture: G3-G8, Students spell most single-syllable words correctly
Derivational Constancy: G5/G8 through adulthood, Words studied are derived from the same root, Students learn about assimilated prefixes (Ex: illiterate vs. inliterate)
Spelling Scaffolds: Pgs. 230-234
Use Word Sorts: Students discover spelling rules and patterns as they sort words into groups
Teach Commonly Misspelled Words: Chapter 14 suggests posting a classroom list of words that are commonly misspelled like “business”
Teach Homonyms in Context: Examples include principal/principle, to/too/two, writes/rights