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    Bear Et Al-12-Words Their Way

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    Words Their Way™ Word Study for Phonics, Vocabulary, and Spelling Instruction FIFTH EDITION Donald R. Bear University of Nevada, Reno Marcia Invernizzi University of Virginia Shane Templeton University of Nevada, Reno Francine Johnston \ University of North Carolina at Greensboro Boston * Columbus * Indianapolis * New York * San Francisco * Upper Saddle River” ‘Amsterdam * Cape Town * Dubai + London * Madrid + Milan * Munich + Paris * Montreal * Toronto Delhi + Mexico City + Sao Paulo + Sydney * Hong Kong * Seoul * Singapore * Taipei * Tokyo Viee Prsidens, Bétor in Chief Avrora Martinez Ramos Senior Development Pdivo: Max Effenson Chuck aitorial Assistant: Katherine Wiley Productio Réitor Annette Joseph Executive Marketing Manager: Krista Clerk ‘Marketing Assistant: Elizabeth Mackenzie-Lamb Marketing Managir: Danae April Baitorial Production Service: Omegatype Typography, Inc Mannfacaring Buyer: Megan Cochran Exstrone Compasition: Omegatype Typography, Ine. Interior Design: Carol Somberg Cover Design: Jennifer Hare Art Diver: Linda Knowles Mtusrater: Francine Johnston Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on agpropriate page within text. Copyright © 2012, 2008, 2004, 000, 1996 by Pearson Education, In. Al rights reserved “Manufactured inthe United States of Ametice. Ths publication is protected by Copyright, and Permison should be obtained from the publisher prior to any prohibited repredoction, storage in a fetricral system, or transmission in any form or by any means, electronic, mechanlal, photocopying, recording, o likewise. To obtain permision() to use material from this work, please submit a written request o Pearson Bastion, Inc, Permissions Department, One Lake Sweet, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-5200, Libraty of Congress Cataloging-in-Publicaton Data Bear, Donald R Words thir way : word sty for phonics, vocabulry, and spelling jnstruetion / Donald R, Bear, Marcia lnveris, Francine Johnston—Sth ed P. om Rew. ed. of Words their way / Dons R. Bear. eta Includes bibliographical references and index ASBN-13: 978-0-13-703510-6 (pbk) ISBN-10: 0-13-703510-1 (pbk) 1, Word recognition, 2, Reading Phonetic method. 3. Bngish Janguage—Orthography and spling. 1 Inverie Marci. TE Jebton Francine R. Bear, Donald R Word their way. TV. Tie. 1L81050.44888 2012 372462 —~ier2 2ronioiors1 ISBN-10: 0-13-703510-1 ISBN-13: 978-0-13-703510-6 Getting Started: The Assessment of Orthographic Development Further in development, assessments of oral reading substirations show a different level of word knowledge. A transitional reader who substitutes growled for groaned in “Jason groaned when he missed the ball” is probably attending to several orthographic features of | the word. The student appears to use the initiel blend gy; the vowel o, and the -ed ending to come up with a word that fits the meaning of the sentence, Because this student has vowel knowledge, a teacher might direct the stadent’s attention to the of pattern and ask him to try it again, ‘Our response to reading errors and our expectations for correcting such errors depend on a number of factors, one of which is knowing where students are developmentally. For example, it would be inappropriate to ask students in the early letter name-alphabetic stage to sound oat the word flat or even to look for a familiar part within the word in the hope that they might use their knowledge of -at words by analogy. Emergent and early letter sname-alphabetic spellers may be able co use the beginning letters and sounds of words to help but frequently must also turn to context clues to read the words on the page (Adams, 1990; Biemnller, 1970; Johnston, 2000). They simply don’t know enough words or patterns to apply analogy. However, stadents in the latter part of the letter name-alphabetic stage could be expected to sound out flat because they know other written words that sound and look the same and they know something about blends and short vowels. Having students read at their instructional levels means that they can read most words correctly and when they encounter unfamiliar words in text, their orthographic knowledge, combined with context, will usually help them read the words. Flanigan etal. (2011) provide comprehensive guidelines for record ing and analyzing oral reading errors that include an inventory of orthographic features paral- leling those we assess in the spelling development inventories (p. 85). Although observations made during writing and reading offer some insight into students! development, assessments should elso include an informal qualitative spelling inventory. “Together, reading, writing, and spelling inventories provide a rich collection of information to understand students’ knowledge of orthography. Use the Synchrony of Literacy Development ‘model in Figure 1.13 by reading from top to bottom zeross the literacy behaviors of read- ing, spelling, and writing. Look for corroborating evidence to place scudents’ achievement along the developmental continuum. This model helps to generate expectations for stadent development using an integrated literacy approach. A student’ reading behaviors should be in synchrony with his or her range of writing behaviors Qualitative Spelling Inventories Spelling inventories consist of lists of words specially chosen to represent a variety of spell- ing features at increesing levels of difficulty. The lists are not exhaustive in that they do not test all spelling features; rather, they include orthographic features that are most helpful in identifying a stage and planning instruction. Students take an inventory as they would a spelling test. The results are then analyzed to obtain a general picture of their orthographic development. The Development of Inventories The frst inventories were developed under the leadership of Edmund Elenderson at the University of Virginia. One of the best-known early inventories is the MeGuffey Qualitative Inventory of Word Knowledge (Schlagal, 1992), consisting of eight graded lists, as deseribed {in more detail later in the chapter. Several of Henderson’ students developed simpler inven tories that consisted of a continuous list of words sampling a range of spelling features char~ acteristic of each stage (Beat, 1982; Ganske, 1999; Invernizzi, 1992; Invernizzi, Meier, & Juel, 2003; Mortis, 1999; Viise, 1994). The same developmental progression has been documented gh the use of these inventories with learning disabled stadents (Invernizzi & Worthy, 1989), stademts identified as dyslexic (Sawyer, Wade, & Kim, 1999), and functionally literate 27 28 | cuartenz OTM, for Words Their Way™ S00 Poteau for Winds ee Wayand clckon the Asser rent Tools ta and aves rant Mota Serot tothe SPELLINGINVENTORIES | GRADERANGE | DEVELOPMENTAL RANGE F Primary Speling inventory (Psp 3 Emergent to late within word E (31s) pattern Elementary Speling Inventory 1-6 | Lettername to early derivational 4€59 (0.219) ‘relations Upper-LevelSpeting Inventory 512 Within vrord pattem to derivations (sn (9.322) relations adults (Worthy & Vise, 1996). Spelling inventories have also been developed and researched for other alphabetic languages a well Gil, 1980; Temple, 1975, ‘Yang, 2005). Although there re multiple spelling checdis, inventories, scoring guides, and classroom SrBanization forms that may be used with a broad range of selon preschool, primary, intermediate, and secondary classrooms (see Table 2.4 later in this, ‘chapter for examples), in this hapte we stat by focusing onthe three inventories shown in ible siege Primary Spell- 1 Seles aspellng inventory based on grade level and students achievement levels, Admin- $e the inventory much as you would a traditional spelling txt, ee da ner students study the words in advance % Analyoe student’ spellings using a fearure guide, This analysis will help you identify what orthographic features students know and what they we ready to study aswell as their approximate stage, 3: Organize groups using a classroom composite form and/or the spelling-by-stage classroom organization chart. These will help you pan inswcéen toe developmental groups. spelling tests and unie spell checks will also help you asses sradente mastery of the ortho sraphic features they study. SELECTING AN INVENTORY. The best guide to selecting an inventory is the grade level of She students you teach. However, you may find that you need an cones harder assessment, Gependlng on the rong of achievement in your classroom, Table 2 a guide to making your sclection. Specific dreetions are provided in Appendix A for cal inventory, but the adminis- tration is similar forall of them, ppame teachers begin with the sume lis forall sudents and ater 10 or 20 words, shift to sre preiouP administration of ther ists, For example, a second grade echo, ‘may begin with ‘he Primary Spelling Inventory and decide to contin testing « group of students who spelled Getting Started: The Assessment of Orthographic Development ost of the words correctly using the Elementary Spelling Inventory. A key point to keep in rind is that students must generate a mumber of errors for you to determine a spelling stage “The three spelling inventories described in this chapter can cover the range of students from primary to high school and college. Primary Spelling Inventory, ‘The Primary Spelling Inventory (Appendix A, page 315) consists of alist of 26 words that begins with simple CVC words (fan, pet) and ends with inflectional endings (lapping, riding). It is recommended for kindergarten through early third grade because i assesses feetures found from the emergent stage through the within word pattern stage. The PST has been used widely along with the accompanying feature guide and is a reliable scale of developmental word knowledge. The validity ofthe PSI bas been established using the Califor nia Standards Tests (CST) for English Language Arts (ELA) (Sterbinsky, 2007). For kindergarten or with other emergent readers, you may only need to cal out the first five words. In an early first grade classroom, call out a least 15 words so that you sample digraphs and blends; use the entire list of 26 words for late first, second, and third grades. For students ‘who spell more than 20 words correctly, you should use the Elementary Spelling Inventory. Elementary Spelling Inventory. ‘The Elementary Spelling Inventory (Appendix A, page 319) is a list of 25 increasingly difficult words that begins with bed and ends with opposition. The ESI surveys 2 range of features throughout the elementary grades (fst though sixth) and can be used to identify stadents up to the derivational relations stage. Ifa school or school system wants to use the same inventory throughout the elementary grades to erack growth, ‘over time, this inventory is a good choice, but we especially recommend this inventory for ‘grades three through five. By third grace, most students can try to spell all 25 words, but be ready to discontinue testing for any students who are visibly frustrated or misspell five in a row. Students who spell more than 20 words correctly should be given the Upper-Level Spell- ing Inventory. © -The words on the BSI presenta reliable sal of developmental word knowledge. As with the PSI, the validity of the EST has also been established using the California Standard Tests (CST) for English Language Arts (ELA) (Sterbinsky, 2007). Moderate-to-strong relationships between scores on the BST teachers’ stage analysis and standardized reading and spelling test scores are shown in Table 2.2. Reliability and Validity of the Words Their Wayt™ Spelling Inventories Pst Ft | US Kst (o=6a7)_ | in=862) | (n=4a2) | (n=a73) Rellabitity Intervater 76-98" 70-95" 82.88" ae" Test-etest 76-95% 74-97 am | oo Trenalcosensy | 88 aes aI vet conan are | sem | sem | som Predictive S873" asm | a5 a 29 30 CHAPTER 2 YBper-Level Spelling Inventory. The Upper-Level Spelling Inventory (Appendix A, page 322) can be used in upper elementary, middle, and high school, The Tel also suitable for axes and derivational relations stages are doing in their spelling. For efficiency, his inventory combines the former Intermediate and Upper-Level inven- SLs highly reliable; for example, scores of 183 Bh graders on the toe significantly pre- shag thee scores on the Word Analysis subtest ofthe CST four movihe on (Grerbinsky, Cominister an inventory. Ask students to number a paper ts they weald oc traditional {Boling test. For younger children, you may want to prepare papery ie aleaes wa one or fro numbered columns, (invariably, afew younger students wate acto dre age from let to {fate) Very young children should have an alphabet sip on che desl for reference in case they forget how to form a particalar lever. Students most uadestand the reson for tking the inventory so they will do their best. ‘They may be anxious, so be direes in your explanations “Tam going to ask ter pe braded on them, Some of the words may be easy and others may be diftona Tee ing information, so there is no reason to be upset if primary sadene copy. If itis clear that sramuit hes copied, make a note to this effect afer collecting the rape so administer the inventory individually at another time. ADMINISTER THE INVENTORY. When administering a spelling inventory, eall the words ‘loud by pronouncing each word natarally without draveng pat the socgen breaking into Getting Started: The Assessment of Orthographic Development _| 31 FIGURE 2.2 Speling the Best We Car: Lessons to Encourage Students to Spell To help young students fel more comfortable attempting to spell words, conduct a few lessons either in small groups ‘or with the whole cass using the theme" How to Spell the Best We Can."You might do this to prepare young students for taking the inventory or to encourage them to invent spellings during writing. IF you want students to produce ualty writing they need to be willing to take risks in thee spelling. Hestant writers who labor over spelling or avoid sing words they cant spell lose the reward of expressing themselves A Diseussion to Encourage Invented Spelling "Welre going to do allot of writing this year We will write nearly every day. We will write stories and write about what we see and do. When we want to write @ word and we dont know how to spell, what might we do?” Student responses usualy include: "Ask the teacher.” "Ask someone” ‘Lookit up.” Skip it” lf no one suggests the strategy of istening for sounds, you can tell your students,“Write down al the sounds you hhear when you say the word and spelt the best you can.” Spelt Few Words Together "Who has @ word they want to speli”™ Following a lesson on sea life, a student may offer "Sea turtle” ‘That's a great one.Can we keep to the second word, turtle?" Assuming they agree, ask students to say the word turtle Encourage them to say it slowly, stretching out the sounds and breaking ItInto two sylables (turtle) ‘Mode! how to listen forthe sounds and think about the letters that spell those soundsListen T-t-rturtle. What's the fist sound at the beginning of turtle? What letter do we use to spel that /Y sound?” “Turtle. 7 ‘On the board oran overhead transparency, write a E.Then _aska few students forthe next sounds they"hear’and"Teel” Depending on the level of the group, you may generate 2a range of possible spellings‘TL, TRTL, TEADL, and TERTUL. Finally talk about what todo if the student can only fig- lure out one or two sounds in a word."Start with the sound at the beginning Write the first letter and then drawa line” Here, write Twit atine. 7 Occasionally.a student willbe critical about another st- dent’ attempt" That's not the right way to spel it" Be careful tohanale this criticism firmly. You might say"The important thing is that you have writen your word down and you can reread what you have written" Remind students that they are learning there willbe times when they de not know how to spell a word and it is okay to spel it the best they can. Encourage them by saying "You wil see your writing improve the more you write. At the end ofthe year you willbe sur- prised by how much more you can wite” ‘Model Spelling Strategies over Time ‘One lesson to discuss spelling will nt sufice,) s/f} [n \0) 0} | N/m] I /m |r in }o}soln|oofso|solio) — $9} .0} .0]0/ 9/0} 0} 0} x0} of oo \o}!o}\a} sf] fon "| No] | = s s = Ss = Ss = s = S 2 = o o @ 2 o 2 o a e o 2 2 o z z 7 z z z z z © £ = £ £ € £ 7 E Ss s 2 7 2 z 2 a z z 2 Z z z soa] RIN] R [nm [n tnt tsts tate 0/0}. RENIN Psst (stn sd tnd dn fn tis [nfs 2] :9] 0). = ¢ 7a |Baneds | aoa —| sage yung | woeuo | soseeeg | seners area ‘p2ig ooyag, soyoea, - UD ausoduioy wioossre)9 Aiiuant) Sujeds AeiuoUlbH jo SeUeL RD erode) woa.sse> Kwon Buneds Gealiie euler ae 5 aie —— Ba PAS Topload CS. {aea0| | Fes (2S ew I ere SET _aAIS] RSI ord — spay — OPT Ta i omy — aa oe open Aiea oe ep Aig eel one Ans wi eee Aa we ten AAS wagons svontsy tevoneneg somry nue serge iouea pion wm susgeudiy-2wen 2007 obscura armas eyo uoReZIULBIC WooIsse|9 eBeIg-Aq-Buods aperp UIX!S ane | 1 Ciiilo > [ea 7 user Gass ZH, co z 22S Nessie] earn Zisua [aesiag| Ame Berar | be \_ om __vasaa { Eat} Cippreld webanae aT Seen fae an enn ee oe eon Aes ae) bnew Aes ae lepen WEE Saspvis suony evonenea -sozary ou sraeuts peed BHO UNO, segeusy- ewe ono oBiourg NITIES, HEY woorsse|d e6eyS-Aq-Buyyjeds aperp PAUL aie BAe z | zea [a7 [aI Tr ey ar ST Sica Tae Bs | TE a [cata -RA wear \ apse MOT | be Ceeerg Ta IEE PP a 2 een Aes weep Aes we orn Ava ae err WES saoviS sony 5 sraenks Samed Bio UNI syiogeadhy-euen 2107 woBiours purTzes suoneiou reuonenion, UeUD UOHEZIUEBIO Wooisse|9 a6e\g-Aq-Bujjeds OPED ISA 42 |_cunpren who, in terms of word study and orthographic development, are outliers. For example, Zac in the third grade class in Figure 2.7 is the only student in the ‘middle syllables and affixes forWordsTheirWay™ stage and it would be ‘impractical to place him in a group by himself. He has been pheced in Peso fortosTher the closest group for instruction. The teacher can err co ‘accommodate Zac, however, by Way click on the Videos tab, asking him to work with a different, more difficult set of words sharing the same features then ype"The assessment that the early syllables and affixes spellers are studying, such as harder words with open Paes and coved gables, Las chtennl students, such as Jon in the sixth grade example in Fig- fehespeling venteres ond 6 27 for example, may work with Partners who can help thein read and sort the group’ Jn many classrooms, there are students at cach end of the developmental continuum gotoos 7 Payor “udeneore words such as one-sylable words with long vowel patente. English Tenguage learners also the yea benefit from sorting with partners who can clarify the pronunciations ae eee ings of the words, ncerpreting feature guides, determining stages, and chen creating nd monitoring groups ‘evolve ongoing assessment, observations, nd teacher judgment, I'cinnor ta ene * Simple formula, Be assured that overtime you wil gin expertise and satsfacion se being able ‘© accurately identity and meet the instructional needs of your studenes, Other Assessments Sets ate other asessments and forms that teachers may find wseilas supplements on, on otooy fs, Occasion, alternatives to the Primary, Elementary, ot ‘Upper-Level Spelling Inventories, For gz example, it is beneficial to have a systematic way of assessing your students’ application of y= Hs growing word knowledge in their writing. For texchers of emergent lone, eee help- etal ar mr a ‘emergent class records and a shorter achers may want to have ly, many teachers prefer cross all grade levels. The ibe sana uc rornae: is sect le 24 can meet all of these i Youldthe to prin. needs, These assessments can be found online and printed out for use in your cheno i SPELLINGINVENTORIES I GRADE RANGE | DEVELOPMENTAL RANGE Qualitative Speling Checklist Ke Allstoges Emergent Class Record PreK Emergent to letter name-alphabetic Kindergarten Spelng PreK Emergent to erly leter name Inventory KS) alphabetic NeGutey Speling inventory he All stages Vises Word Feature inventory kore Lettername to dervational relations wey Spell Checks kee Early letter name-alphabetictoeary derivational relations Goat Setting Progress ka Early leer name-alphabeticto early Monitoring Charts

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