As I read Chapter 1 of Words Their Way, I was amazed at how much research and theory was being referenced. I learned more about the history of the English language than I had ever known! I had "played in the mud" with WTW last year, so I'm somewhat familiar with it. But after reading this chapter, the alphabetic, pattern, and meaning layers make so much more sense when compared with the historical development of our language. Marilyn pointed out that effective word study teaches student how to look at words so that they can construct an ever deepening understanding of how spelling works to represent sound and meaning. This type of instruction requires 10 to 15 minutes a day. I definitely agreed with her! Word study should be taught through hands-on activities where children examine word features and pattern. Three decades of research has clearly proven this point.
Marilyn and I both found this statement to be important: "by studying student's unedited writing, you can identify what students 'use but confuse', what they do correctly, and what is absent from their spelling". She and I talked about how this will be a 'window' into their word knowledge. From this information, you will begin to plan and pace your instruction based on what EACH student needs. This falls in line with Vygotsky's zone of proximal development. The ZPD is the "sweet spot" for learning. It is the area between where a student can work independently and where he/she needs support and guidance. Word study works in a child's 'zone' for maximum effectiveness of learning.
As a teacher using the Words Their Way word study program, there are 3 things that must be at the forefront of our instructional pacing. 1) What do students do correctly? 2)What do students use but confuse? 3) What is absent in a students spelling? To answer these questions, one must know about the continuum of orthographic development. Then, you can place students in instructional groups and begin to plan your instruction. She and I discussed how we already do this at BES with our students during guided reading and how beneficial this word study is going to be for our students!
This chapter also describes the synchrony of literacy development. This means the timing of reading, writing, and spelling development are synchronous. I felt this was interesting because I had always heard "reading and writing are intertwined", but I hadn't thought of spelling being combined with those two. This idea fits smoothly in with what our school is doing with guided reading. I (and several other teachers) feel like a word study program was the "missing piece" in our current curriculum. The chart on pg 19 shows the synchrony of literacy development. The book offers using this chart during parent/teacher conferences to help explain a child's current developmental level. I know that I will definitely use this chart! Overall, I feel that Chapter 1 was an eye-opener into the English language and general literacy developmental stages. This chapter will be a great reference and anchor for our school as we begin Words Their Way in the fall.
Artifacts:
Students make words using the specific WTW rule. Click here for source.
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