Word Study Postcard from SP Bear

Not "bird" study,
You silly old bear ...
It's "WORD" study,
The latest buzz
In spelling fare.
Instead of doing
Workbook pages,
Memorizing lists,
Student detectives
Gumshoe in stages ...
Sorting words,
Noting patterns,
Keeping journals,
Problem-solving ...
In-charge learners.
Scenes to savor follow:




Word Study Activities for Student-Centered Learning and Differentiated Instruction

1. WORD HUNTS ~ Teachers allow students to hunt for (and record) words they want or need to learn. Or, teachers direct students to hunt for (and record) words that illustrate a spelling pattern or strategy. The words come from students' reading, writing, and other curriculum. Word hunting is one way to individualize spelling instruction, to match learner with his developmental-spelling level. It encourages students to attend to word study ways that make learning words easier.
2. WORD SORTS ~ Word sorting is manipulative. Words are printed on individual cards or paper strips. Students sort them in columns or categories according to features the teacher asks them to examine. Words can be sorted in the following ways: closed (teacher-determined) or open (student-determined); single (one sort with one set of words) or multiple (multiple sorts with the same set of words); semantic (based on meaning rather than spelling) or orthographic (based on the relationship between pronunciation and letter pattern or meaning and spelling); blind (with decisions made after each word is said but before each word is seen) or visual; done in group, with partner, or solo. Peer sorting allows for discussion of underlying word relationships. When students sort words collaboratively, they explain their choices, support each other in those choices, or justify their reasoning for changing word positions to different columns. After accuracy of the sort is established in cooperative groups, students can sort on their own and then "speed sort" to ensure automatic control.
3. FLIP FOLDERS ~ The flip folder is a simple, effective device for independent spelling practice. Use an ordinary cardstock file folder to make one. Position it horizontally, with the wide, open end closest to your body and the fold farthest from your body. Cut the top half of the folder into three equal flaps, trimming from the wide, outside edge to the fold. Each flap should remain connected to the folder at the fold. Write "Look-Say-Cover-See" on the first flap. Print "Write-Check" on the second flap. Put "Rewrite" on the third flap. Position a piece of notebook paper horizontally and divide it into columns to match the three flaps. Ask the student to copy his spelling words into the first section, then slide the list into the folder. Tell him to follow the directions on each flap. The flip folder combines the advantages of a manipulative with the popular look-cover-see method of word study.
4. GAMES ~ Almost any board game is adaptable for spelling practice. Change the rules so the player must first spell one of his spelling words correctly before completing his move. Other players are responsible for checking the accuracy of opponents' spellings.
5. PEER TESTING ~ Students exchange word lists with partners, test each other on their lists, and correct their own tests to see what they have learned. Like games and flip folders, peer testing is effective because students must produce correct spellings without seeing the word list, a significantly more demanding and appropriate activity than simply copying spelling words a certain number of times. Students are placed in control of their own learning.
6. WORD JOURNALS or WORD STUDY NOTEBOOKS ~ Journal entries encourage the student to assume an active role in his spelling development. A spelling journal helps him keep track of words (organized in ABC order) he wants or needs to learn, including words he has not internalized, as well as words from his reading and writing. Journal entries can serve as sources for class spelling lists. These additions personalize weekly spelling lists and make study more meaningful. The word study notebook is conceptually more advanced than the word journal. Students enter words by patterns, such as ch words or vowel-consonant-silent-e words. new words and pages are added as new patterns are studied.
7. DIRECTED SPELLING THINKING ACTIVITY or DSTA ~ This is a lesson format that incorporates many of the activities described above into a process-oriented cycle of instruction. A short pretest on words with contrasting patterns is given. This pretest helps students predict how they think each word is spelled. As the pretest is corrected, the teacher guides class discussion about the logic and accuracy of students' spelling attempts. This dialogue engages students in spelling as a problem-solving, strategic activity. On the following day, the teacher models a word sort to help students discover relationships between contrasting word patterns. Over the next several days, students make connections to their own experiences and take control of their learning as they hunt for words with similar patterns, sort words with partners and on their own, and use a student-chosen, teacher-guided selection of practice activities whichinclude the flip folder, spelling games, and peer testing. A final test provides information for teacher and for self-evaluation, which serves as a guide for journal or notebook building.

Zutell, Jerry. "A Student-Active Learning Approach to Spelling Instruction." Retrieved on August 15, 2006, from http://www.zaner-bloser.com/html/SPsupport3.html.