Word Study

Word Study is an alternative to traditional spelling instruction. It is based on learning word patterns rather than memorizing unconnected words. 

A word study program is a cohesive approach that addresses word recognition, vocabulary, and phonics as well as spelling. 

Word study begins with finding out what each child already knows and then starting instruction there, learning about word features in a child-centered, developmentally appropriate way.

Becoming fully literate is absolutely dependent on fast, accurate recognition of words and their meanings in texts, and fast, accurate production of words in writing so that readers and writers can focus their attention on making meaning. 

Written word knowledge includes:

• letter sound correspondences

• phonics

• spelling pattens

• high-frequency word recognition (word wall words)

• decoding (the process of translating a printed word into a sound)

• word meaning

"Children need opportunities to manipulate word concepts and apply critical thinking skills, not repeated practice consisting of rote drill."
~ Donald R. Bear (Words Their Way)

Developmental Word Study

Our word study curriculum covers phonological awareness, letter/sound relationships, spelling patterns, high-frequency words, word structures, and strategies for problem-solving words in order to transfer what they are learning about words to their own reading. We will learn how letters and words works within the context of reading.

• Letter identification will encompass what students know about letter names and letter sounds.

• Phonological awareness will encompass the ability to hear and produce rhyming words and blend and segment syllables.

• Phonemic awareness will encompass isolating beginning, middle, and ending sounds as well as adding or substituting sounds.

The goal in word study is to help children build a better set of high-frequency words, also referred to as sight words (and in K-C called snap words) and knowledge of features of words to become better problem solvers as they read. Some of the word work will occur in isolation and a larger portion will occur within the context of reading and writing, and it will also be weaved into our inquiry work.

Kindergarten students enter the classroom with a wide range of skills. This varied knowledge base is the starting point for developing plans for word study and phonics instruction. The typical range at this age may include children who are able to name a few letters in the alphabet, as well as some who know all the upper and lower case letters, as well as all their corresponding sounds. While there is a scope and sequence of expected learning goals in Kindergarten, differentiated instruction will guide students in their own individual study paths.

Bend II: Using the Alphabet to Write

We listen for the sounds in words.

We record them as best we can when we label our pictures.

We stretch words, isolating the initial sound, and then matching that sound to a letter and recording the letter.

We stretch parts of words to hear *phonemes (ffffuuunnn) before moving to separate each individual phoneme (/f/ /ŭ/ /n/).

*Phonemes are the smallest units comprising spoken language. Phonemes combine to form syllables and words. For example, the word 'mat' has three phonemes: /m/ /a/ /t/.

Bend III: Studying and Using High-Frequency (Snap) Words  

to Write and Read

We are learning more high-frequency words (“snap words”.)

Bend I

Studying Names Can Help You Get to Know Each Other and the Alphabet

• To Learn a Name Well, It Helps to Do Things with the Name

 *Star Name*

Each day a child is chosen as Star Name and the class studies that child’s name in many ways.

• We notice the first letter of the name

• What sound that letter makes

• How our mouth should look as we make that sound

• How many letters are in the name

• How many claps (syllables) are in the name

• We spell and chant the letters of the name

• What other words begin with the same letter

Star Name is the special child of the day and receives a “silent cheer” from the whole class.
Star Name receives a star next to their name on our Word Wall.

We learn more about  Star Name better by taking turns interviewing Star Name, asking her/him the following set of questions:

•What is your name? What is your special letter ? What sound does that letter make?

•How many letters are in your name?

•How many syllables (or claps) are in your name?

•What is your favorite color?

•What is your favorite food?

•What do you love to do for fun?

We will gather this information in a shared Padlet and it will also be published in the upcoming K-C Star Name book!

Handwriting

We are building emergent writing skills developmentally through engaging, hands-on, play-based activities.

Before studying each letter,  we play “Guess the Animal!”  (Class book coming soon.)

We guess 3 clues about an animal: Habitat, Appearance and Food.

We learn proper pencil grip and letter formation and we sing!  

* “Where Do You Start Your Letter?” At the top, top, top!

We learned how to make straight vertical, horizontal, diagonal and curved lines.

 * SONG LINK: Where Do You Start Your Letter?