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My November Top Ten List: Word Study in Action

By Beth Newingham on October 28, 2010
  • Grades: 3–5

I’ve had many teachers ask about the word study program in my classroom, but have been hesitant to share until now because it is still a work in progress. My teaching partner and I evaluated many different spelling programs and resources looking for the "perfect" model, but nothing provided us with a totally comprehensive word study curriculum. And so we decided to create our own word study program that would incorporate word recognition, vocabulary, and phonics, as well as spelling.

READ ON to find out how students are introduced to new spelling patterns each week, take part in literacy activities in which they gain more exposure to the patterns, and practice making and sorting words. You will find word study games and activities to download, resources and templates for creating your own word lists, and a video that provides a detailed look at our word study program in action. (Hint, the video appears as a tiny player so just click on the "expand screen" icon at the bottom of the screen, second from last icon.)

Parents were very used to the weekly spelling tests that our school favored, but research shows students often memorize words for a test and then promptly forget them. Assigned spelling lists often require students to study isolated words rather than the phonics, the sounds that letters make within the words.Therefore, we tried to create a program that does not completely abandon weekly lists, but emphasizes opportunities for students to investigate and understand the patterns in words and build word knowledge that can be applied to both reading and spelling. In this post, I share the two-year process we went through to create our program and give you an overview of what word study looks like in our classroom. (While I teach 3rd grade, this post is not specific to a particular grade level.)

 

 Word Study in Action

 The video above will give you an overview of what word study looks like in our classroom, but the top ten list that follows offers a more detailed look at each component of the program and includes sample word lists, game templates, and center activities.

 

1.  Using Inventories to Determine Students’ Stage of Spelling Development

We find it important to assess our students before jumping into our word study at the beginning of the school year. In our classroom, we give two different types of spelling inventories to gain information about each student’s developmental spelling stage and also to determine where we will start with whole-class instruction.

Words Their Way Elementary Inventory: We administer the Words Their Way Spelling Inventory during the first week of school. I like this inventory because it provides the teacher with specific information about each student’s knowledge and application of specific orthographic features. For example, in the inventory below, I can tell the student has mastered short vowels and consonant blends, but needs more work on "within word patterns," etc. This student falls in the "within word pattern" developmental stage of spelling. We use the information from this assessment to plan strategy groups and also to determine where to begin with our whole class instruction/yearlong spelling program. (If we find that most students have already mastered initial consonant blends, we will skip that unit and address it in strategy groups with the few students who need more practice.)

WTW
 

High Frequency Word Inventories: While the Words Their Way assessment is great for obtaining knowledge about students’ ability to apply common spelling patterns, it does not provide information about their ability to spell words outside of common spelling patterns and words that they will likely use in their everyday writing. During the first two weeks of school, we divide students into two to three groups according to their estimated spelling stage (based on the Words Their Way Inventory and on recommendations from their teachers from the previous year) and administer high frequency word inventories using the list 1200 high utility words. (The words are listed in the order of their frequency of use in everyday writing.) Some of our 3rd graders are given the first 100, and others start at 200 or even 300.  

When we correct their tests, we highlight only the words that they were able to spell correctly on a recording sheet in their word study folder. Students will use this list throughout the school year to create weekly individualized high frequency word lists containing the words they spelled incorrectly on the assessment. We try to give students at least 200 words during the first two weeks of school (broken up into short testing sessions) so that they have enough misspelled words for their weekly lists. (Many students will need additional testing later in the year when they run out of misspelled high frequency words.)

Inventory Highlighting
Download high frequency word lists in sets of 100:

1–100   101–200   201–300   301–400   401–500   501–600   601–700

 

2. Creating a Yearlong Plan

F and P Word Study Lessons We used a variety of resources to determine the spelling patterns that a typical student should master in 3rd grade.  Fountas and Pinnell provide a plan in their book Word Study Lessons: Grade 3 that contains a word study continuum with a suggested order for teaching common spelling patterns. My teaching partner and I looked at this and then determined a specific plan for our 3rd grade class. Download 3rd Grade Word Study Overview

After a few weeks of administering inventories and learning about your students’ spelling stages, you may find that your students still need more practice with spelling patterns. Typically, some of our students are still in the late letter-name alphabetic stage, and others are already in the syllables and affixes stage. The majority, however, seem to start the year somewhere in the within word pattern stage. (Read more about the stages of spelling development.) Since it seemed overwhelming to start students at different units within our yearlong plan, we chose to differentiate our program by having a regular list and a challenge list for each unit. That way we can challenge the students who need more difficult words, but still focus on a common spelling pattern for our whole-class instruction.

 

3. Making Word Lists

There are many different opinions when it comes to weekly spelling tests. We know that students do not master spelling patterns or become good spellers by memorizing words each week, but many parents like having weekly lists to study at home because they want to feel that they play a role in helping their children become better spellers. We tried to strike a balance when creating our program. We do give students a weekly list of ten words that follow the pattern we are studying. They can use the list to compare and contrast spelling patterns, and we can use it in vocabulary activities. However, our word study activities in class do not require students to simply focus on these assigned words, but contain a wide variety of words that follow the pattern we are studying for the week. Also, the final test includes ten additional words that students are not assigned. This helps us assess how well students can apply the spelling pattern to new words. 

Once we determined our yearlong plan, my teaching partner and I began creating word lists for each week. This was a time-consuming task because we needed to come up with 40 words for each week. 

Below is a description of how we create a word list for a single unit.

Week 4- long aTen Pretest Words: We first choose ten words that follow the pattern we will be introducing for the week. Students who are able to spell at least nine out of ten words correctly on the practice test receive the assigned challenge words for the week and the others receive the regular list.

Twenty Assigned Pattern Words: All students are given ten words to study for the week that follows the weekly patterns. However, we create both a challenge list and a regular list. The regular list contains ten words that follow the patterns in a basic way. The challenge list contains words that follow the patterns, but are more complex. For example, when studying long a words, the regular list might have the word brake, and the challenge list might have the word hesitate. Both words have the "magic e" pattern, but they fall into different stages of spelling development.

Ten New Pattern Words: We also choose ten pattern words that the students are not given ahead of time to study. These words are unknown to the students until the day of the test, but they have been exposed to them during the lesson and during word study center activities. This part of the test shows whether or not students are truly able to apply the weekly spelling pattern to new words that they were not just able to memorize. We tend to choose words similar in difficulty to the regular pattern word list.

Additional Words for Center Activities: We use all of the words from the 40 described above when creating games and other word study center activities, but we also include many other words that follow the weekly pattern that may not be on the list. The goal is not for students to just learn how to spell specific words, but to expose them to as many words as possible that follow the patterns. In doing so, students can compare and contrast the words and begin to internalize the way certain letters work together to make specific sounds in words that share a common pattern.

Where Do We Get the Words?  We use a variety of resources to help us create our word lists including Words Their Way, the Words Their Way: Word Sorts series (with different books for each stage of spelling), Fountas & Pinnell's Word Study Lessons, and the First School Years Web site, which provides words lists for a variety of common patterns.

PhonicsWordLessonCoversPhonicsWordLessonCovers Words Their Way   Within Word Sort   Letter Name Sort   Syllables and Affixes word sorts   First School Years Website
 

As this is a work in progress, I am just sharing the process we used to create the lists, not the actual lists themselves. Also,  I believe that creating your own lists is the best way to most thoroughly “own” your word study program and create activities that are specific to the patterns you are teaching.

 

4. Word Study Folder

It is important for students to have a place to organize all of their word study materials. We use a duo-tang folder to hold the following resources:

Word Study Notebook:  Students keep a small notebook in the front pocket of their folder. They use this notebook to write the five high frequency words they will be studying each week.

High Frequency Word Lists: In the middle of the folder, students have their highlighted high frequency word lists.  When their corrected tests are returned to them, they highlight the high frequency words that they spelled correctly.  When they make their new list for the week, they choose the next five words that are not highlighted. (Remember, words that are not highlighted are words that they spelled incorrectly on the high frequency word inventory at the beginning of the year.)

P1130289

 

Words to Learn List:  Students rewrite any pattern word that is spelled incorrectly on their test on this page.  This ensures that misspelled words are not ignored.  Every so often, students will have a week in which their entire spelling list is made up of these misspelled pattern words from their “Words to Learn” list.

P1130292


Word Study Center Recording Sheets: Students keep all of their word study center recording sheets in the back pocket of their folder.  Every couple of weeks, students staple these sheets together and turn them in to be corrected.

P1130293

 


5. Week at a Glance

Once your yearlong plan is in place, your weekly lists are created, and you have completed your individual inventories, it’s time to implement your word study program.  We usually do not begin our first unit until the third week of school.  Each week follows the same routine as described below.

Monday: Every Monday a new spelling pattern is introduced during a 30 minute lesson. Before the pattern is introduced, students take a pretest to assess their ability to apply the pattern to ten teacher-selected words. All students are then given ten pattern words to study at home. Students who score a 90% or better on the pretest are given more challenging words (that follow the same pattern) for their study list. On Monday they get a word study homework packet that explains the new spelling pattern to parents and describes the related word work activities. Students have all week to work on the packet at home and are asked to return it to school on the following Friday, the day of the weekly test.

Pretests
 

Tuesday, Wednesday, and Thursday: In school, students rotate though a variety of word study centers, spending 25–30 minutes in each one. The centers help them practice both the pattern-based spelling words and their assigned high frequency words.

Tic Tac Toe Picture sort
 

Friday: This is the day of the weekly spelling test and when the weekly word study homework packet is to be returned.  The tests are corrected and returned to students so that they can record any misspelled words on their "Words to Learn" list and highlight any high frequency words that they spelled correctly. (Read more about this in #8: "The Weekly Test.")

Final Test

 


6. Introducing New Patterns

P1130283 A 30 minute lesson introduces students to a new pattern at the beginning of every week. This lesson is similar in format to a Reading Workshop mini-lesson. I first introduce the pattern and give examples of words that follow the pattern. Students then take part in a guided exploration that is similar to the "active engagement" component of a Reading Workshop mini-lesson. P1130281During this time, words are often sorted by pattern, and the different patterns are compared and contrasted. I often use my SMART Board to teach the lesson since it allows me to easily manipulate words while studying word parts and using word parts to make new words. All students bring a dry-erase lapboard and marker to the carpet so that they can be directly involved in making words and sorting words by pattern during the lesson. Download a sample long e lesson I created on the SMART Board this year.

 

7. Word Study Centers

Three days a week (Tuesday, Wednesday, and Thursday), students go to word study centers in groups of four to six.  Our word study center rotation chart shows students which center they will visit each day, and features a picture of the location in the classroom where the activity or game will be played. The corresponding materials for the games are kept in a large pocket chart next to the rotation chart. The labels on the pocket chart match the labels for the games/activities on the rotation chart so that students can easily find the materials they need each day.

P1130408 P1130322
 

 

Candyland amanda We have personally created almost all of the games and activities that are directly related to the patterns for each week. Each game or activity also has a recording sheet so that students are writing words that follow the different patterns as often as possible. It takes some time, but creating your own activities allows you to have them match the exact patterns you are teaching and to differentiate them to accommodate students who may need to be challenged. We have also purchased games, templates, and word sorts from professional books. Following are some resources, including sample game boards, that can be used and altered to match the patterns you're practicing with your students. 

Long Vowel Word Race: We use this game for all of the long vowel units.  We just change the words on the game board each week to correspond to the different vowel patterns for long a, e, i, o and u. This game is great because it is a creative way to sort words that share a common long vowel pattern. It gives students exposure to many words and helps them begin to recognize general "rules" for applying certain patterns to words. (For example, students learn that ay tends to be used most often when the long a sound is at the end of a word.)

Racetrack gameboard Word Race

     Download Long a Race Track Game Board     Download Long a Race Track Word Cards     Download Recording Sheet and Directions  

Long Vowel Dominoes: This game helps students compare and contrast the different patterns that can be used to make the long vowel sounds.  The recording sheet requires students to record the word matches they make so that they are matching up words that share a common pattern.  To create, I simply purchased dominoes and attached address labels to them. (You may need to trim the labels to fit the dominoes.)

Long vowel domino chain Domino group

Download long vowel domino labels, game directions, and recording sheets (WinZip file).

 

Treasure blank "Trash or Treasure?" (Long Vowel Word Sort): This activity can be used to sort words for a variety of patterns, but we choose to use it for our long vowel units. It is basically a picture sort. Inside a mini treasure chest is a collection of pictures that all have common long vowel sounds. In the photo of the activity shown here, all of the pictures are long a words that fall into one of the long a patterns: a_e, ai, ay, eigh.  The words are actually written on the back of the pictures, but students are asked to look at the word AFTER they make a spelling prediction for the object shown on the picture. The word is then added to the correct column on the recording sheet. The game is called "Trash or Treasure?" because students will also find five words that are not long a words that must be recorded in the "trash" column.

Download long a "Trash or Treasure" recording sheet and long a word sort pictures.



Prefix Gameboard Spin-a-Word (Prefix Word Building Game)This game is created by attaching both of the game board files (see links below) to create a 2x2 game board. In this game, students build new words using prefixes and root words. The recording sheet also emphasizes vocabulary development as students must use the words they make in a sentence to show that they understand how a prefix changes the meaning of a word. You will need to create a prefix spinner with the prefixes mis-, pre-, re-, un-, dis-, and de- to play the game. This game can be altered and used for suffixes as well. (You would just need to change the root words and create a suffix spinner.)  

Download spin-a-word game board top &  spin-a-word game board bottom (The Print Shop files).  Download Prefix Spin a Word Recording Sheet (MS Word).

 

SB WOrd WOrk SMART Board Games: There are already tons of online games and activities for so many common spelling patterns, especially on the SMART Exchange. However, you can also create your own!  I learned that any board game I have created using The Print Shop can be exported as a JPEG and then inserted into a SMART Board notebook. Below you can see how I took my spin-a-word prefix game and turned it into a SMART Board interactive game board. I just had to add an interactive spinner. I also converted a Candy Land center game (used for practicing initial consonant blends) to a SMART Board game.

SMART Board Game
 Download spin-a-word SMART Notebook file and Candy Land SMART Notebook file.


Resources for Word Study Center Games, Activities, & Word Sorts:

Words Their Way: This book includes game board templates and tons of word sort activities. It also comes with a CD that allows you to easily print word cards and to alter games to make them fit the skills you are teaching.

Words Their Way: Sort Books: This series features words sorts for every developmental stage of spelling. The sorts can be easily copied onto card stock, cut into separate word tiles, and laminated, so they can be reused.

Scholastic Teacher Store: Here you will find many teacher resource books that contain "ready to use" word study center activities and games.

ReallyGoodStuff: If you have money to spend and no time to make your own games, this Web site has some great phonics games!

Lakeshore LearningThis Web site has a variety of interactive games and materials that can be used for your word study centers.

Online Games: Megan Power, my fellow Top Teaching blogger, put together this list of awesome online activities that students can play on individual computers or on an interactive whiteboard during word study center time.


8. The Weekly Test

Monday, October 18, 2010 (6) Administering the Test: On Friday, students take the final test to assess their knowledge and application of the patterns they studied during the week.  Since they have different words, students either write a #1 on the top of their test, if they are receiving the regular words, or a #2 on their test for the challenge words.  The test is given in the following order:

Assigned Pattern Words: The teacher first gives the assigned pattern words, going back and forth between the regular list and the challenge list (e.g., "Group #1, your first word is snow. Group #2, your first word is burrow").

• New Pattern Words: Next, all students are given ten words that follow the weekly pattern that they were not able to study.  These ten words help us determine how effectively each student is able to apply the spelling pattern to new words.

Test• High Frequency Words: For the last section of the test, students give their word study notebook to their assigned spelling buddy. Their notebook should have a sticky note marking the page where the student wrote his or her five high frequency words for the week.  The buddy reads the words to his or her partner, and the students must use the words in a sentence. This ensures that they are not only able to spell the word, but they also know the meaning of the word and can use it in context. (This is important because there are so many homophones in the high frequency word lists.) Download final test template.

 

Post-Test Spelling Work: The corrected tests are on the students' desks when they arrive at school on Monday morning, and they complete the following tasks for their morning work:

• High Frequency Word Highlighting: Any of the high frequency words that are spelled correctly on their test are highlighted in the students’ word study folder.  If they misspell a high frequency word, they do not get to highlight the word (and it will be on their high frequency word list the following week).

  HF test

• Make New High Frequency Word List for Following Week: Students then take the next “unhighlighted” high frequency words from their individualized HF word list and create a new list of five words in their Word Study Notebook inside their folder.

HF to Notebook
 

• Record Misspelled Pattern Words: Students add any pattern words that they missed on the test to their “Words to Learn” list in their word study folder.  During short weeks, we have students create spelling lists made up entirely of words they have missed earlier in the year that are on this list. This ensures that misspelled words are not ignored.

Test Words to Learn
 


9. Word Study Homework

I am not a teacher who uses many worksheets or assigns busy work in my classroom. That is why the phrase "word study packet" initially made me cringe. However, I do feel that what we do in class needs to be reinforced at home. Parents often find spelling to be one thing with which they can confidently provide assistance, so this homework packet is a direct link between our teaching and parent involvement at home. The packet goes home on Monday and is returned to class on Friday, the day of the weekly test. Our word study packet contains three parts:

Cover Letter:  The cover letter explains the new patterns to the parents and often gives them specific examples of words that follow (and do not follow) the patterns. The cover letter also lists the ten assigned words they will study at home (regular or challenge list). Students also copy down the five high frequency words that they are studying for the week from their word study notebook so that they can also study them at home.

Unit 4 Parent Letter HF Notebook to Cover Letter
 Download sample parent letter

Pattern Work: The first section of the homework packet is not specific to the assigned words that the student is studying for the week. Instead, this section often features an exploratory word-building activity or a word sort using words that follow the patterns we are studying in class for the week. Download the long a homework sample you see below.

Long a Homework Long a Homework 1


Tic-Tac-Toe: This section allows students to practice their assigned pattern words and their individualized high frequency words. We create many activities that encourage students to focus on the meaning of words so that we also promote vocabulary development.  When creating our word study tic-tac-toe activity sheets, students are asked to do any three activities in a row. We try to have rows that include a wide variety of activities that require students to use multiple intelligences and to also use their assigned words in the context of writing.

TicTacToe

Download sample tic-tac-toe homework.


10. Strategy Groups & Differentiation

While having a regular list and challenge list allow us to differentiate one small component of our word study program, it is important to make sure that we meet the needs of students on a daily basis.  When creating word study center activities, we often make two versions so that students who are assigned the challenge list for the week are challenged when playing the games and doing the word sort activities.

Strategy Lesson Strategy Groups: These small groups are also a way for us to meet the needs of those students who are falling through the cracks. No matter how thorough my lessons and how purposeful and engaging the games and activities, there will always be some students who need direct instruction and additional guided practice with the teacher. We work with these students both individually and in small groups during center time to ensure that they are able to apply what they are learning to their everyday spelling. Of course this word work is often directly related to reading, so Reading Workshop is another time when we may teach strategy group lessons that are related to the word study concepts we are studying in class.


Record Keeping: We also keep careful track of students’ scores on the “new pattern words” section of the test each week.  As you can see in the chart below, we highlight students who spell fewer than 70% of the pattern words correctly. This allows us to quickly create strategy groups of students who struggle with common patterns and prevents us from allowing students to just "move on" when they are obviously not secure with patterns taught in a specific unit. This sheet is great to use for writing detailed report card comments and for sharing with parents at parent-teacher conferences.


Word Study Record Sheet Strategy Lesson Planning Sheet

These sample sheets do not contain information about our actual students.


I know we haven't created a "perfect" word study program, but it is one that my teaching partner and I have found to be effective with our students over the past two years. With that said, we are constantly looking for ways to improve upon and add to our word study program. I welcome all feedback and questions you may have!

Comments (330)

Hi Beth,
My school has adopted the balanced literacy approach in recent years. I am very much in favor of it but have struggled with the word study portion. It felt incomplete and haphazzard. Your post has given me some wonderful ideas of concrete ways to differentiate, keep track of progress and make it interesting and fun. My only concern is the time it takes to create these resources! One lesson at a time I suppose.
Elizabeth

I am a student teacher and am committed to using this type of approach. If you could suggest only one book for a very young teacher to start with what would it be? Love your blog!

Hi Beth, I continue to visit your page every month for new ideas and just love it. Your hard work is helping so many teachers. I teach third grade as well and just came across your word study program. I want to try it next year. I love how individualized it is and that students are given words not studied that follow the pattern to assess if the actual pattern was mastered. Brilliant to add the high frequency right in too! I was wondering if you would consider sharing your spelling list units. I see you have shared unit 4 and saw the resources to compile lists, but to get going quickly thought it might be great if you were able to share your unit lists. Also the High Frequency Inventory sheet?

I couldn't agree more with how great a program Beth and her teaching partner has put together. I'm wondering if she (Beth) ever responded back to you regarding sharing her unit lists. Revamping my whole spelling routine is a big project I have in line for this summer and anything she will share would be soooo appreciated.

Beth I know you also taught fifth grade. What did you do for Word Study in fifth? I noticed the resources you used to go up to 3rd. I really like the system you used and was interested.
Linda

This video was so helpful to me a first year teacher, I am interested in using some of your recoring sheets. I have studied words their way but couldnot put it into practice in the classroom effectively and now I am revamping my word study program. Thank you for doing this video to help others!!!! :)

Please don't take down this link anytime soon! It has been so helpful to me. I keep coming back to it to reference. I'm doing pieces at a time of it.

Beth-
Some of the words on your high frequency lists are repeated. Was this done intentionally?

Lauren

Your website is wonderful! I have like to share the video on Word study with my LA teachers. Will you repost it?

I also would like to see the video returned. It is excellent and I want to share it!

I loved Beth's ideas and have used them in creating materials for my third grade word study program. I would love to share my resources and hear any feedback/ suggestions from any other teachers. Therefore, I'm attempting to share my wikispace 3rdGradeWordStudy here! Here is the link to my wikispace http://3rdgradewordstudy.wikispaces.com/

Happy Word Studying!!!

~Dana

Thank you so much for sharing your resources! They're great!

Beth,
I just want to say thank you for all your excellent ideas. I made my lists this summer and my whole grade is now using them! Quick question: What happens when some students don't have any high frequency words? Meaning they got all the words correct or only missed 1 or 2. I keep testing them further, but they only get about a week's worth wrong out of 100. This certainly won't last all year! Any suggestions for those "super spellers" in my class?

We used your format to rework our spelling curriculum this year. We have now been in school long enough that discussions are starting to form about some of the ways to teach specific skills. For example, when teaching skills like long e (where there are multiple ways to make the sound...ee, ea, etc) how can we test them on the skill and avoiding memorization? For example, how would a student know "beak" doesn't have ee in it. The words have all been explored in stations throughout the week, but there isn't a rule it follows to teach. Is it best to separate each way into a different week? Any ideas?

This is exactly what i was wondering as well...Have you heard back from Beth re: this? Thanks!

We would LOVE to be able to view the Word Study video again. Please post this again!

Beth, do you have the link for the labels to the pocket chart with the games? I tried opening the link and it stated it wasn't there anymore. Will you repost? Thanks in advance.

Marie

Beth, I cant seem to open the document for the 501-600 HF Words and the 601-700 list. Can you help me?

Where did the video go?????? We really wanted to see it again.

Hey Beth, lots of work! Thanks for the resources. For SSA, where do you get all of the hats? Those are so cool! And, here's a resource for Words Their Way flipcharts (https://sites.google.com/site/nbctteacher/). Enjoy.

Hi Beth,
All I can say is you are AWESOME! I am building a word study program at our school as well and I am trying to download the race track game board and a few others from your blog. THey say they are print shop files and I can't seem to get them to print. Do you have a suggestion?
THanks,
Kat

Kat-
I'm not Beth, but I know you have to have Print Shop to be able to download and use them. You can get it on the internet for around $25-50 depending on the version you buy.
Lauren

Lauren-
Do you know if you can buy just any print shop? I want to buy one so I can download the game boards, but I wanted to make sure it would work...Thanks
Tracey

Hi Beth,

Thank you for sharing your word study center ideas on the long a. I was wondering where I can find printables of your other ideas? Is there a link or a book I can buy where they are made up? I don't have time to re-invent the wheel, but would be willing to purchase something already made. I'm hoping there is a resource out there with pre-made activites like yours...?

Thanks,
Ryann

Hi Beth

Great site. Quick question. Do you have the students correct either the pretest or the final test as a class? Or do you correct all of them?

Thank you
Stacy

Beth,
Thanks so much for sharing!! You have done some great things in your class. I cant seem to print out the High Freq. List 501-600 and 600-601.
Can you help me out?

Hi Beth,

The resources you've shared have helped me tremendously in teaching my third graders. It is amazing how much you have shared through this website. I'm sure you're reaching teachers and children around the world. I teach in Poland--so you're definitely in Europe! Thank you for sharing your resources so generously to help all of us improve our instruction!

I noticed that your long vowel lessons are two weeks long--how does that system work? Do you have two separate long a pretests and post tests? Do you create 2 of each activity for the centers?

Warm Regards,
Dana

Beth,

Thank you for everything you do, and all that you share with your colleagues. I've been trying to find the list of resources that you use to create (and purchase) your word games. I can't seem to find it. Is there any way you can re-post them?

Thank you so so much!

Jumi

I am wondering if you have copies of the 40 word weekly lists. I have been working to compile my own, but I thought I'd ask if you wouldn't mind sharing. BTW, your ideas are amazing!

Hi Beth

First of all great site. A lot of us have "stolen" many of your ideas. I have a quick question about your word study program. Do you and the students correct the pretest together?

Hello Beth

Just for the record, your site is out of this world. I've been exploring and admiring your site for about 3-4 years. First, I was amazed by the movies you did with your class and wrote a grant to get it through donors choose; which I was very successful. Then I received the software and had a hard time making it work for myself. :-( Now that I have a mac computer, I use imovie, but I am so in love with the graphic effects you have in your films.

I've used your library labels. Everyone that came into my room loved my library. My supervisor would tell others to come and look at my library for ideas for their own.

The next year I then tried to adapt your reading posters in my room; some was successful, while others was not. (I am still puzzled how you get so much done and make it work for your scholars and yourself. Then I also adopted your token economy. When I was taken out the classroom to be a Multimedia Specialist, I then realized that having so many classes, a brochure worked best so that they can put in there order before hand.

I also use your star of the week activities and newsletter samples. My scholars loved it when a mystery reader came in to read to them.

I now have second grade this year and have started my group with the long a sound. I decided to pass through your website once again and decided to look at the word study part and kind of puzzle me why I never noticed this post to take advantage of it. Don't worry, it is on my next to do list. I am so loving your games (which goes perfectly with what I am doing with my scholars) and the procedures to provide differentiated instruction. Love it! Love it! Love it!

Thanks for sharing your gift of creativity. You have inspired me so much that I have started my own class website using a nautical theme (thanks for the idea). Check it out and tell me what you think: msmadurossecondgradeclass.weebly.com

It is still a work in progress and wished that I could do other things with it but the free portion of the site is very limited.

Erin,

You asked for a link to my Writing Workshop Top Ten list on my website (at least that's what I think you are referring to). That list is actually a blog post I wrote here on the Scholastic website last school year. Here is a direct link to that post: http://blogs.scholastic.com/top_teaching/2011/02/my-january-top-ten-list-writing-lessons-and-resources.html

I hope this helps!

-Beth

Leslie,

You said that you are downloading the games, but all you see are quesion marks and symbols where the text should be. That probably means you do not have the font installed on your computer that I used when creating the file. If you highlight the question marks and symbols and then change it to a font you have on your computer, that should work!

-Beth

Hi Beth, Thank you for such a thorough explanation!! I have been using parts of your program and love it. I do have a question. What do you do with the students who don't miss any high frequency words. I have a strong group this year and several students have done over 200 words without missing any. I also mark any misspelled words I find in their work and they don't ever have any!

I love the structure of word study you use with your students. I plan on incorporating the high frequency words component along with continuing to use words their way. I was wondering if you could post the test sheets for the high-frequency word inventory? I can make them, but it would save me time if you have them already made. Also, what is the title of the F&P book you referred to? Thank you for this great post and for sharing all the details!! :)

I'm interested in the spelling inventory test sheet, HF spelling inventory test sheet, spelling pretest form, an the word study records & strategy lesson planning pages. Do you have those available?

I love it. I am teaching a beginning ELD class and this is perfect for my groups. Thank you for sharing.

Beth, I am wondering about your writing workshop. We have been doing the writing workshop in our classrooms and I am looking for new ideas to help. I was on the Literacy Links and you have a top 10 about it but the link is not working. Can you get it working or send me the information through email. It seems to be the only link that is not working. I love coming to your site and looking around and learning so much. I am trying to learn more about the writing workshop because I am not a confident writer and would like to help my children be great writers. Is there anything (professional material) that you would say is the best? Erin

Hi I am trying to download your games but alls I get instead of words are question marks. Can you help me download the games and eliminate the question marks where words should be?

Sheila (comment #232),

You asked how I determine where to start with High Frequency word lists after giving the Words Their Way Inventory. After giving the WTW inventory, I typically break the students into 3 groups. The low group starts with the first 100 HF words, the middle group starts with the second HF list, and the high group starts with the 300 list.

I retest all groups mid-year since they start to run out of words. However, I make sure I take enough time at the beginning of the year to continue testing students so that they have enough words to get them through the first 2 semesters. It does take up class time during the first couple of weeks, but I find that it is worth it. Since I have a teaching partner, we come in on our days off and actually pull small groups of students who need to be tested at higher levels if necessary.

-Beth

Maria (comment #233),

You mentioned that it looks like we do not pend much time on reading workshop each day. However, we spend an entire hour every day of the week. Here is a link to my daily schedule: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/indexschedule.htm

Guided reading is part of our reading workshop. The format out our 60 minute reading workshop is as follows: Mini-Lesson: 10 minutes Individualized Daily Reading (IDR): 45 minutes Closing: 5 minutes

It is during IDR time that I meet with guided reading groups and strategy groups or confer with individual readers. You can learn more about my reading workshop by reading this previous post: http://blogs.scholastic.com/top_teaching/2009/10/reading-workshop.html

I hope this helps!

-Beth

Beth,

I have been following you and Angela Bunyi's blogs for some time and have just now moved to a district that gives me the freedom to step away from the packaged programs that seem to be the norm now. I know that you and your partner spent many hours working on your spelling lists. I was wondering if you might share them with the rest of us. I did find the link for the 2006 lists that you shared with another teacher but it didn't have the challenge list with it. If you could post a link that would be amazing!

Thanks for all you do for your students and all of us out here in the trenches!

Quite an impressive website. I'm curious-how many word study groups do you have? I have 4 groups of students that vary in their spelling patterns. I'm just curious how you juggle multiple sorts and groups at once. Thanks!

I really like the pattern work! I will be teaching 3rd grade for the first time and was hoping to buy a set of these. Can you advise me where I might find them. Thanks, Jerie

I have noticed you don't spend too much time on reading workshop. Do you do guided reading? Do you have kids that are pulled out?

Beth, After you give the Words Their Way spelling inventory how do you determine where to begin with the high frequency word assessment? Also, at what point do you stop the high frequency word assessment?

Elissa (comment #226),

You asked if I would suggest going away from the basal and instead implementing your own word study program. YES!

When I first began taching in my district, I had to use a basal for reading and spelling. I was often frustrated with the order of the patterns because they did not build on each other. My students make little progress and did not apply the knowledge and skills they gained from one unit to the next.

I really suggest looking at Words Thier Way or Fountas and Pinnell's word study program to determine the order in which you present spelling patterns and skills to your students.

Thanks for posting on my blog! Have a great summer!

-Beth

Sherri (comment #225),

You posted the most commonly asked question I get from teachers, "How do you fit it all in?" Fortunately, I have time in my daily schedule to fit 55 minutes of reading (5 days a week), 45 minutes of writing (4 days a week), and 25-40 minutes of word study 5 days a week). Here is a link to my daily schedule: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/indexschedule.htm Without that much time given o each subject, I certainly would not be able to do all that I do in my classroom.

Is there anything you can do away with in your current daily schedule? My teaching partner and I ended up getting rid of our 15 minute morning recess to make room for consistent word study. Since the students are often interacting and playing word study games during this time, they never complain about not having recess. We also got rid of a supplementary math program that we did not feel was helping our students and, instead, improved our regular math instruction by implementing math workshop. This freed up some time as well.

Since I do not recommend shortening your reading or writing workshops, my only suggestion is to see if you can eliminate anything else in your day to make room for word study. I know that this is easier said than done, but it was worth it to make more time for word study in my classroom!

-Beth

Nancy (comment #224),

You asked a great question about where we fit in the teaching of grammar skills like nouns, verbs, adjectives, capitalization, etc. As much as we can, we try to teach these types of skills in the context of our writing workshop. However, most teachers know that many students need additional, direct instruction as well. For that reason, our morning work (usually the first 15-25 minutes of the school day) focuses on grammar concepts. It combines DOL (daily oral language), interactive SMART Board grammar activities, and even (when necessary) some worksheets that we use to assess students' learning. You can find our daily schedule here: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/indexschedule.htm

There are also skills like homophones, plural nouns, contractions, comparatives, etc. that are the direct focus of our word study units during the year.

Thanks for reading my blog and posting your comment!

-Beth

Angie K. (comment #223),

You asked if I knew of any great websites or blogs for middle school teachers. Unfortunately I am not aware of many, but that is probably because I hve not taken the time to seek them out since I teach 3rd grade. My mom was a middle school teacher for 28 years and often complained about the lack of creative middle school resources on the web compared to those available for elementary teachers. Since you said that you teach ELA, here is a link to a great website: http://www.middleweb.com/mw/workshop/R_W_Project.html

Have a great summer!

-Beth

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