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Words Their Way®

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Words Their Way® Word Study for Phonics, Vocabulary,

and Spelling Instruction

Donald R. Bear Iowa State University & University of Nevada, Reno

Professor Emeritus of Literacy Studies and Literacy Center Director

Marcia Invernizzi University of Virginia

Edmund H. Henderson Professor Emerita of Education

Shane Templeton University of Nevada, Reno

Foundation Professor Emeritus of Literacy Studies

Francine Johnston University of North Carolina, Greensboro

Associate Professor Emerita

S E V E N T H E D I T I O N

Director and Publisher: Kevin Davis Portfolio Manager: Drew Bennett Managing Content Producer: Megan Moffo Content Producer: Yagnesh Jani Portfolio Management Assistant: Maria Feliberty Managing Digital Producer: Autumn Benson Digital Studio Producer: Lauren Carlson Development Editor: Carolyn Schweitzer Executive Product Marketing Manager: Krista Clark Procurement Specialist: Deidra Headlee Cover Design: Pearson CSC, Jerilyn Bockorick Cover Art: Jim Atherton Full Service Vendor: Pearson CSC Full Service Project Management: Pearson CSC, Editorial Project Manager: Pearson CSC, Heather Winter Printer-Binder: Menasha Cover Printer: Phoenix Text Font: PalatinoLTPro-Roman

Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text.

Copyright © 2020, 2016, 2012, 2008, 2004, 2000, 1996 by Pearson Education, Inc. 221 River Street, Hoboken, NJ 07030. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290.

Library of Congress Cataloging- in- Publication Data Bear, Donald R. Words their way: word study for phonics, vocabulary, and spelling instruction/Donald R. Bear, Iowa State University, Marcia Invernizzi, University of Virginia, Shane Templeton, University of Nevada, Reno, Francine Johnston, University of North Carolina at Greensboro. —Seventh Edition. pages cm Rev. ed. of: Words their way / Donald R. Bear … [et al.] Includes bibliographical references and index. ISBN 978-0-13-520491-7—ISBN 0-13-520491-7 1. Word recognition. 2. Reading—Phonetic method. 3. English language—Orthography and spelling. I. Invernizzi, Marcia. II. Templeton, Shane. III. Johnston, Francine R. IV. Bear, Donald R. Words their way. V. Title. LB1050.44.B43 2015 372.46’2—dc23 2015008892

ISBN-10: 0-13-520491-7 ISBN-13: 978-0-13-520491-7

10 9 8 7 6 5 4 3 2 1

This book is dedicated to

the memory of our teacher,

Edmund H. Henderson.

Donald R. Bear

Marcia Invernizzi

Shane Templeton

Francine Johnston

Letter from the Authors

Dear Educator,

It is an honor for the authors of Words Their Way:® Word Study for Phonics, Vocabulary, and Spelling Instruction to present the seventh edition of this seminal text on word study. Accompanying this edition is a new online resource, Words Their Way® Digital featuring a student input assessment that automatically scores and suggests word study groups. WTW Digital also contains more than 130 interactive digital sorts and printable games across the five stages. Additionally, the enhanced eText version of the book includes more than 40 classroom videos and a wealth of printable resources for the classroom all in one place. These tools will help you to effectively implement word study instruction.

Here the authors highlight a few key ideas presented in Words Their Way.

Donald

Words Their Way presents a developmental approach that makes word study more efficient and students more responsive. This approach to word study integrates phonics, spelling, and vocabulary because of the reciprocal nature of literacy: what students learn in spelling transfers to reading, and what they learn in reading transfers to spelling and vocabulary. These are not, therefore, three separate and unrelated areas of instruction. Integrating phonics, vocabulary, and spelling instruction with a developmental approach contributes, we hope, to deep and rewarding learning and teaching.

Marcia

Words Their Way has gotten teachers to think about phonics, spelling, and vocabulary instruction from a completely different point of view. Teachers welcome our student-centered, minds-on, active approach that considers word study not only as an integral part of literacy development, but also as an integral vehicle for fostering critical thinking. Effective word study lessons pose questions and involve students in solving problems through careful analysis, ref lection, and discussion. The questions teachers pose during words study—such as, “Why do some words end in a silent e?”—encourage an investigative mindset and give purpose for engaging in word study activities such as word sorts. The language we use when we talk with students about words has a powerful inf luence on their self-efficacy as learners. This is in sharp contrast to most phonics and spelling programs that merely ask students to memorize relationships, rules, and words.

Shane

Words Their Way helps teachers provide their students with the breadth and depth of exploration necessary to construct knowledge about words over time—from individual letters to sound, from groups of letters to sound, and from groups of letters to meaning. The awareness and appreciation of how children construct this knowledge empowers and emboldens many teachers to advocate

L E T T E R F R O M T H E A U T H O R S vii

for developmental instruction—in word study specifically and in literacy more generally. This understanding is now being applied to instruction in vocabulary—in particular, generative instruction based on an understanding of how morphology works to generate most of the words in the English language, as well as general academic vocabulary and domain-specific vocabulary.

Francine

Students learn best when they are working with content that is in their “zone of proximal development” or window of opportunity. Words Their Way offers an assessment-driven developmental guide for word study that helps teachers differentiate instruction to meet children’s needs and provides the resources to do so.

Bring your colleagues and come join us in the most active edition of Words Their Way® yet. We wish you happy sorting with your students!

Sincerely,

Donald R. Bear Marcia Invernizzi Shane Templeton Francine Johnston

About the Authors

Donald R. Bear is Professor Emeritus in Literacy Studies at Iowa State University and Univer- sity of Nevada, Reno where he directed reading centers and taught at all levels. He is a former classroom teacher, and an author and co-author of numerous articles, chapters, and 17 books. He is involved in innovative professional development activities, and his work in assessment and word study is used widely. Donald is involved in studies that examine literacy learning, particu- larly studies of orthographic development in different and second languages.

Marcia Invernizzi is the Henderson Professor Emerita of Reading Education at the University of Virginia. As a founder of Book Buddies, a nationally recognized reading tutorial for struggling readers, and PALS, a literacy screening and diagnostic tool, Marcia’s research interests continue to revolve around evidence-based practices for the prevention of reading and writing difficul- ties. A former English and reading teacher, Marcia continues to collaborate with school districts and organizations seeking progressive change.

Shane Templeton is Foundation Professor Emeritus of Literacy Studies in the College of Education at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, his research focuses on the development of orthographic and vocabulary knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary.

Francine Johnston is a former first-grade teacher and school reading specialist. She retired from the School of Education at the University of North Carolina at Greensboro, where she coordinated the reading master’s program and directed a reading clinic for struggling readers.

ix

CHAPTER 1 Developmental Word Knowledge 2

CHAPTER 2 Getting Started 24

CHAPTER 3 Word Study Principles and Practices 50

CHAPTER 4 Word Study for the Emergent Stage 86

CHAPTER 5 Word Study for the Letter Name–Alphabetic

Stage 146

CHAPTER 6 Word Study for the Within Word Pattern Stage 206

CHAPTER 7 Word Study for the Syllables and Affixes Stage 256

CHAPTER 8 Word Study for the Derivational Relations Stage 294

CHAPTER 9 Implementation of Word Study Instruction: Schedules,

Routines, Materials, and Effective Practices 344

APPENDICES 371

Brief Contents

x

Contents

Activities xvi Preface xviii

CHAPTER 1 Developmental Word Knowledge 2

How Children Learn about Words 3

The Braid of Literacy 3

Children’s Spellings: A Window into Developing Word Knowledge 4

Conceptual Development Grows through Categorizing 4

Word Knowledge Grows through Categorizing and Reflecting 4

Why Is Word Study Important? 5

What Is the Purpose of Word Study? 5

Alphabet, Pattern and Meaning: The Basis for Developmental Word Study 6

Alphabet 7

Pattern 8

Meaning 8

How History Speaks to Instruction 9

Teaching Tips: Learning and Integrating the Layers of English Orthography 10

The Development of Orthographic Knowledge 10

Stages of Spelling Development 11

Stages of Spelling: A Perspective 15

The Synchrony of Literacy Development 16

Emergent Readers 18

Beginning Readers 18

Transitional Readers 18

Intermediate and Advanced Readers 19

Words Their Way 19

CHAPTER 2 Getting Started 24

Informal Observations to Assess Orthographic Knowledge 25

Observe and Interpret Students’ Writing 25

Observe Students’ Reading 26

Qualitative Spelling Inventories to Assess Orthographic Knowledge 27

The Development of Spelling Inventories 27

Using Inventories 28

Score and Analyze the Spelling Inventories 31

Sample Practice 35

Teaching Tips: When Synchrony Is Not Observed 36

Group Students for Instruction 38

Classroom Composite Chart 38

Spelling-By-Stage Classroom Organization Chart 40

Factors to Consider When Organizing Groups 40

Teaching Tips: Using the Inventory across the Year 42

Spelling Inventories for Formative and Summative Assessment 43

Benchmarks and Grade Level Expectations 43

Additional Assessments 43

Qualitative Spelling Checklist 44

Emergent Class Record 44

Kindergarten Spelling Inventory 44

McGuffey Spelling Inventory 45

Monitor Student Growth Over Time 45

Expectations and Goal-Setting 47

C O N T E N T S xi

Assessing the Spelling Development of English Learners 48

The Influences of Students’ Primary Languages 48

Conclusion 49

CHAPTER 3 Word Study Principles and Practices 50

Why Focused Contrasts? 53

Teaching Word Knowledge through Sorting 53

Teaching Phonics through Word Study 54

Types of Sorts 54

Sound Contrasts 55

Pattern Contrasts 55

Meaning Contrasts 56

The Word Study Lesson 58

Levels of Support 58

Teacher-Directed Closed Sorts 59

Teacher-Directed Open Sorts 62

Student-Centered Sorts 63

Teacher Talk and Student Reflection 64

Extensions and Follow-Up Routines 66

Repeated Sorting 66

Buddy Sorts 66

Blind Sorts 66

Writing Sorts 67

Blind Writing Sorts 67

Written Reflections 68

Speed Sorts 68

Word Operations 68

Word Hunts 69

Draw and Label/Cut and Paste 71

Alternative Sorts 71

Games 72

Periodic Spell Checks 72

Guidelines for Preparing Word Sorts 73

Making Sorts More or Less Challenging 74

Planning for Oddballs 74

Using Word Study Notebooks 75

Linking Word Study to Reading, Writing, and the Language Arts Curriculum 76

Apply Spelling Generalizations to Read New Words 76

Apply to Writing 76

Promote Strategies for Independent Problem Solving 77

Brainstorm Relatives to Widen the Net 77

Use Cover and Connect 77

Proofread for Targeted Spelling Features 77

Allow Students to Write “As Best They Can” 78

Teaching Tips: Proofreading Tips with Intermediate Students 78

Caveats Regarding Tradition 80

Traditional Spelling Activities 80

Word Walls 81

Word Displays 81

Principles of Word Study Instruction 82

1. Look for What Students Use but Confuse 82

2. A Step Backward Is a Step Forward 82

3. Use Words Students Can Read 82

4. Compare Words That “Do” with Words that “Don’t” 82

5. Begin with Obvious Contrasts 83

6. Sort by Sound and Pattern 83

7. Don’t Hide Exceptions 83

8. Avoid Rules 83

9. Work for Fluency 84

10. Encourage and Participate in Student Talk 84

11. Return to Meaningful Texts 84

Teaching Is Not Telling 84

■ RESOURCES FOR IMPLEMENTING WORD STUDY IN YOUR CLASSROOM 84

CHAPTER 4 Word Study for the Emergent Stage 86

From Speech to Print 88

The Word Level 89

Sounds in Words 89

xii C O N T E N T S

Characteristics of the Emergent Stage 90

Emergent Reading 90

Emergent Writing and Spelling 91

Creating Classrooms for Early Literacy Learning 93

Support Emergent Writing and Spelling 93

Teaching Tips: Writing 94

Support Emergent Reading 95

■ RESOURCE CONNECTIONS — CLASSIC PREDICTABLE BOOKS TO USE FOR SHARED READING 96

The Literacy Diet for the Emergent Stage 96

Oral Language, Concepts, and Vocabulary 96

Classroom Interactions for Language Development 97

Concept Sorts 99

Phonological Awareness 100

Development in PA During the Emergent Stage 101

Syllables and Words 101

Teaching Tips: Syllables 102

Rhymes 102

Teaching Tips: Rhyme 102

Alliteration and Beginning Sounds 103

Teaching Tips: Alliteration and Beginning Sounds 103

Assessing and Monitoring Phonological Awareness 103

Alphabet Knowledge 104

Lots to Learn About Letters 104

Teaching the Alphabet 104

Teaching Tips: Alphabet 106

Letter–Sound Knowledge and Phonics 107

Selecting Contrasting Initial Consonants 107

Introducing Focused Contrasts for Beginning Sounds 108

Assessing and Monitoring Growth in Letter–Sound Knowledge 108

Teaching Tips: Word Study for Initial Sounds 110

Concepts About Print (CAP) 111

Print Referencing 111

Assessing and Monitoring Growth in CAP 112

Concept of Word in Text (COW-T) 112

COW-T Continuum 112

■ RESOURCE CONNECTIONS — TRADITIONAL RYMES AND JINGLES 116

The Whole-to-Part Five-Day Lesson Framework 116

Assessing and Monitoring Growth in COW-T 118

Word Study Routines and Management 118

Emergent Literacy Daily Management Plan 119

■ RESOURCES CONNECTIONS — IMPLEMENTING WORD STUDY IN YOUR CLASSROOM 120

ACTIVITIES for the Emergent Stage 121

Oral Language, Concepts, and Vocabulary 121

Phonological Awareness (PA) 126

Alphabet Knowledge 131

■ RESOURCE CONNECTIONS — ALPHABET BOOKS 132

Letter–Sound Knowledge 137

Concepts About Print (CAP) 139

Concept of Word in Text (COW-T) 142

CHAPTER 5 Word Study for the Letter Name–Alphabetic Stage 146

Literacy Development of Students in the Letter Name–Alphabetic Stage 149

Reading 149

Beginning Writing and Spelling 151

Vocabulary 151

Orthographic Development in the Letter Name–Alphabetic Stage 153

Letter Names 153

Letter Sounds 153

How Consonants are Made and Articulated in the Mouth 155

Teaching Tips: Mastering Sounds 155

Vowels in the Letter Name–Alphabetic Stage 156

Teaching Tips: Learning about Vowels 157

Other Orthographic Features 158

Developmental Spelling Strategies 159

Teaching Tips: Encouraging Developmental Spelling 160

Word Study Instruction for The Letter Name–Alphabetic Stage 160

Reading Instruction 160

Teaching Tips: Draw Attention to Words in Text 161

Teaching Tips: Personal Readers and Word Banks 163

Supporting Writing 163

Supporting Vocabulary Development 163

C O N T E N T S xiii

Teaching Tips: Encourage a Variety of Writing 164

Teaching Tips: Developing Vocabulary 166

Word Study 166

The Study of Consonant Sounds 167

Teaching Tips: Word Study with English Learners 169

The Study of Short Vowels 172

Teaching Tips: Word Families 176

Teaching Tips: The Study of Short Vowels in CVC Words 177

Assess and Monitor Progress in The Letter Name–Alphabetic Stage 178

Assess and Monitor Progress in Concept of Word 178

Assess and Monitor Progress in Phonemic Awareness, Phonics, and Spelling 179

Assess and Monitor Progress in Sight Word Development 180

Word Study with English Learners in The Letter Name–Alphabetic Stage 180

Word Study Routines and Management 181

■ RESOURCES FOR IMPLEMENTING WORD STUDY IN YOUR CLASSROOM 183

ACTIVITIES for the Letter Name–Alphabetic Stage 183

Vocabulary Activities 184

Phonemic Awareness 189

Personal Readers and Word Banks 190

Dictionary Skills in the Letter Name–Alphabetic Stage 195

■ RESOURCE CONNECTIONS — DICTIONARIES FOR BEGINNING READERS 196

Initial Consonant Sound Word Study 196

The Study of Word Families 199

Short Vowel Word Study 202

CHAPTER 6 Word Study for the Within Word Pattern Stage 206

Literacy Development of Students in the Within Word Pattern Stage 209

Reading in the Within Word Pattern Stage 209

Writing in the Within Word Pattern Stage 210

Vocabulary Learning in the Within Word Pattern Stage 210

Orthographic Development in the Within Word Pattern Stage 211

The Pattern Layer 211

The Complexities of English Vowels 212

Teaching Vowels to English Learners 214

The Influence of Consonants on Vowels 215

Triple Blends, Silent Initial Consonants, and Other Complex Consonants 215

Homophones, Homographs, and Other Features 216

Word Study Instruction for the Within Word Pattern Stage 217

The Word Study Lesson Plan in the Within Word Pattern Stage 218

Picture Sorts to Contrast Long and Short Vowels 220

Teacher-Directed Sorts for Long Vowel Patterns 221

Open Sorts 223

Spelling Strategies 223

Word Sorting with English Learners 226

Sequence and Pacing of Word Study in the Within Word Pattern Stage 226

Early, Middle, or Late Placement 226

Pacing 227

The Study of High-Frequency Words 229

Teaching Tips: Teaching High-Frequency Words 230

Vocabulary Instruction 231

Read Alouds 231

Repeated Exposure 231

Word Sorts and Vocabulary 231

Teaching Tips: Teaching About Homophones 232

■ RESOURCE CONNECTIONS — BOOKS THAT CELEBRATE HOMOPHONES, HOMONYMS, AND HOMOGRAPHS 232

Dictionary Use 233

Teaching Basic Morphology: Prefixes and Suffixes 233

Teaching Tips: Teach Dictionary Skills 234

Assess and Monitor Progress in the Within Word Pattern Stage 234

Weekly Spelling Tests 234

Monitoring Progress and Setting Goals 235

Strategies for Assessing and Monitoring Progress of English Learners 235

Word Study Routines for Within Word Pattern Spellers 236

Word Study Notebooks 236

Homework 237

■ RESOURCES FOR IMPLEMENTING WORD STUDY IN YOUR CLASSROOM 237

xiv C O N T E N T S

ACTIVITIES for the Within Word Pattern Stage 238

Vocabulary Activities 238

Spelling Strategies and Dictionary Skills 241

Spelling Games and Activities 243

CHAPTER 7 Word Study for the Syllables and Affixes Stage 256

Literacy Development of Students in the Syllables and Affixes Stage 258

Reading in the Syllables and Affixes Stage 258

Writing in the Syllables and Affixes Stage 259

Vocabulary Learning in the Syllables and Affixes Stage 259

Orthographic Development in the Syllables and Affixes Stage 260

Base Words and Inflectional Endings 261

Compound Words 262

Open and Closed Syllables and Syllable Juncture 263

Vowel Patterns in Accented Syllables 265

Unaccented Syllables 265

Teaching Tips: Introducing Accent or Stress 265

Learning about Accent or Stress 266

Further Exploration of Consonants 266

Base Words and Simple Derivational Affixes 267

Teaching Tips: Exploring Suffixes 268

Word Study Instruction for the Syllables and Affixes Stage 268

Supporting Vocabulary Development 268

Teaching Tips: Develop Academic Vocabulary 273

Systematic Word Study for Spelling 274

Sorting and Discussion in the Syllables and Affixes Stage 275

The Word Study Lesson Plan in the Syllables and Affixes Stage 275

Sequence and Pacing of Word Study in the Syllables and Affixes Stage 276

Sequence of Focused Contrasts 276

Placement Using Spelling Inventories and Spell Check 276

Spelling Strategies 278

Teaching Tips: How to Develop a Spelling Conscience 279

Assess and Monitor Progress in the Syllables and Affixes Stage 280

Weekly Assessments and Spell Checks 280

Monitoring Progress 280

Word Study with English Learners in the Syllables and Affixes Stage 281

Word Study Routines and Management 281

Word Study Notebooks in the Syllables and Affixes Stage 281

■ RESOURCES FOR IMPLEMENTING WORD STUDY IN YOUR CLASSROOM 283

ACTIVITIES for The Syllables and Affixes Stage 283

Vocabulary Activities 283

Dictionary Skills for Syllables and Affixes Spellers 286

Spelling Activities 287

CHAPTER 8 Word Study for the Derivational Relations Stage 294

Literacy Development of Students in the Derivational Relations Stage 296

Reading in the Derivational Relations Stage 296

Writing in the Derivational Relations Stage 297

Vocabulary Learning in the Derivational Relations Stage 297

Orthographic Development in the Derivational Relations Stage 298

The Spelling–Meaning Connection: Foundations of Generative Vocabulary Knowledge 299

Latin and Greek Word Parts 303

■ RESOURCE CONNECTIONS — RESOURCES FOR WORD STUDY: GREEK AND LATIN WORD PARTS 306

Spelling Strategies 306

Word Study Instruction for the Derivational Relations Stage 306

Supporting Vocabulary Development 307

■ RESOURCE CONNECTIONS — RESOURCES FOR WORD- SPECIFIC VOCABULARY ACTIVITIES 308

■ RESOURCE CONNECTIONS — RESOURCES FOR WORD STUDY: WORD ORIGINS 310

C O N T E N T S xv

■ RESOURCE CONNECTIONS — ONLINE RESOURCES ABOUT WORDS 312

Systematic Word Study 314

Sequence 314

Teaching Tips: Fine-Tuning Instruction 317

Assess and Monitor Progress in the Derivational Relations Stage 317

Ways to Assess 317

Monitoring Progress 317

Word Study with English Learners in the Derivational Relations Stage 318

Teaching Tips: Exploring Cognates 318

Word Study Routines and Management 319

Teacher-Directed Word Study Instruction 319

Routines 319

Teaching Tips: Extending Word Study Activities for Derivational Spellers 320

Word Study Notebooks in the Derivational Relations Stage 320

Word Consciousness 322

■ RESOURCES FOR IMPLEMENTING WORD STUDY IN YOUR CLASSROOM 322

ACTIVITIES for the Derivational Relations Stage 323

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