~Words their Way Word Derivational Relations Notebook~

If you have followed my blog, you know that I am a big fan of Words their Way. {You might take a minute to check out my detailed post including 10 tips for implementing word study and a detailed explanation of my routines--this is great info for Word Study/spelling programs even if you do not use Words their Way.}

Today, I'm focusing in on my Derivational Relations Spellers (the blue group). Students who fall into this group are your best spellers. I have always felt that the Derivational Relations Group needed a little something more for their word study activities. Students who fall into the Derivational Relations Spellers group can often spell the words provided in their sorts with much ease. Typically, these students also find it easy to quickly attain word meanings and spellings for new words. In the past, I have had them complete Frayer Model-type activities (pick 10 words, record synonyms, draw an illustration, make a personal connect, write a definition or a sentence, generate other words that contain the word part, etc). I have also had them create crossword puzzles for others in their group to complete. However, these default activities never felt organized or worthwhile enough, so this year, I decided I wanted to get ahead of the game and have extension activities that made sense for each Derivational Relations Unit.

I created Word Study Notebook Activity sheets to go with each sort to help my Derivational Relations Spellers analyze spellings, sound changes, and meanings of their word study words. The activities are designed for independent exploration and reinforcement of concepts that are embedded in the unit of study. However, these activities could also be used to guide a lesson in a small group meeting. {Side note, I also think that the Derivational Relations Spellers sorts would be perfect for 5th-6th grade as a whole-class vocabulary/word study program combined with differentiated spelling/word study. If I were teaching 5th grade this year, I would be using these activities whole-group to expose students to prefixes, suffixes, and Greek and Latin roots--the main focus of the blue book.}

Using the Activity Sheets

These word study notebook activity sheets are meant to be a companion to Words Their Way: Derivational Relations Spellers (Templeton, Johnston, Bear, and Invernizzi). You really need the word sort books to implement this differentiated word study program.

Based on the level of difficulty of the activity pages and how progressed your students are with being “independent thinkers,” you may choose to have them complete some of the sheets independently and save others for their small group meeting with the teacher. These sheets can also be completed in partners. (You might specify how you want the activities completed prior to students beginning the set for each sort.) Allowing students to work in partners at the beginning of a unit (say the first and second sorts in the unit) and then expecting students to complete later activities in the unit independently is another way you can provide extra support and scaffolding. This week, I had students pair up and share their work after they completed the activities.

The Routine for Derivational Relations Spellers

I set aside 20 minutes for word study with the goal of having our word study block consistently 3-4 times a week.

Day 1 and Day 2: My students begin their individualized Words-Their-Way word study routine with my “blind” Word Search activity. Because I want students searching for word patterns and increasing their ability to recognize correctly spelled words—a major key to spelling improvement—these word searches do not contain the word list. (Word searches for each Words Their Way Level can be found in my store.) This routine activity is meant to be an engaging, fun way for students to discover their word study words. As students find words in the word search, they are required to record the words they have found, sorting them categories based on sound and/or look of the word, just as they do in other Words their Way sorting activities.

*At end of day two/beginning of day 3, you may give students their word study word list from Words Their Way: Derivational Relations Spellers to provide students with feedback on the words they have not yet found. I don't have my derivational spellers cut the words apart. They really just need the word list.

Day 3 and 4: Students work on the Word Study Notebook extension activities to build deeper understanding of word spellings and/or meanings.

Day 5: Meet with teacher: This meeting provides an opportunity to go over activities that students had difficulty with and to reinforce specific the word study concepts based on the word list students are working on.

Day 6: Assessment: Call out words and take a “traditional” spelling test OR complete a “blind sort” spelling test (this means students cannot see the words but sort the words into categories as they record them.) I love blind sort assessments because as I watch students categorize words, I see them actively thinking about spelling—erasing, moving words around, and correcting spelling.

I cycle my students through a staggered word study routine. Keep in mind that if sort activities require additional time or if my word study time is limited, I can have students cycle through the same routine twice for one sort. (Based on difficulty level and students’ prior knowledge, some sorts may require an extra cycle while others may not.)

Word Study Routine Tip: Stagger It!

I have found it helpful to stagger word study groups so that each of the activities (like “meet with the teacher” and “Spelling City”) happen on a different day for each word study group. This has allowed me to better manage the needs of each group and focus most of my attention on one group on their “teacher” day . Staggering the activities also allows me to further differentiate and tweak student activities without stigmatizing certain groups (usually needed for the highest and lowest groups). For example, my lowest group completes Look, Say, Cover, Write, Check with their words and I embed their assessment into their teacher day, while my higher group has a whole set of additional activities to complete.

Staggering my word study routine also allows me to target a major word study issue—the fact that organizing our schedule based on Monday-Friday often fell apart. In the past, I have created my word study routines/schedule based on a 5 day week, but we rarely get an uninterrupted 5 day week for word study. In my classroom, this usually meant that the assessment day didn’t happen and students just moved on to a new list AND it also caused students and me frustration because it was hard to be dedicated to the routines I had trained them for.

To visually represent this change in thinking, I display our word study schedule and place a magnet above the day we are on that says “We Are On…” This way, if we have a short week or a scheduled interruption, we don’t have to completely cancel word study or skip activities for that word list. Although we might take a week and a half to cycle through the activities for one word list, we value word study more because we know ALL of the routines are going to happen for that word list. When we are almost at the end of a quarter or close to a long break, I can start staggering groups out of word study.

Side-note: At the beginning of the year, it is important to model and complete these routines whole-group so that students understand the routines and expectations for each activity.

If you are interested in taking the Derivational Relations Activities for a test drive, I have uploaded the activity sheets for Sorts 1 and 22 on teacherspayteachers. If you download, I would love some feedback!

I would also love to answer any questions you have about Word Study!

Word Study Routine and Tips~Words their Way

Words Their Way, check out the foundational text by the same name. To see an example of the developmental spelling inventory, check out this tutorial from Pearsontraining.

In the past few years, I have tried different things, but worked to simplify the process of having too many groups, word lists, and activities for students to complete. I have also worked to find routine activities that remind students of the purpose of word study~that the spelling learning should transfer into our actual writing! I have found that students' spelling deteriorates when word study is dropped from the classroom (maybe students think you don't think spelling is important at that point?) and that if I can get my routines together, students actually have a lot of fun during word study.

Keep in mind that the routines and ideas I describe below are from the upper elementary perspective. Of course, modifications and scaffolding may be necessary for lower grades and weaker spellers.

Tip # 1: Stop planning Mon, Tues, Wed, Thurs, Fri routines and think of your word study activities as a cycle. Students cycle through all activities for each word list. This shift in thinking helped me tons--our schedule gets interrupted, so teaching students "This is what we do on Monday, Tuesday, Wednesday," was really always an issue. Now, I have a seven day cycle of activities for students, including a few whole group days where we work together. How do I keep up with where we are? I have a chart showing each groups' assignment for the day. We move a sticky note that says "We are Here!" each day. This also gives us the freedom to have "off" days where we do something else with our word study time.

Although we might take a week and a half to cycle through the activities for one word list, we value word study more because we know ALL of the routines are going to happen for that word list. When we are almost at the end of a quarter or a long break, I start staggering groups out of word study.

Here's my current word study cycle of activities (and it feels "successful" most of the time):

Day 1} Complete "Blind" Word Search and try to deduce current word sort rule or pattern. If you are familiar with Words Their Way, then you know that a "blind sort" is an activity where students sort the words into categories (and write them down) as they hear them called out. It's called BLIND because they are not looking at the words. By doing this "blind searching" through a word search, students have a fun way of figuring out their word pattern focus for the word study cycle. The word search WORD searching is an engaging, fun way for students to discover some of their words and sharpen their ability to recognize words that are spelled correctly (a major key to spelling improvement). Students also demonstrate their understanding of sorting by sound and/or look when they record the words they have found into categories. (Students have the word searches glued into their notebooks and MUST record the words as they find them by SORTING the words into categories)

Tip # 2: Once you assess students and decide which lists they will start with, make copies of the word searches they will need for the quarter and spend a session helping students glue the word searches into their notebooks. I save 2-3 pages between each word search for word work and for "Meet with the Teacher." Remind students to keep the word searches in order as they glue them!

Tip # 3: You can work with your lower group before they do Word Search day. This gives them exposure to the word patterns they will be working with and hopefully a boost of confidence as they search for their words. If you have younger students and want them to have a copy of the words, just give them the word list from the Word Study books, but I strongly encourage you to consider giving them a few words to get them started and then have them search for the patterns, rather than spoon-feeding them the whole list.

Day 2} Meet with the Teacher (includes sorting words, discussing word patterns/rules and word meanings, etc.)With average/higher groups, I ask what words they found in their word search and we sort them into categories on a white board. Sometimes I will provide them with other words they should have found, but hearing what their group members found gives them clues about what else to look for.


Tip # 4: The lower groups just need practice, practice, practice, and immediate feedback. When these kiddos meet with the teacher, I give them a white board, marker, and eraser and fire off words at them from the list they are on and from previous lists. We often have to focus on short sounds vs long sounds, words with double vowel patterns, and making sure we have represented all of the sounds found in the words.

Tip # 5: For your struggling spellers, try using compound words that still fit the patterns they are studying. This allows them to practice DOUBLE the words and will allow them to feel like they are working on words just as large as other groups in the class.

Pass the Torch!

Get Ready for Bloggy Olympics!!!

Join The 3AM Teacher, the Reading Olympians, and over 80 SUPREME education bloggers as we take you through a tour of the Reading Olympians Root Study Program!!

To get started with Reading Olympians, I printed the raps for each set onto different colors of cardstock. (I made two sets of the copies so that I would have enough cards for each student with a few extras). This method goes along with my Task Card Love <3 as students or the cards can move around.

I also printed these babies on the same color cardstock as the set it matches.

Next, I made copies of the Journals for students. (We are still on the Nike Set).

During our first lesson, students received the rap cards randomly and worked on the 4 quadrant sheets in their journal until they felt that had thought of everything they could. Mainly, I wanted students to generate as many words as possible using the root. I explained that they could move on to other roots, but would likely be able to keep previous roots in mind and would probably come up with new ideas. You could have studenst work in partners to generate words, but my group is having a talking/playing issue, so I wanted this step to be independent.

After a few sessions of doing the steps above, I have students play a brainstorming "game":

* I put students in groups of four and everyone has a writing utensil. I give them a ledger-sized sheet of paper or chart paper.
* Students record one prefix on each side of the paper to prepare for the brainstorming session.
* I set the timer for 5 minutes and all students silently record words that contain one of the prefixes. (The group decides which one to start with first; it really doesn't matter as long as they only work on one at a time). Students do not analyze the appropriateness of the words at this time, it is simply a brainstorming-get-it-on-paper session.
* When the timer goes off, students get 1 minute to discuss the words recorded and mark off any that do not fit the prefixes' meaning.
* Students flip the chart over and begin the 5 minute brainstorming session again with the new prefix.
* When the timer goes off, students get 1 minute to check their words and mark any off.

In the next lessons, we go through a whole-group sharing session where students report out the words they came up with. Students get 1 point for words that no one else came up with and -1 for words that we deem do not fit the meaning of the prefix. (Keeping score has been harry-and unnecessary for motivating my students, but if you have time for it, it could be a fun element).

As groups share words, I type them into a google doc so that we can all keep up and have a record for later.

I just started using the program 3rd quarter to work out any kinks and figure out how I wanted to do it so that I am fully implementing it starting at the beginning of the year next year. I can't wait to learn how everyone else is using the program and putting their own spin on it. (I'm sure I will make some tweaks next year as we go 1-1 laptop, like having students generate their word lists in group googledoc documents, then I can simply pull each groups set of words up on the smartboard to discuss. This would be a major time saver (and might allow me to better do something where I am keeping score). If you have not started implementing the program, I say, GET TO IT. Print out the Nike Set and just set yourself a goal of using it with the time you have 4th quarter to see how you want to use it in your classroom next year. I totally recommend the purchase!


Discover the program IN ACTION in more K-6th grade classrooms as you Pass the Torch!! Get ideas, discover the progression of the program, and enter the Raffle for a chance to win ONE of the three prizes listed below!!

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   Prizes: $25.00 Amazon Gift Card
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Third Place Winner: Bronze Medal

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NEW Words Their Way Word Searches-Derivational Relations Spellers

Finally!!!

Remember about a YEAR ago when I made Word Searches for Words Their Way Syllables and Affixes Spellers and Within Word Pattern Spellers and promised to get the Derviational Relations Spellers word searches ready soon? (Ok, I just checked the post and it wasn't a whole year, just 9 months, so I shouldn't beat myself up so much :) Finally, I have them finished. I was highly motivated last night to get them finished because a TPT teacher/buyer asked if I had them finished yesterday AND because my collegue and I had just spent part of the day planning a word study schedule to group our kids together and share responsibility for the groups. Super excited about this! And of course we have a group in the blue book, so it will be SO NICE to already have the word searches ready to go for that group.

If you have these books, you probably call them like I do, "the red, the yellow, the green, the blue"--if you don't know about these books and need some help to de-stress word study OMG, run now to amazon.com and check them out. I HIGHLY recommend the Words Their Way Sort Books. Before these books, I dreaded planning for word study and coming up with appropriate lists on my own, and usually gave up before the year was over. Now, I just assess the kids, identify their levels, group them into 4-5 groups, and grab the appropriate word sort book for them. To make my word study life much better, I also make copies of the word sorts kids will need for the nine weeks. (Of course, we might decide to move kids around, but it's so nice to go to the copier once and not have to think about word study every single week). The books also contain teacher directions for each lesson, example sorts, and anything the kids need to know about meaning or etymology.

If you are unfamiliar with Words Their Way, check out the foundational text by the same name. To see an example of the developmental spelling inventory, check out this tutorial from Pearsontraining

What do you get if you purchase the Word Searches? 
* You get two choices for word searches: 1/2 pages (you can have students glue into their word study notebooks) or 1 pg sheets that provide a 1/2 page students to record the words they find and sort them).
* a sample word study schedule (explaining how I do staggered groups/rotations and the activities that kids are doing each day)
* binder cover (like you see above)
* personal words recording sheet (for words missed on the weekly assessment)
* other word study tips

For more info, check the word searches out at my TPT store. I have got RAVE reviews in the comments sections, especially about being a huge time saver! :)

Happy weekend! I'm off to enjoy crock pot spaghetti and a 5 layered cookie dessert with the family! (It's an eating cheat day for me!!! :) Yay)

For the Love of Language--classroom materials ready!

I have been working on (and tweaking) my love of language materials for about a month now. I finally have the graphic organizers, student notebook covers, and bulletin board materials in a stage that I love and am EXCITED to use in my 2012-2013 classroom (only 1 week until the first day!)

Have I told you why I began thinking about implementing a "Love of Language" in my classroom this year? My "Love of Language" program was inspired by the Common Core State Standards. As I read through and studied the standards this year, I was hit with a strong conviction that the standards require a more strategic focus on word and language learning than my instruction thus far has included. Yes, I have done bits and pieces here and there--poetry units, content area vocabulary, a week on context clue strategies, one year of implementing "A Word a Week" consistently, minilessons on figurative vs literal language, etc. All of that doesn't sound very strategic does it?

It was kind of hit or miss--you know, focusing on interpreting language and how we learn words can be one of those things that constantly gets pushed to the side. Dedicating an entire day a week (I choose FRIDAYS! :) ) to language allows me to strategically set aside the time necessary for engaging my students in language lovin' and word learnin'. This is my way of doing what I feel will truly meet the language and vocabulary acquisition standards in the common core. It will ensure that students are not only exposed to these concepts, but are given multiple opportunities to master word learning strategies. The idea that I can get students to LOVE language is also exciting; through that focus, I will be creating learners who can use the skills they have learned to analyze language, infer word meaning, and teach themselves new things!

Want to Check it Out?
Here are a few samples of the Love of Language graphic organizers:

 

As I gear up for my NEW SCHOOL YEAR, I will be writing more about my "Love of Language" program plans, including sharing pictures of my "love of language" bulletin boards--they are on my workday "To Do" list for tomorrow :)

Love of Language-Studying Words

I know it's been a while! It seems like tons of teacher-bloggers are apologizing for the lack of  blogging and blaming the "end of year" craziness. I will totally jump on that bandwagon! We have been out of school for one week and one day, and I have yet to take a break. Last week, I went in to work on my classroom for 4 days and had a Common Core committee workday. Lucky me, I get four more committee workdays this week. :)

Anyway, the guilt is piling up for not having shared some of my "Love of Language" ideas with you. I will thank you ahead of time for bearing with me as I try to verbalize ideas that I have yet to try out. (Many of these ideas I have tried in various years of my teaching, but never have I tried to implement them all in one day). I'm sure when my new year starts (the 3rd week in July!!!), and I start to implement these things, I will tweak and change things, so follow me into this journey of creating and honoring a "Love of Language" in my classroom. :)

• I will be using a number of resources to implement my "Love of Language" Fridays to help students increase their vocabulary and develop an appreciation for interesting words. I also know the "studying words" component of the day will help students deal with multi-syllabic words that they encounter in their own reading.

One of the resources  I will be using is the "A Word a Week Vocabulary Program" from Teacher Created Resources. The book provides one page on each of the words using interesting stories and poems that elaborate on the word using a vast array of synonyms and antonyms. (Awesomely, this will also help students develop their knack for using context clues.) I plan to have students complete a frayer-model-type graphic after listening to a read aloud of the passage. I have also typed up each of these words with the definition and printed them on cardstock so that we can post them in the room and refer back to them constantly. You could also prepare sheets with each word and allow a different student each week to record a definition and illustrate the definition card.


I will also be using the Nifty Thrifty Fifty word list that contains 50 words based on root words, prefixes, and suffixes. The Nifty Thrifty Fifty program claims that for every NTF word a student can read, they can read at least 7 other words.  I have to do a little more research and make some decisions about how I want to implement the Nifty Thrifty Fifty word list, but other teachers at my school have implemented this list with great success. Here are some helpful websites I have found as I am trying to get my ideas and plans together for this component of "Love of Language."
- A Month at a Glance PPT I really like the idea of having students create their own cards with the prefix, suffix, and root words on different colored index cards. I plan to give students time every week to work with a partner to create new words from the word parts. I also like the idea of letting them make up words and define the meaning because it will help them solidify and transfer the meanings to other words.
- Nifty Thrifty Automaticity Powerpoint (go down to # 2)
---Click on # 4 of the same website above for a great color coded set to post in the classroom
-Another idea I have is to play "Word Storm" with my students. I will give them a word part or root from the NTF and set a timer for them to brainstorm as many words as they can before time is up. We will then share them as a class.
-I also love this idea I found at Steve Gipson's teacherspayteachers store (The Greek/Latin Roots Art Book) and think it will be perfect for NTF work.
-Here's a template we will use to collect our NFT words and record related words.

Hope you found an idea you can use!

Words Their Way Word Searches

Finally! A new product for Teachers Pay Teachers...


This year, I started using word searches as part of my Words Their Way word study routine. Having students complete a word search hunting for the words that might be part of their word study list has been a fun, engaging way to kick-off word study.


A light bulb came on for me about the educational value of word searches and spelling abilities---I have always been good at word searches AND am good at spelling. I think there is a connection between spelling skill and your brain's ability to recognize word patterns that could potentially lead to a word in a puzzle. As students complete these word searches each week, I hope their pattern recognition gets stronger and stronger. For example, if I see -ing in a string of letters, I should start looking around them to see if it makes a word. The same goes for -ed, -ai-, -igh, etc.
 

I finally have completed the word searches for Syllables and Affixes Spellers and Within Word Pattern Spellers. I use the Words Their Way Word Sorts books and have found them to be an AMAZING resource that makes implementing word study enjoyable (instead of miserable) for me. Prior to  these books, I felt annoyed that I spent so much time planning and creating lists for word study, picking and choosing the patterns that I thought students needed to learn more about. Words Their Way word sorts have been created with more research and knowledge than I could ever hope to have on how spelling patterns and word knowledge builds for students. With the Words Their Way spelling inventory and feature analysis, I now feel that I am differentiating spelling/word study to meet students needs. I have groups of students in all of the Words Their Way Levels.

I made the word searches in two forms. I use a 1/2 sheet that students glue into their word study notebooks. I thought other teachers might like the word searches on individual pages--these can even be turned into Word Study Word Search Workbooks for students.

Because my purpose for creating the word searches was to have students search for word patterns in a fun way, you will not find lists included with the searches, so access to the Words Their Way word sort books will help you utilize these to their fullest potential. If you want students to have access to their lists in order to complete the word searches, the word search activity could happen later in your word study routine.