Words Their Way: Word Study in Action Developmental Model

 
 

Words Their Way: Study In Action with Developmental Model

 

Developmental Spelling Stages

Words Their Way: Word Study in Action Developmental Model aligns students’ spelling development into the following five research-based stages. This developmental model recognizes the synchronous nature of reading, writing, and spelling, and has identified common characteristics of readers, writers, and spellers along the literacy continuum.

View the examples below to see the five stages and gain a sense of what stage your students will be placed.

 

Emergent – Early Letter Name

Characteristics of Word Knowledge

  • Neglect to use any sound-symbol correspondence
  • Represent strongest sounds with a single letter
  • Have an incomplete knowledge of alphabet

Word Study Focus

  • Concepts Sorts
  • Rhyming Pairs
  • Beginning consonants
  • Blends and Diagraphs
  • Short-Vowel Word Families
 

Letter Name

Characteristics of Word Knowledge

  • Apply the alphabet literally using the letter names to spell sounds
  • Spell phonetically; represent most strong sounds and beginning consonants
  • Omit most silent letters and preconsonantal nasals

Spelling Samples

  • B, BD, BAD for bed
  • S, SHP, SEP for ship
  • L, LP. LOP for lump
  • U for you
  • BAKR for baker
  • DADT for daddy
  • GRUM for drum

Word Study Focus

  • Beginning Consonants
  • Blends and Digraphs
  • Same Vowel Word Families
  • Mixed Vowel Word Families
  • Affricates
  • Short Vowels
  • Preconsonantal Nasal
 

Within Word Pattern

Characteristics of Word Knowledge

  • Correctly spell most single-syllable, short vowel words, beginning consonant diagraphs, and twoletter consonant blends
  • Attempt to use silent long-vowel markers
  • Use but confuse long-vowel patterns

Spelling Samples

  • SNAIK for snake
  • FELE for feel
  • FLOTE for fl oat
  • BRIET for bright
  • SPOLE for spoil
  • CHUED for chewed

Word Study Focus

  • Long Vowels (CVCe)
  • Other Common Long-Vowel Patterns
  • r-Influenced Vowel Patterns
  • Diphthongs and Vowel Digraphs
  • Complex Consonant Clusters
  • Homophones
 

Syllables and Affixes

Characteristics of Word Knowledge

  • Connect word knowledge with vocabulary growth
  • Correctly spell most single-syllable, short-vowell and long-vowel words and high-frequency words
  • Make errors at syllable juncture points and in unaccented syllables

Spelling Samples

  • SHOPING for shopping
  • KEPER for keeper
  • SELLER for cellar
  • AMAZZING for amazing
  • PERRAIDING for parading

Word Study Focus

  • Compound Words
  • Infl ected Endings
  • Open and Closed Syllables
  • Accented Syllables
  • Unaccented Syllables
  • Prefi xes and Suffixes
 

Derivational Relations

Characteristics of Word Knowledge

  • Connect word knowledge with vocabulary growth
  • Spell most words correctly
  • Make errors on low-frequency multisyllabic words derived from Latin and Greek forms

Spelling Samples

  • OPPISITION for opposition
  • TERADACTIL for pterodactyl
  • PROHABITION for prohibition
  • EXHILERATE for exhilarate

Word Study Focus

  • Prefixes and Suffixes
  • Greek and Latin Roots
  • Assimilated Prefixes
 
 
  • 1
  • 2
  • 3
  • 4
  • 5
 
 
 
 

Program Facts

 

Customer Reviews

There are no customer reviews. Would you like to write the first one?