The Literacy and Numeracy Secretariat
Webcast Professional Learning Series
Viewer’s Guide
Word Study
in Action
Multi-media resource for professional learning
To order the multi-media package Word Study in Action
Contact ServiceOntario
416-326-5300 or 1-800-668-9938
http://www.publications.serviceontario.ca/ecom
The webcast segments and related resources are also accessible online at
www.curriculum.org/secretariat/wordstudy/index.shtml.
This resource was produced by the Literacy and Numeracy Secretariat in
collaboration with Ruth McQuirter Scott, Brock University and Curriculum
Services Canada. It may be copied for not-for-profit educational purposes.
Funded by the Literacy and Numeracy Secretariat, Ministry of Education.
Table of Contents
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Digital Natives: A New Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
• Student Discussion of New Literacies
......................6
Powerful Words: The Reading/Writing Connection . . . . . . . . . . . . . . . . . . . . . . 6
• Powerful Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
• Shared Reading Using Cloze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
• Success Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
• Differentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
• Sharing Student Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Word Sorts and Multiple Meanings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
• Vocabulary Development through Word Sorts . . . . . . . . . . . . . . . . . 8
• Multiple Meanings of Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Engagement Through Word Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
• Activating Prior Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
• Online Word Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
• Vivid Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Understanding Word Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• Spelling Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• Building Metacognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• Applying Reading Strategies to New Text . . . . . . . . . . . . . . . . . . . 11
• Making Words Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
• Literacy Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Inference and Word Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
• Denotation and Connotation: Modelled Lesson . . . . . . . . . . . . . . 12
• Denotation and Connotation: Shared and Individual Practice . . . 12
• Denotation and Connotation: Connections to Reading . . . . . . . . . 12
General Viewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Research References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Technical Instructions
How to Access the Print and Video Resources . . . . . . . . . . . . . . . . . . . . . 15
How to Save the Video Files to Your Computer . . . . . . . . . . . . . . . . . . . . . 16
How to Insert Video Clips (WMV files) into a PowerPoint
Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
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Overview
Words are delicious! That’s what Richard Lederer suggests in his book
Adventures of a Verbivore. When we share a love of words with our students,
we give a gift that provides a lifetime of benefits. Knowledge of words takes
many forms. It involves a rich oral and written vocabulary, an understanding
of patterns in spelling, strategies for reading unfamiliar words, knowledge of
the grammatical function of words and an appreciation for the importance
of word choice in speaking and writing.
Research supports the following
features of word study instruction:
• balance between planned, focused
lessons and spontaneous word
study activities throughout the day
• ongoing connections in crosscurricular contexts
• student engagement through active
exploration of language patterns
• a critical stance toward the use of
words in various media
• student reflection on key strategies
for approaching unfamiliar words in
reading and writing
• attention to individual needs and
developmental research on language
acquisition
Children who know how words work
are better equipped to face challenges
both in and beyond school. They have
extensive vocabularies for expressing
their thoughts and ideas. They also
know that writers and speakers
choose words for particular purposes.
Sometimes the intention is to
persuade and manipulate the reader.
Word-savvy students approach texts
with a critical eye and learn to spot
bias, whether it is in a headline in a
newspaper, a textbook, a video or a
website they visit for information.
Word knowledge also helps students
when they encounter new words. They
know that many longer words can be
deconstructed into meaningful parts.
If they see the term “interprovincial”
on a website, for example, they may
look for the base word “province,”
realize that the prefix “inter” means
“between” and hypothesize that
“interprovincial” means “between
provinces.” This knowledge of words
allows students to become more
independent as readers and as writers
and to apply these principles, no
matter where they find unfamiliar
words.
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An exciting feature of word study is that when students gain knowledge in
one area, they almost always progress in other aspects of word use. For example,
students learn in the early grades about the sound system of English as they
explore spelling patterns. These activities certainly help them develop as
spellers, but the knowledge of sound patterns is also useful when they sound
out words for reading. As they gain confidence in reading and are exposed to
a variety of texts, they can recall many more words to use in their spelling.
Both reading and spelling instruction are important and support one another.
In a similar manner, vocabulary growth has consistently been shown to
influence reading. In fact, vocabulary is one of the strongest predictors of
reading comprehension. A startling statistic emerged from a study by Andrew
Biemiller with Grade 2 students. He found a 4,000-word difference in root
vocabulary between students in the highest and lowest performance quartiles.
The children with the least vocabulary knowledge have been handicapped
academically very early in their school experience and it is reasonable to
predict that this deficit will increase with each grade as students encounter
increasingly complex words in every subject area.
The complex nature of word study can be viewed through the lens of Freebody
and Luke’s “Four Resources Model,” which describes four roles for the literate
learner. As “meaning makers,” students use their prior vocabulary when they
encounter new words while reading or listening. For example, knowing the
meaning of “medicine” helps to predict the meaning of “medicinal.” As “code
breakers,” students apply their knowledge of the alphabet and sound patterns
to decode words and use their understanding of structural patterns to deconstruct longer words such as compound words or those with multiple prefixes
and suffixes. As “text analyzers,” students read texts with a critical eye, applying their understanding of the subtleties of word choice to detect bias. They
recognize, for example, the importance of inclusive language and question a
text that refers to “firemen” rather than “firefighters.” Finally, as “text users,”
students use language appropriate to the audience and purpose when speaking
and writing. They realize that there are times for informal vocabulary and
conventions, such as when text-messaging or talking with friends, but also
occasions when the conventions of formal speech and writing are required.
So instruction in the various components of word study is important at all
grade levels. How teachers approach the study of words, however, is equally
vital. Students need to be actively engaged in learning about how words work.
They need to be investigators: observing words, detecting patterns, developing
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strategies and thinking about their learning processes. In this way, their
understanding of words goes beyond the level of basic definitions or simple
word recognition. Students also need to have fun with words – to enjoy word
play in the form of clever headlines, puns, riddles and tongue twisters.
Effective teachers plan for word study, but are also open to word study opportunities throughout the day in every subject area. Students need to see that
they are surrounded by words, not only in the written texts they encounter
but also in their oral language and the media forms that bombard them every
day. Teachers can use their knowledge of the developmental stages of reading
and spelling growth to inform their long-range plans for word study. Ongoing
assessment will help them to tailor instruction for the needs of each student.
Word study is most effective when teachers in a school or school board share
practices and a common philosophy based on a solid understanding of the
knowledge base for vocabulary development and word learning.
In this webcast elementary classroom teachers demonstrate word study
approaches that are applicable to all grade levels.
The teachers you will see in this webcast involve students actively in the
exploration of words. They pose thoughtful questions to help their students
reflect on the strategies they use for approaching the reading and spelling
of unfamiliar words. Students are given time in large and small groups to
think and talk about their learning. Connections are constantly being made
between language patterns encountered in reading and the use of those patterns in student writing. Students possess a vocabulary with which to discuss
language patterns. For example, they understand linguistic concepts such as
base or root words, prefixes and suffixes, long and short vowels, and consonant
blends. The classrooms you will see are rich in print resources, including
anchor charts, word walls, a variety of text forms and samples of student work.
When teachers share their love of words by modelling effective speaking and
writing, talking about favourite books, commenting on clever advertisements
and planning for comprehensive instruction in word study, they equip their
students to engage more fully as citizens of the 21st century. Twenty-first
century learners need to be independent and to apply their knowledge of
words to multiple text forms. They are aware of the ever-changing nature of
English vocabulary and realize how to select appropriate vocabulary for the
speaking or writing context. They are aware of themselves as learners and
adapt to the fast-paced world of communication.
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The students you will see in this webcast are already on their way to achieving
these crucial goals. They are learning to take a critical stance and developing
the dispositions they will need in order to be lifelong learners. Those skills
coupled with confidence, creativity and integrity will set them up for success
in the fast-paced, ever-changing, information-laden society in which they will
find themselves.
Thank you for joining us. We value your interest in professional learning
and encourage you to share your new insights with your colleagues.
Digital Natives: A New Language
Student Discussion of New Literacies
In this segment, students talk about how the words they use to communicate
are constantly evolving. They realize that language changes over time to reflect
what is happening in real life. Students reflect on whether non-traditional
communication is appropriate in a classroom setting.
The students in this segment could be called “digital natives.” What
opportunities and challenges do you see in your classroom with this
generation of tech-savvy students?
Powerful Words: The Reading/Writing
Connection
Powerful Words
In this segment, the teacher explains a process for vocabulary development
known as “powerful words.” This strategy begins with the shared reading of a
text that contains descriptive language. Students select and post interesting
vocabulary for possible use in their everyday writing. In subsequent lessons,
these words are reviewed using cloze and are incorporated into student writing.
Think about three of your favourite texts. How would you use them in a powerful
words context?
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Use the chart below to organize your ideas.
Text
Powerful Words
Ideas for Study
Shared Reading Using Cloze
This segment demonstrates a step in the powerful word strategy. Using context
clues provided by the teacher, students try to identify the “powerful words”
they selected from the text in a previous shared reading lesson. (The powerful
words used have been covered with a sticky note.) This is a good way to help
students clarify the meaning of each powerful word.
How might you use cloze with key terms to enhance vocabulary development
in the content areas?
Success Criteria
The teacher in this episode plans a writing prompt that will enable the students
to use the powerful words previously selected in their own writing. She explores
vocabulary they might include, and then asks the students to consider success
criteria. She poses the question, “How will you know you have done a good job?”
When students use one of the powerful words in their stories, they cover it
with a sticky note.
What are the advantages of having students participate in identifying
success criteria prior to beginning writing?
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Differentiated Instruction
While the class works on writing, the teacher confers with an individual
student. She encourages him to add details to his story that show the
appropriate use of powerful words. This individual time allows the teacher
to assess student progress and provide differentiated instruction as needed.
What did you notice about the nature of the teacher feedback?
How did this enhance the student’s writing?
Sharing Student Writing
Students review the success criteria established beforehand and then share
their stories. One student reads his story containing powerful words to the
class. His classmates guess the powerful word in context. Then the chosen
word is added to the tally chart.
What features of the powerful-words strategy promote transfer of
vocabulary knowledge to student writing?
Word Sorts and Multiple Meanings
Vocabulary Development Through Word Sorts
The teacher in this segment has designed a word sort using vocabulary based
on the current classroom theme of emotions. This is an open sort, meaning
that the teacher does not dictate the categories that students should use for
the sort. Through small-group exploration of the words, students realize that
the cards can be sorted in terms of opposites. The teacher has grouped students
according to needs and has built in differentiation through the word sort.
She works with each group, providing support as needed. The students are
then asked to add new word pairs that fit the criteria of the sort.
What advantages do you see to using word sorts for vocabulary development?
How is the structure of this task inclusive of all students?
Multiple Meanings of Words
In this guided reading lesson, the teacher sets the context by exploring a key
word in the passage. Using visuals and a word web, she helps the students to
understand the multiple meanings of the word “crane.” They use their prior
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knowledge of the features of a fable to predict the use of “crane” in the story.
While students read the passage silently, the teacher touches base with
individuals. They review reading goals, apply strategies to the reading of the
passage and set new goals. The children then reconvene for a guided reading
lesson that further clarifies vocabulary and identifies the author’s purpose.
Why is attention to the multiple meanings of words particularly important
for English language learners?
How did this teacher set students up for success before reading?
What questions does a teacher need to ask of himself/herself before assigning
a reading task for students?
Engagement Through Word Study
Activating Prior Knowledge
At the beginning of this guided reading lesson, students are shown a non-fiction
resource based on the theme of endangered species. They use their schema
for this topic to predict vocabulary that may appear in the text. In the process,
the teacher helps them to clarify the meaning of terms and to examine word
structure.
In what ways did this guided reading lesson prepare the students to read
this non-fiction text?
Online Word Games
In this session, students engage in word study games using an interactive
whiteboard. They begin by matching vocabulary related to the social studies
theme, “Early Settlers of Ontario.” This is followed by a cloze activity in
which they insert the correct social studies term in the context of a given
sentence. The students then reflect on how these games help them to
become better readers and writers.
What are the benefits of using online games for word study?
How might you use online games to promote word study in a cross-curricular
context?
9
Vivid Verbs
This lesson begins with an example from art of the importance of colourful
images. The focus of the word study is vivid verbs. The teacher presents a
picture book previously read for its content, and engages students in an
examination of strong verbs used by the author. Students are involved
through physical actions and are encouraged to use their imaginations.
Examine this lesson through the lens of multiple intelligences or learning
styles. How have students with different strengths and interests been
accommodated?
Understanding Word Structure
Spelling Patterns
Students engage in an inductive process to learn the spelling pattern for
doubling the endings of verbs. The teacher explains that this pattern has
posed a challenge for students in their everyday writing. Students examine
the features of words that double the final consonant when –ed is added.
To do so, they apply their knowledge of linguistic terms such as base and
root words, short vowels and consonant blends. They jointly agree on a rule
that describes this pattern, then examine their own writing in their Writers’
Notebooks to check for correct application of the pattern.
What prior knowledge and experiences were in place in order for this lesson
to be successful?
Building Metacognition
Students discuss strategies they employ when they encounter unknown words
in their reading. These include referring to word walls and comprehension
keys posted in the classroom, chunking parts of words, predicting from
context and asking others for help. The teacher emphasizes that these
metacognitive strategies help students to gain independence in reading
and to set their own next steps as readers.
How is a focus on metacognition reflected in the four strands of the
Ontario Curriculum: Language (1–8)?
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Applying Word Comprehension Strategies to New Text
Students begin by reviewing an array of strategies they use when approaching
new words in reading. The classroom contains many supports to promote
student independence, including word walls, anchor charts and keys to
reading comprehension. Individual students then reflect on how they select a
“just right” book that is at their independent reading level and their favourite
strategies for dealing with unfamiliar words.
What supports for comprehension are visible and accessible in your
classroom?
Making Words
The teacher explains that a “making words” activity helps students to understand how longer words are constructed based on common patterns such as
vowel combinations. This process also provides opportunities for ongoing
assessment.
The activity begins with students building a two-letter word and culminates
in the unscrambling of the seven-letter word “oatmeal.” Students reflect on
what they learn through making words lessons.
What steps can be taken to transfer the concepts and vocabulary acquired
during the making words lesson to student reading and writing?
Literacy Centres
The teacher begins by having students reflect on what they have learned
through participation in literacy centres. Working in pairs, students engage
in multi-levelled word study activities while the teacher conducts a guided
reading lesson with a small group. The students explain what they are doing
at each centre and how this helps them as language users.
What routines has the teacher put in place to foster student independence?
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Inference and Word Study
Denotation and Connotation: Modelled Lesson
Students are introduced in this segment to the concepts of word denotation
and connotation. They have been focusing on inferences in their literacy block,
and now examine implied and explicit meanings of words. The teacher uses
the vehicle of poetry to present the terms “denotation” and “connotation.”
Through shared and modelled instruction, the class creates a mind map
demonstrating the denotation and connotation of the word “red.” This clip
begins after the teacher has read the poetic picture book, “The Red Tree.”
How might you develop an understanding of connotation and denotation
in your students?
Denotation and Connotation: Shared and Individual Practice
In the previous clip, students learned the meanings of denotation and connotation through modelled and shared experiences. They now practise applying
these concepts individually to words after first completing another shared
activity in which they explore the denotative and connotative meanings of
“dandelion.” The teacher uses the Wallwisher online tool to facilitate the discussion. The denotative meanings of the chosen concept are recorded on one
side of the screen and the connotative meanings are recorded in a separate box.
Students then reflect on the connections between the explicit and implied
meanings of words and the classroom focus on using inferences in reading.
What specific strategies does the teacher use to encourage robust thinking?
Denotation and Connotation: Connections to Reading
In prior clips, students learned the meaning of denotation and connotation
through modelled, shared and individual activities. They explored the denotative and connotative meanings of both “dandelion” and “gold.” They then use
their schema to infer the underlying meaning of the title of the short story
“Digging for Gold.”
Collect a selection of titles or recent newspaper headlines that would be useful
for a denotation and connotation lesson. How might you use this collection?
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General Viewing
As you view this resource, you will see students engaged in a variety of word
study activities. Reflect on the practices you have seen in this webcast and
talk about one new approach you will try tomorrow.
What similarities in approaches to word study instruction do you see
across grades and classes?
How is student metacognition built into classroom activities?
What would a teacher need to know, do and understand in order to address
word study effectively for any grade?
What are the implications of this webcast for school-wide application of
word study instruction?
Research References
•
Balance between planned, focused lessons and spontaneous word study
activities throughout the day:
McQuirter Scott, R. Knowing Words: Creating Word-Rich Classrooms
(Toronto: Nelson) 2008.
•
Ongoing connections in cross-curricular contexts:
Harmon, J., K. Wood, and W. Hendrick, Instructional Strategies for
Teaching Content Vocabulary: Grades 4–12 (Westerville, OH: National
Middle School Association) 2006.
Spencer, B., and A. Guillaume, “Integrating Curriculum through the
Learning Cycle: Content-Based Reading and Vocabulary Instruction.”
The Reading Teacher 60:3 (2006): 206-219.
•
Student engagement through active exploration of language patterns:
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F., Words Their Way:
Word Study for Phonics, Vocabulary, and Spelling Instruction (Englewood
Cliffs: NJ: Prentice Hall) 1996.
•
A critical stance toward the use of words in various media:
Johnson, P., Choice Words: How Our Language Affects Children’s Learning
(Portland, Maine: Stenhouse) 2004.
13
•
Student reflection on key strategies for approaching unfamiliar words
in reading and writing:
Allington, R., “What I’ve Learned about Effective Reading Instruction,”
Phi Delta Kappan 83 (2002): 740-747.
•
Attention to individual needs and developmental research on language
acquisition:
Templeton, S., & Morris, D. (2001). Reconceptualizing spelling
development and Instruction. Reading Online, 5(3). Available at
http://www.readingonline.org/.
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Technical Instructions
How to Access the Print and Video Resources
To access the Print and Video Resources folder in Windows, insert the DVD
into the DVD drive of your computer and:
1. Click on the Start menu.
2. Select My Computer.
3. Right-click the mouse on the DVD icon titled WORD_STUDY_DVD to
open a drop-down options list.
4. From the drop-down list, select and click on the Open option.
5. Double-click on the folder titled Print and Video Resources to access the
files. Ignore the folders titled Audio_TS and Video_TS.
6. Select the resources you wish to use directly from this folder, OR
Copy onto the Desktop and open files from the Desktop.
Alternatively, when the DVD is inserted and the options box opens:
1. Select the option Open Folder to View Files.
2. Click on the Print and Video Resources folder.
3. Select the files you wish to use directly from this folder, OR
Copy the files onto the Desktop and open them from the Desktop.
To access the Print and Video Resources folder in Mac OS X, insert the DVD
into the DVD drive of your computer and:
1. Exit from the DVD player (which typically opens automatically when a
DVD is inserted in the drive).
2. Double-click on the DVD icon titled WORD-STUDY_DVD.
3. Select the files you wish to use directly from this folder, OR
Copy the files onto the Desktop and open them from the Desktop.
15
How to Save the Video Files to Your Computer
The video files can all be copied and saved to your computer using either
of the following methods for copying and pasting files.
Method 1
1. Right-click on the file and choose the Copy option.
2. Right-click within any computer folder into which you would like to
save the file, and choose the Paste option.
Method 2
1. Left-click the mouse on the file you want to save, so that the file is
highlighted.
2. Simultaneously press the Ctrl and C keys (or, for Macintosh users,
the Command and C keys) to copy the file.
3. Left-click within any computer folder in which you would like to save
the file, and simultaneously press the Ctrl and V keys (or, for Macintosh
users, the Command and V keys) to paste the file there.
• For Macintosh users, the Command key is the one with the
NOTE:
If you want to insert video files into a PowerPoint presentation, you must
save these video files in the same folder that contains your PowerPoint file.
If you save a PowerPoint presentation to another location (e.g., a memory stick,
CD-ROM, etc.), you must also save the video files in the same location in
order for the video to play. So, if you transfer the presentation to another
computer, you must also transfer the video files with it, or else the video
will not link to the PowerPoint presentation.
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How to Insert Video Clips (WMV files) into a PowerPoint
Presentation
On this DVD you will find WMV versions of all segments of the webcast.
To insert a clip into a PowerPoint presentation, follow the directions below:
1. Open your PowerPoint program.
2. Create a new PowerPoint presentation OR open an existing PowerPoint
presentation, and within it, open the slide on which you would like to
add the video.
3. Insert the webcast DVD into the DVD drive of your computer.
4. If a new window opens asking how you would like to view the files on the
disk, choose the option Open Folder to View Files; OR
If a new window does not open, open the My Computer window from the
Start menu. In the My Computer window, double-click on the icon that
is shaped like a disk, which will likely be labelled D: or E:.
5. Save the video segment that you want to insert in a PowerPoint into the
same folder that contains your PowerPoint presentation.
NOTE: Video files that have been saved to your computer can be cropped
and edited into smaller segments using Movie Maker (free on PCs) or
iMovie (free on Macintosh).
6. Open the PowerPoint slide on which you would like to insert the video,
and click on the Insert menu in the PowerPoint menu bar.
7. From the Insert menu, select Movies and Sounds, and click on the Movie
from File option.
8. A window opens, prompting you to select the video file that you would
like to add. Find and select the video file that you saved in step 5.
9. Once you have chosen the video file you need, another window opens
and asks whether you want your movie to play either automatically when
you enter the slide, or only when it is clicked. Choose your preference.
(You will notice that the starting image of your movie is not displayed
on the slide.)
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Printed on recycled paper
ISBN 978-1-4435-4734-5 (Kit)
© Queen’s Printer for Ontario, 2010