Foundational Reading and Language Standards

Foundational Reading and Language Standards
Word Study Criteria

Foundational Reading and Language Standards:

Word Study Criteria

Word Study: What Is It, and Why Do It?

Word study is a combination of phonics, spelling, and vocabulary instruction (Bear, Invernizzi, Templeton, & Jonston,2000). In a nutshell, word study gives students an opportunity to investigate and understand patterns and word relationships and apply this knowledge to their reading and writing.

The foundational reading and language standards for grades 3–5 require students to use their knowledge of phonics and word analysis to decode words (RF.3), spell grade-appropriate words correctly (L.2), and determine or clarify the meaning of unknown word and multiple-meaning words (L.4). In the module lessons, these standards are taught in the context of authentic reading and writing experiences.

However, engaging in additional word study supports students in decoding unfamiliar words, determining the meaning of unfamiliar words, and learning conventional spelling (Bloodgood & Pacifici, 2004). Word study and structured phonics instruction that explicitly teaches phonetic patterns in a developmental sequence is beneficial to all readers, but it is particularly helpful to struggling readers and English language learners (Linan-Thompson & Vaugh, 2007). Below are some criteria that you might consider for word study programs that can occur alongside the module lessons in grades 3–5 (Note: Letter sound patterns are taught as a part of the Core Knowledge Skills Strand for students using this program in Grade 3).

Suggested Criteria for Word Study
Word study programs meet the following criteria:
–Incorporate word inventories that can be used to assess students’ knowledge of spelling patterns and high-frequency words for grouping and differentiation of instruction
–Allow for flexible grouping of students for differentiation of instruction
–Have word lists for sorting, games, and activities that are based on the stages of spelling development (emergent, letter name, within word, syllables and affixes, and derivational relations)
–Provide studies of common Greek and Latin roots, as well as prefixes and suffixes and how they affect the meanings of words
–Include activities that allow students to determine spelling patterns and learn syllabication
–Give students opportunities to work with words through a variety of learning styles and modalities
–Allow students to apply newly learned word knowledge and analysis skills to their reading and writing
–Include ongoing formative assessments to support students in building increasingly sophisticated word analysis skills and progress through the stages of spelling development

References

Bear, D., Invernizzi, M., Templeton, S., and Jonston, F. (2000). Words their way: word study for phonics, vocabulary, and spelling instruction (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.

Blevins, W. (2001). Teaching Phonics and Word Study in the Intermediate Grades. New York: Scholastic.

Bloodgood, J. W. and Pacifici, L. C. (2004). Bringing word study to intermediate classrooms. The Reading Teacher,58(3), 250–263.

Juel, C. and Deffes, R. (March 2004). Making Words Stick. Educational Leadership, 61(6).

Linan-Tompson, S. and Vaugh, S. (2007). Research-Based Methods of Reading Instruction for English Language Learners, Grades K-4. Alexandria, VA: Association for Supervision and Curriculum Developers.

Leipzig, D. H. (2000). The Knowledge Base for Word Study: What Teachers Need to Know. Scientific Studies of Reading, 11(2), 105–131.