Welcome from Teresa, Kyra, Dillon, and Bernie.

Phrase to Describe this Stage

Phrase to Describe this Stage:

 

Within Word Pattern Readers are the

“Wright Brothers of Readers”...

They have taken flight but have limited elevation.

 

(WTW pg 200).

SUMMARY: Chapter 6, Words Their Way

 

Summary Chapter 6 Key Points

Characteristics of Within Word Pattern Spelling

 

 

Chapter six talks about the all of the aspects that have to do with the learning of Students in the Within Word Pattern Stage. This stage is the transitional stage of literacy development when students are still having difficulties in reading and writing to when they become more fluent and can automatically spell many words. This stage can easily span a number of grade levels from first through fourth grade. Students at the beginning of this stage usually read orally and use their finger to point to the words, however, by the end of this stage they are able to read silent and the finger drops away. It is crucial for students in this stage to have a lot of reading practice. They should be reading at least 30 minutes every day in the instructional and/or independent level material.

When we work with vocabulary for this stage it should be focused on “meaning” and not spelling with teachers using sophisticated language in daily interaction. Word-sorts, concept-sorts, read-alouds, vocabulary, and dictionaries are some great ways to encourage orthographic development for these students. The students in this stage are also learning the pattern layer of English spelling. The study of vowel patterns summarizes their word study. They should be learning that there are many more vowel sounds than there are letters that represent those sounds. Students in this stage are also learning the influence of consonants on vowels by working with the CVCe, CVVC, and r-influenced vowels. They are still relying on sound while they are learning patterns. They study homophones (great/grate) and homographs (she can read the article I read). Teachers agree that students in this stage should continue to work with high frequency words such as word walls of about five per week or several week long studies several times through the year.

Phrase to Describe this Stage:

Within Word Pattern Readers are the “Wright Brothers of Readers”.

They have taken flight but have limited elevation

(WTW pg 200).

Activities from Chapter 6, Words Their Way and PDToolkit...

Links to activities shared by our group from Chapter 6, Words Their Way and the PDToolkit:

Click each link for details...

1. Turkey Feathers: pg. 226
Focus: This activity focuses on comparing patterns across a single long vowel.

2. Homophone Win, Lose, or Draw: pg. 234
Purpose: The purpose of this activity is to have students look at homophones and understand the meaning of each pair.

3. Vowel Poker Card Game: pg. 231
Focus: This activity focuses on grouping short and long vowel words by pattern.

4. Hink Pinks: pg. 235
Focus: This activity focuses on figuring out two syllable rhyming words and learning about its structure.

5. Word Sort:Complex consonants: ch/tch
From PDToolkit
Purpose: The purpose of this activity is to help students compare and understand the complex consonant patterns of ch/tch.

Activity 1: Turkey Feathers

Turkey Feathers: pg. 226

Focus:
This activity focuses on comparing patterns across a single long vowel.  

 

Materials:

2 paper and cardboard turkeys without tail feather

10 construction paper feathers

At least 20 word cards representing the long vowel studied (e.g. for long a: a-e, ai, and  ay)

Directions:

1.       Player One shuffles and deals five cards and five feathers to each player. The remaining cards are placed face-down for the draw pile.

2.       Each player puts down pairs that match by pattern. (Example: cake/lane would be a pair, but pain/lane would not). Each time a pair is laid down, the player puts one feather on their turkey.

3.       Dealer goes first by saying a word from their hand, and asks if the second player has a card with the same pattern.

4.       If Player 2 has a matching pattern, the first player gets the card and lays down a pair and a feather. If not, the first player draws a card. If the player draws a card that matches any word in their hand, the pair can be discarded, and a feather is earned. The next player proceeds in this manner.

5.       The player using all five feathers first wins. If a player uses all the cards before earning five feathers, the player must draw a card by the other player’s turn.

 

 

 

 

Activity 2: Homophone Win, Lose, or Draw

Homophone Win, Lose, or Draw: pg. 234

Purpose:
The purpose of this activity is to have students look at homophones and understand the meaning of each pair.

Materials:

Cards with homophone pairs written on them

Paper and Pen/Pencil…. OR Dry erase board and marker

Directions:

1.       Write homophone pairs on cards and shuffle.

2.       Students divide into two equal teams, and one player from each team is selected as the artist for that round. The artist must draw a picture representing a given homophone, which requires understanding a homophone’s spelling and meaning.

3.       A card is pulled from the deck and shown simultaneously to the artists for both teams. As the artists draw, their teammates call out possible answers. When the correct word is offered, the artist calls on that team to spell both words in the pair.

4.       A point is awarded to the team that provides the correct information first. The artist then chooses the next artist and play proceeds in the same fashion.

Activity 3: Vowel Poker Card Game

Vowel Poker Card Game: pg. 231

Focus: This activity focuses on grouping short and long vowel words by pattern.

Materials: A deck of 35-45 cards

-A good starting combination might be five cards for each short vowel in the CVC pattern for a total of 25 cards and five cards for each long vowel in the CVCe pattern (except e because there aren’t many words) for a total of 20 or more cards. Wild cards can be included.

 

Directions:

1.       Five cards are dealt to each player and the rest are turned face-down in a deck. Players look in their hands for pairs, 3 of a kind, 4 of a kind, or 5 of a kind.

2.       Each player has one chance to discard unwanted cards and draw up to four new cards from the deck to keep a hand of five cards. For example, a player might be dealt bone, rope, that, wet, and rake. This player may want to discard that, wet, and rake and draw three other cards to possibly create a better hand.

3.       The possible combinations are a pair (that, camp); two pairs (that, camp, bone, rope); 3 of a kind (bone, rope, rode); 4 of a kind (bone, rope, rode, smoke); 3 of a kind plus a pair (bone, rope, rode, bat, rat); or 5 of a kind.

4.       Students lay down their hands to determine the winner of the round. The winner is determined in this order: Five of a kind (this beats everything), four of a kind, three of a kind plus a pair, two pairs, three of a kind, and one pair. In the case of a tie, players can draw from the deck until one player comes up with a card that will break the tie.

5.       Play continues by dealing another set of cards to the players. The player who wins the most rounds is the winner.

Activity 4: Hink Pinks:

Hink Pinks: pg. 235

Focus: This activity focuses on figuring out two syllable rhyming words and learning about its structure.

Materials: One Sun (book)

Blank cards (for students to create their own hink pinks)

Writing utensil

 

Directions:

1.       Share examples of hink pinks and discuss the structure of the language or read One Sun with your students and talk about the riddles and photographs. An example could be: “What do you call a chubby kitty or an obese feline?  (fat cat). What do you call an angry father? (mad dad).

2.       Brainstorm objects and possible adjectives that rhyme- for example, pink/sink, bear/lair, sled/bed. When students understand the concept, have them work in small groups or individually to think of their own hink pinks.

3.       Challenge students to draw a picture to illustrate their hink pink or to write a riddle. These can be exchanged with a friend.

 

 

 

Activity 5: Word Sort: Complex consonants: ch/tch

Word Sort: Complex consonants: ch/tch
From PDToolkit

Purpose: The purpose of this activity is to help students compare and understand the complex consonant patterns of ch/tch.

Materials: Ch/tch word sort chart

 

 

Four "Within Word Pattern" Resources

1.    Reading A to Z

a.    Decodable Books and Phonics Lessons

b.    Reading A to Z is a great resource for finding leveled text and varied lessons for guided reading or for teaching specific reading or phonics lessons.  This specific link is a page that contains several printable books that practice the long vowel sounds that students in the Within Word Pattern Stage need practice with. 

2.    CVVC Document

a.    Teaching CVVC Pattern

b.    This resource explains the CVVC (consonant vowel vowel consonat) pattern that students in the Within Word Pattern Stage will encounter while they learn more about long vowel sounds.  This document is found on a Google Documents account, but contains activities to do with students in this group as well as high frequency words to practice using.

3.    Teacher Tube- R influenced A in accented syllables

a.    http://www.teachertube.com/viewVideo.php?video_id=85530
 

b.    This video is a demonstrated sort of familiar words that the instructor is using as examples for R controlled syllables and long A sounds in the first and second syllables.  I think that teachers could use this video as a demo as to how to teach students these important phonics features, and recreate a whole class lesson or game in which students in the Within Word Pattern Stage can strengthen their understanding of these reading and spelling rules. 

4.    Word Sort- Long and Short Vowels

a.    Word Sort for Long-a Patterns, Compared to the Short Vowel Pattern

b.    This link sends you directly to a webpage that is a printable page that can be cut out and used as a word sort.  This word sort focuses on differentiating between long and short vowel sounds within a word.  Students could use this sort to practice their understanding of reading and spelling words with varying vowel sounds. 

ELL Resource

●     English Language Learners (ELL) Resource

○     http://literacy.kent.edu/Midwest/Materials/ndakota/soup/consonant_blends.pdf

○     For ELL students in the Within Word Pattern Stage could benefit from knowing how to make the long vowel sounds and work on the sounds that certain consonants sound together.  This link provides printable resources for ELL students that contain diagram of how to hold your mouth and tongue as well as multiple of examples for several rules. 

 

Informative Videos

Informative Videos:
...

Words Their Way Author Lori Helman -
Student Benefits Video

 

Orange Sort 26 R influenced a in accented syllables
 

This video is a demonstrated sort of familiar words that the instructor is using as examples for R controlled syllables and long A sounds in the first and second syllables. 



Three Types of Within Word Spelling Patterns Video

This video guides the user to understand 3 distinct spelling patterns falling in the
Within Word Spelling Stage.

Words Their Way Author Lori Helman - Student Benefits Video

Words Their Way Author Lori Helman - Student Benefits Video

Three Types of Within Word Spelling Patterns Video

Three Types of Within Word Spelling Patterns Video

This video guides the user to understand 3 distinct spelling patterns falling in the Within Word Spelling Stage.

Group Project Guidelines from Dr. Ticknor.

WTW Chapter Group Project

You will collaborate with your small group to complete a WTW Chapter Group Project that requires your small group to create a multi-media presentation of the information presented in your chapter.  You will use an online presentation format (such as Prezi, Glogster, VoiceThread, YouTube, Jing, etc.) to provide resources and examples that support and extend the chapter information.  The compiled information will include auditory, video, textual, and web resource examples. Within your small group, you will become the “expert” on 1 spelling development stage (as defined in WTW chapters 4-8).  Group information will be used as an online database for the Case Study Assignment, Part 2 (Module 4) & Instructional Grouping Assignment (Module 5).

 

DUE: Module 3

 

To complete this assignment, follow these steps:

 

·         Read WTW chapter 3 & your selected chapter.  Note the principles and practices for wordy study activities (Chapter 3), the specific characteristics, routines, and activities of your selected chapter/stage.

·         Locate resources that illustrate the ideas in your chapter or provide other lessons and activities for learners in your spelling stage. These should include video, auditory, visual, and textual examples (ie, Youtube video clips, professional books, children’s literature titles, websites, etc.). Ten total activities & resources.

·         Synthesize your reading of the WTW chapter, the activities in the chapter, and the outside resources into an online presentation that can be used to teach the class about your chapter and spelling stage.  You aren’t inventing the material from scratch, but the challenge is to organize it to make it clear, interesting, and usable.

o   Create your presentation in any one of the following formats:

§  Wiki (suggestions include PB Wiki, Wikispaces, or Wet Paint)

§  Blog (suggestions include Blogger, Wordpress, Typepad, or Edublogs)

§  Glogster (www.glogster.com –you may need to link several glogs together to allow for enough content)

§  Prezi (www.prezi.com)

§  Jing (http://www.techsmith.com/jing.html)

§  If you have another preference, check with me first. 

 

o   Other notes about the technology:

§  Requirements for the tool you select include the ability to include text, images, video, and web links

§  Many of these sites have excellent, user-friendly online tutorials; other support can be found on the web including YouTube, so look if you’re having trouble

§  The following resources might help you find ways to collaborate:

·         Pirate Pad – a chat tool

·         Google Docs – documents can be revised simultaneously by multiple people

·         Skype/Google Hangout– both voice, video, and chat features

 

·         Submit one link to Bb with all group member names listed.

The final product of this process should be:

1.      A small group online presentation to share with your classmates will include the following:

 

·         The key points of the chapter summarized. Use the “Contents” on pages xiii-xvi as a guide for important information to summarize.  Suggested length is 2 paragraphs with at least 1 table or chart.

·         At least five examples of hands-on, interactive (give us the activity to try), and/or demonstrations (ie, video clips) of word study activities appropriate for instructing learners in this stage.  The activities will come from the “Word Study Routines & Management” OR “The Literacy Diet for the Emergent Stage” (Chapter 4 only) and “Activities” sections of your chapter. You may include one of the PD Toolkit resources (listed at the end of your chapter) as 1 of your 5 examples.  Be selective and thoughtful about the activities you choose to illustrate.  Each activity should each include:

o   the example (video, auditory, visual, and/or textual);

o   the page number of the example in text;

o   all directions for the activity (you may paraphrase these from the text);

o   all materials (word list, certain image, etc. may come from the book); and

o   a brief description (1-2 sentences) of the activity’s focus/purpose.

·         At least four examples of outside resources such as web sites, professional resources, children’s literature, etc. that support the needs of learners at your stage. Use the “Reading Instruction” OR “The Context for Early Literacy Learning” (Chapter 4 only) section of your chapter to locate literacy instructional strategies for students in your stage.  Briefly explain (1-2 sentences) why each is a good resource for these learners.

·         At least one additional resource or activity specific for English language learners.  Provide a rationale for the resource/activity with a specific connection to the chapter reading and/or the “Notes on Working with ELL Students” (3-4 sentences).

·         One key take away point (a key word or phrase) to remember that sums up the spelling stage.

·         Remember, you may use one resource from the “Balanced Literacy Diet” website for this project.

 

2.      An individual reflection (1-2 paragraphs WORD document) submitted to Bb about the process, including reflections on how you felt your group members did, and a description of the parts of the project you felt you were most responsible. This will serve as your individual grade portion for the project & count as your Discussion Board post for this module. Many of you have mentioned that a group grade can be problematic when not all group members contribute.  I agree.  This individual grade for the group project will hopefully put you at ease and entice all group members to put forth their best effort.  Please note that the reflection shouldn’t be used as a place to be unprofessional and/or to complain about your group members.  It should be a professional, positive, and reflective narrative about your efforts as a group member.

Assignment Checklist

Task	Completed
Selected WTW chapter (4-8) added to Small Group Google Doc.
Review assignment guidelines.
Meet with small group via email, Google Hangout, etc.
Collaborate to divide project requirements across group members.
Read chapter 3 & selected chapter. Take notes.
View PD Toolkit resources (end of chapter). Take notes.
View additional resources in module. Take notes.
Meet with Dr. Ticknor via Google Hangout to discuss project.
Group Online Presentation: ·         Appropriate selection of technology to display and enhance presentation ·         Key points of chapter (2 paragraphs) ·         At least five examples of hands-on, interactive word study activities from chapter (see criteria above) ·         At least four examples of outside sources: texts, web site, etc. (see criteria above) ·         At least one additional resource specific for English language learners (see criteria above) ·         Submit one presentation link to Bb with all group member names by close of module.
Individual Reflection: ·         WORD document ·         1-2 paragraph narrative ·         Professional tone and language use ·         Explained own contributions to project ·         Submitted to Bb by close of module.