Word Study Notes

Front 1

CVC pattern (sat, chin)
regardless of how many consonants are on either side of a SINGLE vowel

Back 1

will usually stand for a "short" vowel sound.

Front 2

What is the purpose of word study? (2)

Back 2

It increases specific knowledge of words - the spelling and meaning of individual words

Front 3

The English spelling system is alphabetic because

Back 3

it represents the relationship between letters and sounds

Front 4

In the VCCV pattern (robber)

Back 4

the first vowel is usually short.

Front 5

Research for more than 20 years has established how children learn

Back 5

the specific features of words as well as the order in which they learn them.

Front 6

Word study instruction must match

Back 6

the needs of the child.

Front 7

What is the purpose of word study? (1)

Back 7

It teaches students to examine words to discover the regularities, patterns, and rules of English orthography needed to read and spell

Front 8

Teach to where a child

Back 8

"is at"

Front 9

If the student is puzzling over whether "Robber" has one or two b's, if they know the VCCV pattern

Back 9

they can make a good guess at two b's.

Front 10

What are the three levels of English orthography?

Back 10

Alphabet
Pattern
Meaning

Front 11

Word study begins with

Back 11

what each child knows about the cumulative aspects of English spelling.

Front 12

Children's spellings provide

Back 12

a direct window into how they think the system works.

Front 13

In the VCV pattern, (radar, begin)...

Back 13

the first vowel is usually long.

Front 14

Syllables follow

Back 14

spelling patterns, too.

Front 15

Interpret what a child does when she spells, target that child's "zone of proximal development" and then

Back 15

plan word study that a student is conceptually ready to master.

Front 16

An example of comparing and contrasting words by consistent spelling patterns
associated with categories of sound:

Back 16

ay - play, day, tray
and
ai- wait, rain, chain

Front 17

The pattern layer of English orthography

Back 17

overlays the alphabetic layer.

Front 18

What is written language all about?

Back 18

-Letter sound correspondences
-phonics
-spelling patterns
-high frequency word recognition
-decoding strategies
-word use and meanings and other word skills

Front 19

The child who writes LT

Back 19

has made a quantum leap, because they have grasped that there systematic matches between sounds and letters that must be made when writing.

Front 20

What kind of reader is a child who writes LT for light?

Back 20

A beginning reader

Front 21

An early letter name speller LT for light
is a

Back 21

beginning reader

Front 22

Emergent stage

Back 22

no letter-sound correspondence
lack understanding of the alphabetic principal.

Front 23

In Words Their Way, the word stage is used as

Back 23

a metaphor to inform instruction.

Front 24

Stages are marked by broad qualitative shifts

Back 24

in the types of spelling errors children commit as well as behavioral changes in their reading and writing.

Front 25

An example of categorizing words by meaning, use, and parts of speech:

Back 25

Admiration is spelled with an "i" because it comes from the word admire.

Front 26

Emergent stage

Back 26

scribbles
letter-like forms
random letters that have no phonetic relationship with the words they believe they are writing

Front 27

An example of comparing and contrasting words by sounds so one can categorized similary sounds and associate them consistently with letters:

Back 27

short e- bed, leg, net, neck
and
short i- sit, list, pick

Front 28

Reading and spelling are

Back 28

integrally related.

Front 29

There is remarkable consistency between

Back 29

the stages of spelling development and stages of reading development.

Front 30

Students expand their vocabulary by

Back 30

comparing one concept with another

Front 31

The better a reader knowledge of the system...

Back 31

the better they are at decoding and unfamiliar word,
inventing a spelling or
guessing a word's meaning

Front 32

What are the five threads of literacy?

Back 32

Oral language
Stories
Reading
Writing
Orthography

Front 33

During the primary years, word knowledge is primarily ...

Back 33

aural

Front 34

Word study activities mimic

Back 34

basic cognitive learning processes.

Front 35

Word Study activities are

Back 35

hands on activities.

Front 36

The basic cognitive learning processes that wrod study activities mimic are:

Back 36

-comparing and contrasting categories of word features
and
-discovering similarities and differences within and between categories

Front 37

During word study, words are sorted in routines which

Back 37

require children to examine, discriminate and make critical judgements about speech sounds, word structures, spelling patterns and meaning

Front 38

CVCe AND CVVC patterns

Back 38

very often represent long vowel sounds.

Front 39

Letters can be matched

Back 39

somtimes singly, sometimes in pairs- to sounds from left to right to come up with words

Front 40

The alphabetic principle in English spelling is

Back 40

the first layer of information, at work

Front 41

Word study examines words

Back 41

in order to reveal consistencies within the written language system

Front 42

Word study helps students master

Back 42

the recognition, spelling, and meaning of specific words

Front 43

Learners who lack knowledge about the general spelling system are left with

Back 43

rote memorization which takes longer and is more easily forgotten

Front 44

As you learn more about words,

Back 44

your brain comes to operate in terms of letter patterns rather than individual letters.

Front 45

Examples of groups of letters that have meaning are

Back 45

prefixes, suffixes, Greak and Latin roots.

Front 46

What is the layer or orthography that overarches alphabet and pattern?

Back 46

Meaning

Front 47

Often a

CVVC pattern in a single syllable means

Back 47

the word has a long vowel sound -

the second vowel letter is silent but serves to indicate that the first vowel letter is long.

Front 48

What is the best way to develop fast, accurate perception of word features?

Back 48

to engage in meaningful reading and writing and
multiple opportunities to examine those same words out of context, in isolation, in all their glory