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Words Their Way (WTW) is a develop
mental spelling, phonics, and vocabu
lary program. It was developed by
Invernizzi, Johnston, Bear, and Temple
ton. WTW is an approach to spelling
and word knowledge that is based on
extensive research literature and in
cludes stages of development and in
structional levels that are critical to the
way students learn to read. A word
study program allows teachers to pro
vide differentiated efficient, effective in
struction in phonics, spelling, and vo
cabulary.
Word study teaches students to exam
ine words to discover the regularities,
patterns, and conventions of the English
language in order to read, write, and
spell. It increases specific knowledge of
words – the spelling and meaning of in
dividual words. Literacy is like a braid of
interwoven threads: reading, oral lan
guage, and writing. Words Their Way
demonstrates how exploration of ortho
graphic knowledge can lead to the
lengthening and strengthening of the
literacy braid.
Why "WORD STUDY" instead of a
"TRADITIONAL" spelling program?
Research clearly indicates that memo
rization of lists of "spelling words"
does not promote the development of
spelling skills. In the past the tradition
al approach of "everyone gets the
same weekly list and test on Friday",
many students who passed the
spelling test were not able to transfer
the knowledge to their writing! Memo
rizing a list of words and getting 100%
on weekly tests does not necessarily
mean your child is a good speller. It
may just mean they are good at mem
orizing words for a test.
Words Their Way
Parent
Informational
Brochure Coppell Independent School District “More Than Just a Spelling Program”
What Is Words Their Way?
Page 2
Teachers then assess students' pattern knowledge rather than their ability to mem- orize single words. For example, a teacher might have students work with twenty words during a word study cycle and then randomly assess students on ten of those words and include additional words on the assessment that follow the pattern even though not on the initial spelling list – this allows the teacher to see if students are able to transfer their knowledge of the pat- tern to an unknown word.
In word study, teachers encourage students to compare and contrast features in words. One common method for doing so is by having stu- dents sort words. When sorting, students use their word knowledge to separate examples that go together from those that don't. This allows students to make generalizations about words and transfer this know to new words.
In addition to sorting, students may: hunt for words in their reading and writing that fit the pattern being studied, construct a word wall illustrating examples of the different patterns studied, keep a word study notebook to record the known patterns and their new understand- ings about words, play games and activities to apply their word knowledge (Bear et al., 2000).
Principles of Word Sorting
English spelling is complex but not chaotic, it goes beyond surface level alphabetic repre- sentation. English spelling is based on patterns, not rules. Gaining word knowledge is developmental and conceptual, based on detecting similari- ties and differences in words. Instruction that takes advantage of the brain’s pattern-seeking ability is most likely to support the development of word knowledge. The brain seeks patterns—basic cognitive learning processes of comparing and con- trasting, discovering similarities and differ- ences, generalize beyond isolated words Because word knowledge is gained develop-
mentally, Vygotsky’s theories about the so cial construction of learning indicate collabo- rative activities will be beneficial. Learning is best achieved when it is interest- ing and engaging. Word sorting requires students to focus on the specifics of words and to learn how to examine words. The purpose is to gain word knowledge, not to memorize specific words. Based on the strong correlations between reading and spelling, word study should fa- cilitate both areas of learning. The goal is the transfer of knowledge to fa- cilitate becoming a more proficient reader
Teaching Strategies
References:
Brain research suggests that students gain greater long term memory when they are… actively engaged, manipulating ideas and objects, using language to clar- ify and cement learning, and interacting with peers in directed academic conversations.
Brain research suggests that students gain greater long term memory when they are… investigating, test- ing hypothesis/making predictions, and recording and constructing their own learning.
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction Donald R. Bear (Author), Marcia Invernizzi, Shane Templeton, Francine Johnston
Word Journeys Kathy Ganske
Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom Gay Su Pinnell, Irene C. Fountas, Mary Ellen Giacobbe, Arene C. Fountas
Words Their Way Spelling Inventories: Reliability and Validity Analyses Center for Research in Educational Policy
Word Study: A New Approach to Teaching Spelling www.readingrockets.org
Words Their Way
Language
Sorting – organizing words into groups based on similarities in their patterns or meaning.
Oddballs – words that cannot be grouped into any of the identified categories of a sort.
Students should be taught that there are always words that “break the rules” and do not
follow the general pattern.
Sound marks / / - Sound marks around a letter or pattern tell the student to focus only
on the sound rather than the actual letters. (example: the word gem could be grouped into
the /j/ category because it sounds like j at the beginning).
Vowel (represented by V) – one of 6 letters causing the mouth to open when vocalized (a,
e, i, o, u, and usually y). A single vowel sound is heard in every syllable of a word.
Consonants (represented by C) – all letters other than the vowels. Consonant sounds are
blocked by the lips, tongue, or teeth during articulation.
