Brittanie Vangeli Word Study March 26,2013 A word study is used in classrooms to teach students how to recognize words.

Word studies teach students how to look closely at words and discover patterns in words. Word studies allow students to become more proficient spellers, which helps students become more proficient and fluent in reading and writing. It teaches students vocabulary skills and introduces them to new words. A word study allows students to examine words as well as understand the meaning of words. The purpose of this assessment in the classroom is to have the student understand patterns in words and to master how to spell words. Word studies allow students to explore the spelling system and enhance vocabulary skills. Word studies help students understand that spelling represents meaning and helps students learn and reflect on language use. The approach that I choose was to first explain to the student that we would be performing a word study and that this word study would not count towards her grade. I also explained that she was only helping me become a better teacher. Since this student was familiar with how to perform a word study I did not have to provide the student with instructions. I was not aware what spelling level this student was currently at so I decided to start with a primary spelling inventory list. The primary spelling inventory list is for kindergarten through third grade. I began with first reading the word, than I used the word in a sentence and then repeated the word. The student than wrote the word on a piece a paper that was given to her

for the purpose of this test. I than repeated the process for the next word, in all there were twenty-six words that was administered. This assessment was performed during snack time. My student and I met outside the classroom in the hallway to complete the word study. This student is in the second grade at Wifcoff Elementary School. She is a very shy but smart girl and preforms well academically. My cooperating teaching has shared with me that the student performs academically at an average to above average level. From my observations of this student I would concur with the cooperating teacher. Through my observations this student is an average, typical functioning second grader. She is very careful when doing assignment and examines her work intensely. She always does her best on assignments and is very receptive when given constructive criticism. The student performed at an average level for her grade level and I would conclude that she is an average speller. This student is very careful when spelling and reviews her work thoroughly. This student is smart and has a well organized thought process. I know this because when giving this student the spelling inventory she carefully reviewed her words; when something did not look right she erased the word and self corrected herself. I feel this is a strength of this student because most second graders do not have that skill. In addition, this student applies what she previously learned during spelling lessons to spell new words correctly. When performing the word study she started off strong however, as we started to reach the end of the test the student began spelling the words incorrectly. She did not make it to the elementary school spelling test because she had five wrong on the

primary spelling inventory. The words she had spelled incorrectly were coach, chewed, spoil, tries, and clapping. Since the primary spelling list is intended for kindergarten to third grade students this student is currently functional on grade level. I feel as this student advances into third grade or perhaps even at the end of second grade she will be able to move on to the elementary school inventory spelling list. When reviewing the words this student spelled incorrectly I noticed a weakness in that she has trouble recognizing when to drop the ed and when to drop the e and add the ed. For example, words spelled incorrectly were clapping (claping) and chewed (chewd). Since this student is functioning on an average academic level and her spelling inventory reflects an average second grade speller I would work with the student on when to add the ed and when to drop the e and add ed. Recently I noticed that Ms. Refsin has been working on when to add the ed and when to drop the e and add ed in spelling groups. To teach this student when to add and drop the e and add ed I might give the student spelling words such as, bate, smile and bake written on notecards. The student will have two additional notecards; one that has add ed written on it and the other has drop the e and ed. Students will have to go through spelling words and match the spelling word to the correct category. I will do spelling activities with this student to help her move onto more difficult words. I will teach this student how to decode a big words. In a spelling lesson I will model how to sound out larger words. In the book, Phonic They Use, on page 158 they provide an example on how one might go about teaching larger words to students. You would write the word entertainment on the white board and read the word to

the student. Then, you would explain to the student that one can figure out how to spell this word by thinking of some other words they know. I would cover all but enter in the word entertainment. I would then write the word container and maintain on the board and underline tain. Then, I would right the words argument and moment on the board and underline ment. Then, I would explain to the student that if I put all the chunks together I get entertainment. This strategy, I believe would help this student decode larger words and will help this student move on to more complex words. I would tell my student when trying to figure out how to spell big words I want you to think of other words that look and sound like the word you are trying to spell.