#ANOTHER WORD FOR SORT THROUGH HOW TO#

To implement word study effectively, teachers and students alike must become word detectives, engaged in an ongoing attempt to make sense of word patterns and their relationships to one another. Because the pace of children's progression through the stages varies, rarely would all the students in a class be studying the same list of words (Barnes, 1986). Teachers select a group of words that demonstrate a particular spelling pattern and sequence these patterns to match children's development (Templeton, 1991). Instruction has to be deliberately sequenced by the teacher so students will get instruction that will propel their development. Once groups are created, teachers develop 'differential instruction' based on the stage of development each group of students has achieved (Bear & Barone, 1989). At the start of a word study program, teachers use a spelling inventory to determine which stage of spelling development each student is at and then groups students for instruction (Bear, et al., 2000). Word study is based on the notion that where a student is in his or her spelling development can serve as a guide for instruction. Students at different stages attend to and represent different features in their spelling (Templeton, 1991).

There are distinct stages in students' spelling development (Henderson, 1981). Because it is closely tied to reading instruction, it also develops students' abilities in phonics, word recognition, and vocabulary (Baker, 2000). Word study is also designed to build word knowledge that can be applied to both reading and spelling (Henderson, 1992 Zutell, 1998).

#ANOTHER WORD FOR SORT THROUGH HOW TO#

Students learn, though, that spelling patterns exist and that these patterns help to explain how to spell, read, and write words. Of course, for every rule there are exceptions that threaten the rule. In contrast, 'c' is usually soft when followed by 'i', 'e,' and 'y' (as in circus, celery, and cycle). After collecting many words containing the letter 'c,' students discover that 'c' is usually hard when followed by consonants (as in clue and crayon) and the vowels 'a,' 'o,' and 'u' (as in cat, cot, and cut). Take, for example, the difference between 'hard c' (as in cat) and 'soft c' (as in cell). Knowledge of these patterns means that students needn't learn to spell one word at a time. Word study provides students with opportunities to investigate and understand the patterns in words.

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