[Name of Spelling Stage] - Word Study
WITHIN WORD PATTERN STAGE
Overview
This is a transitional stage in which students are moving from learning to read to reading to learn. Most transitional students range from second, third, and early fourth graders.
They are transitioning from reading one-syllable words fluently to reading most two or three syllable words with contextual support. At this stage, they are confusing long vowel patterns. Their vowel knowledge determines where they fall in the within word pattern stage. In the beginning of this stage, students have a good knowledge of short vowels but confuse the use of silent letters with long vowels. In the middle of this stage, students are spelling most long vowel patterns but have difficulty with other less common vowel patterns, including r-controlled. At the end of this stage, students seem to have a good command of the long vowel patterns including words with -k, -ke, and -ck endings. However, they are still confusing words with vowel diphthongs, variant vowel sounds, and r-controlled vowel sounds.
Developmental level characteristics
| Characteristics of the Within Word Pattern Spelling Stage |
|(adapted from Words Their Way, 4th ed. by Bear, Invernizzi, Templeton, Johnston) |
| | | | |
| | | | |
| | | | |
| |What students do correctly |What students use but confuse |What is absent |
|Early Within Word Pattern |Consonants, blends, digraphs |Silent letters in long vowel |Vowels in unaccented syllable FLOWR|
|ship, when, jump |Preconsonantal nasals (unk, ank, |patterns |for flower |
|ROBE for rob |ink) |k , ck and ke endings |Consonant doubling: SHOPING for |
|FLOTE for float |Short vowels in CVC words |SMOCK for smoke, |shopping |
|TRANE for train |R-influenced CVC words: car, for, |PEKE for peak | |
|BRITE for bright |her |Substitutions of short vowels for | |
| |Spell known sight words |ambiguous vowels: COT for caught | |
|Middle Within Word Pattern |All of the above plus: |Less common and ambiguous vowel |Consonant doubling |
|float, train |Common long-vowel patterns (CVCe, |patterns |E-drop: DRIVEING for driving |
|FRITE for fight |CVVC) |-ed and other common inflections: | |
|TABUL for table |-k, -ck, and –ke endings |MARCHT for marched, BATID for | |
| | |batted | |
| | | | |
|Late Within Word Pattern |All of the above plus: |Ambiguous vowel sounds such as |Consonant doubling |
|Bright |Long-vowel patterns in one-syllable|vowel dipthongs and r-influenced |Changing y to i: CAREES for carries|
|SPOYLE for spoil, |words |vowel patterns |E-drop |
|CHOOD for chewed | |Complex consonant units: SWICH for | |
|SURVING for serving | |switch, SMUGE for smudge | |
| | |Vowels in unaccented syllables | |
Student Spelling Sample
This sample represents a student at the middle of the Within Word Pattern stage. We notice that this student hears the dominant vowel sound and doubles the final consonant when adding endings.
This student is using, but confusing variant vowel spellings and r-controlled spellings.
Errors include:
LEAVS for leaves
BREAZ for breeze
EVRY for every
BRITE for bright
Instructional practices may include word study focusing on variant ways to spell long e and long i sound along with r-controlled vowel spellings for /er/.
General objectives in Standard V of HCPSS Language Arts Essential Curriculum
Early
• 2 & 3-letter consonant blends, digraphs such as ch, sh, wh, th, and ph
• Some long vowel sounds formed by the final e pattern
• Blend one-syllable words that follow the CVCe pattern
• Complex (e.g., -ight) long vowel word families
Middle
• One-syllable words follow the CVC, CVCe, and CVVC pattern
• R-controlled vowel sounds
Late
• Variant consonant sounds such as /k/ spelled c, /s/ spelled c, /f/ spelled ph, /j/ spelled g, /n/ spelled kn, /kw/ spelled q, /z/ spelled s, /r/ spelled wr, /ks/ spelled x and a silent gh.
• Vowel diphthongs such as aw, au, ew, oi, oy, oo and ow.
• Variant vowel sounds
Suggested activities
See the enclosed Word Study Activities for a full explanation.
• Word Sorts: blind, closed, and open
• Word wall
• Personal dictionaries
• Games
• Concentration
• Word Hunts
• Draw, label, cut, paste
• Word sorts
• Bingo
• Making words
• Word wheels
• Show me
• Tachtistoscopes
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Instructional Implications
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