Laurel Helm
Edok#3
Fall 2012
Dr. Cozens
Hufnagel, K., Hungler, D., Lundstrom, R., Phillips-Birdsong, C., & Williams, C.
(2009). Word study instruction in the K-2 classroom. The Reading Teacher,62.7, 570-578.
CENTRAL THEME:
When word study is integrated with a comprehensive literacy program, it can support young children’s literacy development.
MAIN IDEAS:
1. There are things teachers have to do in order to implement word study programs. The first part is to assess your student’s word knowledge. You have to see where they are to know where you as a teacher need to start. Teachers also should use multiple tools for assessing their students.
2. Teachers should use small homogeneous groups. The study found that integrating word study into guided reading worked well in Title 1 and first grade but not in second grade. For second grade separate developmental groups for word study worked better. To help manage and rotate the groups, a classroom volunteer would also be helpful.
3. Teachers need to set aside time to get ready for the word study instruction. If your classroom has three groups you have to come up with three different lessons. Teachers also need to study the concepts they will be teaching so teachers can talk to students about specific generalizations students might have.
4. Teachers need to teach word knowledge not just words. Students can very easily memorize the correct spelling of words. This doesn’t mean that they understand them. Teachers need to focus their lessons on the way English words work.
5. Teachers should demonstrate how word study can be used during reading and writing. Teachers can give examples of how to figure out the sounds of words.
6. Strategies that support students’ use of word study instruction should also be taught. Students need to be taught how to use word study independently and strategically when they are writing.
7. Make the word wall in your classroom really work. The word wall should be blank when the school year starts. It shouldn’t just be for decoration. The word wall should be visible to all students and should be used frequently.
8. Students should have lots of time and opportunities to do word work. It can be done throughout the day with hands-on games, centers, or independent work time. Students should work together some of the time.
9. Students need to be engaged in extensive ‘real’ reading and writing. It has to be authentic for them. Students will enjoy the activities more when they are authentic and have meaning to them.
AUTHOR’S CONCLUSION:
Word study has been shown to be a very effective way to teach students spelling instruction. It is teacher directed and student centered. It can be implemented into a comprehensive literacy program to help literacy development. Students can be engaged and motivated through authentic activities.
EVALUATION:
This article makes a lot of sense. Students have to learn spelling instruction not just to memorize words. When they learn why words are spelled the way they are it opens up more learning opportunities for students. They are better able to understand other concepts. Teachers have to do a lot of planning to integrate a successful word study program in their classroom.
Edok#3
Fall 2012
Dr. Cozens
Hufnagel, K., Hungler, D., Lundstrom, R., Phillips-Birdsong, C., & Williams, C.
(2009). Word study instruction in the K-2 classroom. The Reading Teacher,62.7, 570-578.
CENTRAL THEME:
When word study is integrated with a comprehensive literacy program, it can support young children’s literacy development.
MAIN IDEAS:
1. There are things teachers have to do in order to implement word study programs. The first part is to assess your student’s word knowledge. You have to see where they are to know where you as a teacher need to start. Teachers also should use multiple tools for assessing their students.
2. Teachers should use small homogeneous groups. The study found that integrating word study into guided reading worked well in Title 1 and first grade but not in second grade. For second grade separate developmental groups for word study worked better. To help manage and rotate the groups, a classroom volunteer would also be helpful.
3. Teachers need to set aside time to get ready for the word study instruction. If your classroom has three groups you have to come up with three different lessons. Teachers also need to study the concepts they will be teaching so teachers can talk to students about specific generalizations students might have.
4. Teachers need to teach word knowledge not just words. Students can very easily memorize the correct spelling of words. This doesn’t mean that they understand them. Teachers need to focus their lessons on the way English words work.
5. Teachers should demonstrate how word study can be used during reading and writing. Teachers can give examples of how to figure out the sounds of words.
6. Strategies that support students’ use of word study instruction should also be taught. Students need to be taught how to use word study independently and strategically when they are writing.
7. Make the word wall in your classroom really work. The word wall should be blank when the school year starts. It shouldn’t just be for decoration. The word wall should be visible to all students and should be used frequently.
8. Students should have lots of time and opportunities to do word work. It can be done throughout the day with hands-on games, centers, or independent work time. Students should work together some of the time.
9. Students need to be engaged in extensive ‘real’ reading and writing. It has to be authentic for them. Students will enjoy the activities more when they are authentic and have meaning to them.
AUTHOR’S CONCLUSION:
Word study has been shown to be a very effective way to teach students spelling instruction. It is teacher directed and student centered. It can be implemented into a comprehensive literacy program to help literacy development. Students can be engaged and motivated through authentic activities.
EVALUATION:
This article makes a lot of sense. Students have to learn spelling instruction not just to memorize words. When they learn why words are spelled the way they are it opens up more learning opportunities for students. They are better able to understand other concepts. Teachers have to do a lot of planning to integrate a successful word study program in their classroom.