Download A Parents` Guide to Word Study

A Parents’ Guide to Word Study
“Once students reach the intermediate grades, the meet approximately 10,000 new
words – words never before encountered in print – in their school reading each year.”
(Nagy and Anderson, 1984)
Research supports the idea that traditional spelling tests are not the most effective way
for children to learning ‘spelling’, or increase their vocabulary. Further, spelling rules
sometimes have as many exceptions as applications. In keeping with the most up to
date research and to help students prepare we have modified the spelling program. We
will be emphasizing word origin (Greek and Latin root words), morphology (meanings),
and the compositions of words as patterns of sounds.
Here is YOUR guide to the DAILY spelling homework.
Greek – Latin root words, words #1-5
Your student is to learn the Greek or Latin root word and its MEANING. In addition, your
child should learn the spelling and meanings of the examples of the root word.
Monday’s Homework –
The student will look up the meaning of each of the root word examples and write the
definition in their own words using the root meaning. This will help students internalize
the meaning more than if it was provided. They also need to write the part of speech
(noun, adjective, adverb, etc.).
IN CLASS - They will write the words and provided definitions on their note card and
attach to their ring. They will keep this ring all year because there is a mid and end of
year test for the roots.
Morphographs Meaning bearing ‘chunks’, words #6-10
In this section, we will study suffixes and prefixes that carry meaning. In addition, we will
study HOW they are added to words. The actual spelling word is the root word plus the
morphograph. For example, the list will show follow + ed = followed. Grouping these
examples by common linguistic patterns also help students spelling abilities Followed is
the spelling word.
Tuesday’s Homework –
Break each content word into syllables and look for words within words. So, a student
entry for the word Washington would look like this.
Washington: Wash-ing-ton
Wash
washing
was
ash
ton
on
Content Vocabulary, words #11-15
In the final section, we will study vocabulary words reflective of classroom studies. The
definitions should be learned in class.
Wednesday’s Homework –
Students are to write each of these words in a MEANINGFUL sentence. These will take
practice and get easier as the year progresses. The students have a worksheet in their
binder detailing how to write a meaningful sentence. These types of sentences SHOW
an example of the vocabulary, but do not define it. Students should underline the
vocabulary word.
Example using liquid:
The clear liquid filled the cup completely and would tilt and flatten when the cup was
angled.
Non-example:
Water is a kind of liquid.
Thursday: Studying for Tests
Students learn in different ways. As students prepare for tests, they will need to know
not only how to spell each word, but what they mean. In addition, they will need to know
the meaning of the Greek/Latin root word and the morphograph of the week. To help
them achieve this goal, they can use a “Spelling Activities Sheet” to guide their word
study. On this sheet are tons of strategies to study based on the Multiple Intelligence
Theory of Howard Gardner. The idea is to find a way or ways that work for your
individual student. So explore the list, use it to develop your own effective strategies!
Friday – Tests
Each student will need to be able to spell each word correctly, write the meaning of the
Greek/Latin root word, morphograph of the week, and one other “Teacher’s Choice”
word. There are also bonus words in which the students can earn extra points for
correct spelling, part of speech, AND definition.
I will be reviewing the expectations for spelling homework the first two weeks in class to
help the students prepare.