# data[].attributes.body
2. In order to enhance the effectiveness of word study for ELL students, you can take multiple inventories to get a better understanding how well they know their native language. They can use what they know about their native language to learn English. Another way is to include many word sorts because they draw attention to similarities and difference between languages.

4. Teachers can encourage students vocabulary development through encouraging the use of dictionaries as well as paying attention and putting emphasis on new words it the classroom. This can include word charts or cards. Also just using more sophisticated words when speaking to students can encourage them to use them.

# data[].attributes.body
3. What are some of the characteristics of student reading and writing during the Within Word Pattern stage? When students are in the within word pattern stage, they are characterized as transitional readers.  They are able to read most one-syllable words accurately, and most two- and three-syllable words with contextual clues. At this stage students can read up to sixty words per minute, and can read easy chapter books toward the  end of the stage. These students demonstrate increased fluency in both reading and writing. As their vocabulary grows, so does their writing skills. They should be focusing on writing more extensive passages. Students in this stage use but confuse vowel patterns in their writing. Writing is encouraged and expanded through word study, helping students to identify patterns for both reading and writing.

6.  How do the three types of sorts discussed in this chapter differ?
Picture sorts focus greatly on the way that words sound. Through these sorts, students are working on their phonemic awareness. Using just the pictures of the words allows them to sound words out for themselves without  confusing word patterns. Following picture sorts with word sorts allows students to make connections between sounds and letter patterns.
Teacher-directed sorts are done as a whole group. These sorts allow for the introduction of words or patterns that may be unfamiliar for students. The teacher introduces the words and walks the students through how the words would be sorted. Followed up by individual sorts for further practice.
Open sorts are done individually. Students are given their collection of words for word study and asked to sort them based on observations they make. This sort allows students to make their own connections between words, and encourages them to build their understanding. The teacher would then ask each student to explain their reasoning to ensure that they are on the right track. This type of sort should not be done until students are familiar with a multitude of vowel and consonant patterns to ensure that they are able to identify the patterns of the words.

# data[].attributes.body
1.     One activity that can be used with students in the Within Word Pattern stage is the game, Turkey Feathers. In this game, students are comparing patterns of a single long vowel. The students have to match up their words according to the vowel pattern. For example, the words cake and sale would match since they both follow the “long a vowel, ending with e” pattern. This game helps students to focus on one long vowel at a time, allowing them to spend time practicing the different patterns that this vowel can follow. Another game that could be used with students in the Within Word Pattern stage is the Racetrack game. In this game, the students go around a racetrack with words on it that follow multiple vowels and vowel patterns. When the student lands on a word, they have to find words in their hand that match that vowel pattern. This game might be a little bit trickier for students because it involves more than one vowel. The words on the track or in the students’ hands could have any of the 5 vowels, with any vowel pattern.

6. Picture sorts are mainly used for students in the early part of the within word pattern stage. These sorts help the students to develop phonemic awareness and focus attention on the sound of the word without visually seeing the word. These sorts allow students to focus only on the sound of vowel to determine the vowel pattern (short or long).

Teacher-directed sorts are a bit more advanced than picture sorts. The students begin with a picture sort, with assistance from the teacher. The teacher discusses the words in the sort with the students, noting differences between short and vowel sounds too. The teacher, then, models with the students how to sort the words into categories based on their vowel sounds. By the end of the activity, the students will be sorting the words on their own, without the help of the teacher.

Open sorts are generally used once students understand how to listen for vowel sounds and look for patterns. To begin with, the teacher allows the students to sort the words on their own, using their own categories. Next, the teacher discusses with the students what some good categories could be for this sort. Once they have come up with certain categories, the teacher can close the sort and ask the students to sort the words by the specific headers that they agreed upon.

# data[].attributes.body
3. During the within word pattern stage, students are able to read most one syllable words accurately and can read two and three syllable words with some help. They can read about 60 words per minute and have moved past the finger pointing stage. By the end of this stage, students are able to read easy chapter books as opposed to beginner chapter books that they read in the beginning of this stage.

4. Teachers can encourage students' vocabulary development in many different ways. One simple way that teachers can do this is by using vocabulary in daily conversation and/or in weekly practice. I am in a fifth grade classroom for practicum right now and my CT does a word of the week every week to help students to expand their vocabulary. Other classrooms do flowcabulary during their vocabulary time, but my CT uses that time for word of the week because she feels it is more beneficial to the students and she sees them using that vocabulary more often in everyday speech and in their assignments. This is just another way we can increase students vocabulary development.

# data[].attributes.body
3. During the within word pattern stage, students know how to spell certain words. Students in this stage can write very quickly and express their ideas with great detail. Since the students have mastered fluency, this stage allows the students to focus more on comprehension.

5. This chapter focuses on four different strategies that can enhance the spelling of young learners. The first strategy mentioned is to encourage students to try a word in several ways. Students should try to spell the word on their own, before asking for help. Another spelling strategy that is useful is making sure that there are posted resources in the room. These resources will help students to recognize the correct spelling of words. A third strategy is to use spelling dictionaries to look up the words! Adding words from word walls to spelling dictionaries can also be very beneficial for students. Lastly, it is important to remind students what they know! Students may be able to figure out how to spell a word by using rhymes or word chunks. All four of these strategies are extremely beneficial in teaching young learners how to spell!

# data[].attributes.body
3. What are some characteristics of student reading and writing during the Within Word Pattern stage?
During the within word pattern stage, students are characterized as transitional readers. They are able to read 60 words per minute and in general have moved past finger-pointing. They are also able to read silently to themselves. They are beginning to read easy chapter books by the end of this stage. During this time as their reading ability increases their writing abilities subsequently increase, as well.

5. What are the spelling strategies and how would you implement one of them in the classroom?
- Encourage students to try a word several ways
- Use posted resources in the room
- Use spelling dictionaries to look up words
- Remind students what they know
In order to implement the strategy of using posted resources in the room I believe word walls are very helpful. During class time, it is inevitable that students will zone out at some point. Often times students will stare at the wall absent mindedly. If word walls are posted around the room, students may absorb these words without even realizing it. I have seen this implemented in many classrooms, and teachers have said that they have found it surprisngly helpful for teaching vocabulary and sight words.

# data[].attributes.body
6. The three different types of sorts differ because they are directed at different levels of students. While picture sorts help to develop phonemic awareness, open sorts depend on students being already familiar with vowel sounds and patterns. Teacher- directed sorts begin with the sound and then move to patterns. A teacher can pick which sort is appropriate for a student depending on how developed their phonemic awareness is. Picture sorts are completely guided by the teacher giving sounds, teacher directed begins with the teacher and ends with the students working on their own, and lastly the open sorts involve students sorting a set of words on their own.

5. The spelling strategies are different ways to help students spell words that they do not know, and still hold them accountable for spelling the words that they do know. These strategies include encouraging students to try and spell a word as best they can, using posted resources, using spelling dictionaries, and reminding students what they know. I have seen spelling dictionaries used in my practicum classroom and it gives students the responsibility to look up words and figure out their spelling on their own. They do this when they are working on a particular writing piece. For instance, they were working on a piece of instructional writing where they explain how to do something. Once they have written it, my CT circled the words they misspelled, gave them a dictionary, and had them begin to work on revising it.

# data[].attributes.body
3. In the Reading within word pattern stage, students move from the full alphabetic phase to the consolidated alphabetic phase, where they start to recognize patterns and chunks to analyze unfamiliar words. This enables them to decode words more readily and their sight word vocabulary grows quickly. By the end of this stage, students should be able to read instructional and independent level materials for at least 30 minutes each day. This will help push students to the next level and help prevent stagnant readers. Just like reading, writing becomes more fluent and students are able to write at greater speeds with less conscious attention.
5. One of the spelling strategies I would like to implement in my classroom is spelling dictionaries. In the beginning of the year I would have students make a spelling dictionary and then throughout the year I would have them add in commonly misspelled words. Then if students are struggling with the spelling of a word I would direct them to their spelling dictionary. If the word is not in their then I would help them with the spelling and then have them add it to their dictionary.

# data[].attributes.body
1.  One activity that can be done in the Within Word Pattern Stage is Hink Pinks. This activity invokes a riddle answered by a pair of rhyming words; for example: “what do you call an angry father?” (mad dad).  This activity is beneficial because it gets students thinking about rhyming and even gets them to see spelling patterns between rhyming words. Another activity that can be done is Homophone Win, Lose, or Draw. Four or more students work in teams to draw and guess each other’s words in a game like charades. This is very beneficial because students have a hard time differentiating between words that sound the same but have a different meaning. For example, one and won can be acted out and students will better be able to differentiate the words while also testing to see if they really know the difference themselves.

5. The spelling strategies described in this chapter are: encourage students to try a word several ways, use posted resources in the room, use spelling dictionaries to look up words, and remind students what they know. In my classroom I would implement this idea of using posted resources around the room. I would do this by having a word sort that we do as a class for each set of words that is posted on the wall on a poster. And once we move on to the next set of words, all of the old words are put into a word wall sorted by the first letter of each word.

# data[].attributes.body
3. In this stage, students can read one to three syllable words either on their own or with contextual support. Students can start to recognize patterns in words that may be unfamiliar to them and are starting to move on to easy chapter books. In regard to writing, students are increasing their fluency skills, which makes it more likely for them to know how to spell new words.

6. This chapter discusses three types of sorts; picture sorts, teacher-directed sorts, and open sorts. Picture sorts help students distinguish between short and long vowel sounds. This type of sort helps students develop a sense of phonemic awareness and uses pictures and words over a span of two days. Teacher-directed sorts focus on long vowel sounds and looks at patterns within words. In this sort, all students start with the same words and then move on to their own set. Lastly, open sorts involve a set of individual words for each student based on their ability level. When completing this type of sort, students should be able to give a rationale of why they sorted their words in a particular way.

# data[].attributes.body
5. This chapter describes four strategies for spelling: encourage students to try a word several ways, use posted resources in the room, use spelling dictionaries to look up words, and remind students what they know. In my future classroom, I would like to implement student-made spelling dictionaries so that each student has a resource to use when looking up words. These would just be made of plain white paper and students would add words from the word wall as they are introduced. These are neat because they can be organized based on the first letter or based on a theme.
6. There are three types of sorts discussed in the chapter: picture, teacher-directed, and open. Picture sorts are especially beneficial for students in the early part of the within word pattern stage because they help students distinguish between spoken short and long vowel sounds. Teacher-directed sorts have two steps and are helpful for students working with long vowels. They begin with sound and move to pattern. This type of sort typically starts with one set of words that everyone uses and then students use their own sets at their seats. Open sorts are useful for students who are familiar with listening for vowel sounds and looking for patterns. Open-ended sorts start with everyone sorting their own set of words based on their level.

# data[].attributes.body
3. In the Word Patter Stage of literacy development, students move from the full alphabetic phase to the consolidated alphabetic phase. This is where they start to see patterns and chunks in different words that allow them to analyze unfamiliar words. They can decode and store words more quickly and readily, which allows them to gain fluency and use more expression in their reading. By the end of this phase, students can begin to manage more substantial periods of silent reading as opposed to needing to read  out loud. Students at this level should read instructional and independent level materials for at least 30 minutes each day in order for them to be pushed into the next stage. Just like reading, writing in this phase becomes more fluent because they know more words. There is more sophistication and higher vocabulary in their writing in this stage.

4. Teachers and other educators can encourage vocabulary in many different ways, especially at this stage of literacy development. First of all, educators must share read alouds, because good children's literature encourages good vocabulary from the start, as it is a very rich source. Students benefit from hearing words repeated, and through read alouds can gain the understanding that context will help them to understand the meaning of an unknown word. Educators can also encourage vocabulary learning with word sorts. Although the words are often familiar in a spelling sort, it is important to always go through all of the words to make sure students know the meaning to each word they are sorting. Through word sorts, students will start to gain an understanding of homophones, homonyms, and homographs, and the difference between the three. They will begin to understand that words can sound the same or be spelled the same, but have a different meaning or definition, which will help them to understand what definition is meant in their readings. In addition to word sorts, concept sorts will also help students to understand and gain a larger vocabulary, including the meaning of words that are specific to the lessons they are learning across the whole curriculum. Lastly, introducing students to dictionaries and thesauruses and having many types available to them to use will help to expand their vocabulary as they begin to explore new words on their own.

# data[].attributes.body
5. Encouraging students to spell a word several ways, using posted resources, using spelling dictionaries, and reminding students of what they already know are all spelling strategies to use in this stage. I could implement posted resources by doing what my cooperating teacher already does: posting relevant vocabulary around the room. She expects students to be able to spell out any number words they need to for math because she has a poster of all the number words posted within view of them all day. They are allowed (and encouraged!) to look at and use it so that they are repeatedly spelling the words correctly. Additionally, she also posts the students' vocabulary lists up in the classroom. Vocabulary words are not words that students are expected to learn how to spell, but know the meaning of after studying them for approximately a week and a half.
6. Picture sorts, teacher-directed sorts, and open sorts are all great activities to use with within-word students. A picture sort forces students to have greater phonemic awareness of the words they are sorting as they cannot use the spelling of the words as a means for sorting. Additionally, this can be crucial for ELLs. Picture sorts could potentially be either teacher-directed or open-ended. Teacher directed sorts are guided by the teacher first (have categories given and explained by the teacher). After the teacher has gone through the sort with the students, they are given reign to sort themselves. Open sorts are less structured in that the students are given the words, but not given categories or much direct instruction. They have to have the knowledge and awareness of how/what to sort on their own. Only after they have completed sorting does the teacher ask them for their rationale in their sorting.

# data[].attributes.body
Question 1:

One activity that can be done in the within word pattern stage is Shades of Meaning.  This is a small group activity that focuses on the nuances of meaning among words that are in the same semantic category.  This is useful because it nurtures word consciousness in writing as well as reading.  This activity focuses on discussion and not whether the order is right or wrong.  Another activity that can be done is “Said is Dead” and “Goodbye Good.”  These activities are used across the grades to help students add spice to their writing.  Students use a thesaurus to look for related words and you can post it in the classroom for students to add to later.  For example said might be replaced with yelled or remarked.  This will help students increase their vocabulary.

Question 3

One characteristic of students within this stage is that students read and reread familiar texts from several sources and they also begin reading chapter books.  They also can start to mange to read silently to themselves and they begin to lose the fingerprinting while reading.  Some characteristics of writing in this stage is that writing begins to come more fluent during this period because students automatically know how to spell certain words.  This gives them more of an opportunity to focus on ideas and not just the words.  Cognitively, they are able to compose with a better sense of the reader’s background knowledge and with a greater complexity in the story line.

# data[].attributes.body
1. A Semantic brainstorm is one activity that you could use in the within word pattern stage. In this activity you have the students get into small groups. You then have them focus on the meanings of the words that you have given them. This is a good activity because you can use words from different subjects for the activity. You could give your students words from science and it would help them learn both science and English concepts. Another activity in the within word pattern stage is a dictionary scavenger hunt. For this activity you have the students see who can find certain words in the dictionary the fastest. This is a good activity because it allows the students to build up their dictionary skills while also practicing how to spell words. The spelling strategies are encourage students to try a word several different ways, use posted resources in the room, use spelling dictionaries to look up words, and remind students what they know. The strategy that I would use in my room is using posted resources that are in the room to help them with their spelling. I would use this strategy because I think that it is extremely helpful for a student to be able to look around the classroom at the walls and see what they need to help them with their spelling. I think that this encourages the students to be independent with their learning, but it still gives them a boost if they need it. I would use a word wall and the alphabet with a picture for each letter as some of the resources that I would have up in my room.

# data[].attributes.body
2.English Language learners sometimes need different things to help them be successful in reading. One thing is to pair words with pictures. This helps make the connections with words they have in their native languages. Another way to support ELL students is to pair them with native English speakers when doing word sorts. Having a partner that is able to help with pronunciation of words can be very beneficial. It is also helpful to be aware of the ELL student's native language and the similarities or differences it has to English. This can help predict spelling errors student's may make. Or it can help you as a teacher to make connections for the students.
4.Vocabulary development should not be confused with spelling development. Vocabulary should be about learning the meaning of words not necessarily focusing on the spelling. Read-alouds are a great way to help build vocabulary. There are lots of rich vocabulary wrapped in complex sentences. It also provides opportunities to unpack new words and their meanings. Also by studying prefixes and suffixes, students can start to understand chunks of words that might help them figure out the meanings to words they are unsure of. Encouraging using a dictionary is also a good reference. And by recording new vocabulary words on charts around the room, students can refer back to them throughout the year and recall them.

# data[].attributes.body
2. To enhance the effectiveness of word study with English Language Learners, it might be helpful to search online resources to learn about similarities and differences in the sound and spelling systems of languages spoken by your students. It is also beneficial for English Language Learners to use imageable words that can be visualized! These words will be easier to learn than prepositions, conjunctions, or helping verbs. Pair words and pictures whenever possible! Reducing the number of words in a word sort can help these students feel not as overwhelmed with too many new vocabulary words.

3. During the within word pattern stage, students are transitional readers. In the early part of this stage, transitional readers read and reread familiar text from several sources and can read beginning chapter books. By the end of this stage, students can read easy chapter books and explore different genres, and informational text is more accessible. Teachers should observe fluency and expression in student reading. Fluency in writing increases as a result of students' ability to automatically know how to spell words. The increase in fluency allows for a larger focus on ideas such as comprehension.