# data[].attributes.body
Continue to Add these in this resource separately

# data[].attributes.headline
Great resource for building language with studentsMany articles and “on-the-go” PD

# data[].attributes.subject
Great resource for building language with studentsMany articles and “on-the-go” PD

# data[].attributes.attachment_link.readable_text
This post comes to us courtesy of Ally Bush, Marketing/Communications Coordinator at Reading Partners. Reading Partners is a nonprofit dedicated to serving the literacy needs of our nation's students. We envision a future where all children in the US have the reading skills necessary to reach their full potential. By empowering communities through individualized instruction and measurable results, we help our students become lifelong learners. (Originally posted on ReadingPartners.org: How poetry can help kids develop reading skills )

The power of a good poem can help make reading a reality for young kids. From making reading fun to teaching kids different ways to think about phonemic sounds, poetry is an invaluable resource in any young reader's literacy journey. Here are a few ways poetry helps improve reading skills.

Motivates Children to Read

Some parents may have emergent readers who are struggling to find the motivation to pick up a book and hone their skills. If this is the case, try poetry. Kids will find joy in reciting their favorite poems with a caregiver and they'll gain important literacy skills at the same time. As poetry is typically only a few lines, it may feel less daunting to a young reader to tackle a poem as opposed to a longer book.

While being short, poetry is still packed with important literary elements such as characters, narrative structure, new words, and sometimes rhyming that can help children build foundational and more advanced literacy skills.

The musical rhythm of poems can also remind kids of their favorite songs. The next time you feel like reading a poem with your child, try singing it and see what happens.

Teaches Young Readers About Sound

Reading poetry helps children learn about voice, pitch, volume, and inflection. While these are mainly functions of speech, they're also incredibly important for children learning to read. Poetry can teach young readers about speech patterns, which can give them cues to the words on a page.

Additionally, rhyming can help kids identify sounds in words and identify word families. For example, check out this stanza in the poem "The Letter A" by Darren Sardelli:

"Without the A, you couldn't aim

You wouldn't ask for apricots

This stanza could help young readers practice the short "a" and long "a" sounds and expose them to word families such as "air" and "fair." For children learning to read, poems that play with sound and rhyme like this one can offer a new perspective on phonetics.

Like any form of reading, poetry can introduce children to new words. Poetry is unique to other forms of writing in that it typically follows a rhythm. When children read sentences and phrases that have a cadence, it introduces them to new words in new contexts.

Even though it may not seem like it, a poem that rhymes is the result of certain restrictions a poet followed during the writing process. If they want every other line of a poem to rhyme, there are a limited number of rhyming word pairs that could contextually fit in the first and third lines. For the poet, this results in surprising new connections between words. For the reader, these new connections translate to a larger vocabulary.

"The crocodile, with cunning smile, sat in the dentist's chair.

He said, 'Right here and everywhere my teeth require repair.'"

While "chair" is a common word, "repair" may be less familiar to your child in the same word family. The fact that these words rhyme creates a connection between them, which may make these specific words and other words with an ending "-air" sound easier to remember. At the very least, this poem would help a young reader add "repair" to their vocabulary.

Not only does poetry teach children new words, but also it teaches them about the power of those words. Learn more about the higher purpose of poetry, how it can provide meaning and nuance to new words, and how it relates to choosing a crayon color in Poetry: The Power of Words.

Encourages Creativity

Pablo Picasso once said, "It took me four years to paint like Raphael, but a lifetime to paint like a child."

Children have wonderful, active imaginations. Poetry can help children tap into their creativity by encouraging them to think about the new and unexpected relationships between words. In addition, having young readers try to write poetry can improve their literacy skills.

The wonderful thing about poetry is that it's subjective. Poetry can have a narrative structure, nonlinear structure, or even just be a collection of your favorite words. When children are learning to read, giving them the freedom to express themselves through poetry can be both an educational and fun experience. And who knows, the creativity of their writing may surprise you!

Reading Aloud

One of the seven most important skills for promoting literacy is supporting oral language. Reading poetry aloud, just like reading other genres aloud, can help children improve their literacy skills. When kids read aloud, they think more deeply about the sound of the words they're saying and therefore improve their reading skills.

Love the idea but don't know where to start? Here are some poetry suggestions to get your kids reading:

# data[].attributes.attachment_link.readable_text
Wow! I got some great feedback from my first post on Words Their Way. I actually got a shout out from Dr. Donald Bear himself! I couldn't believe it!

"I enjoyed the Prezi. Thanks for your very kind words!" - Donald Bear

And check out the comment he left on the original post. So cool!

So let's see if I can address some of the questions that came up based on the original post. Words Their Way is a fantastic resource for teaching phonics, spelling, and vocabulary. But it's also true that with over 200 sorts available to you, getting started can feel overwhelming. But fear not! It's really not as complicated as it seems. I've helped a lot of teachers and students initiate the program in their classrooms and once they got going it was a piece of cake!

First, you'll need to conduct the Bear Spelling Inventory with your students. The assessment comes with the book and is such a valuable resource! My school district uses it across the board in grades 1st - 6th. It makes it so obvious which spelling patterns students are lacking and it also tells you what spelling level they fall into - either Letter Name Alphabetic, Within Word Pattern, Syllables and Affixes, or Derivational Relations (these levels also correlate with student reading levels - awesome!). Based on the results, you can then group your students according to their level. Dr. Bear recommends having no more than 4 groups in a class. So some of your students may need to join a group that's a bit out of the level they tested in. For example, you may have 5 students at the beginning of the Syllables and Affixes level, and 1 student at the middle of that level. The 1 straggler student just joins the other Syllables and Affixes kids, at least to get started. If you notice that a particular student is acing every spelling test each week it's probably time to change their level. That's another reason to love this program! Students can easily change levels by simply copying a different sort the following week. It's easy to adjust to student needs and differentiate this way. I love when I can be responsive to student needs so quickly!

Next, you'll need to prepare a word study notebook for each student. Older students can certainly prep their own books. Here are a couple of sample photos:

I use Word Study notebooks for more than just word sorts and spelling but this gives you an idea of how to get started. Here are the cover labels:
Word Work Label
The inside cover of the notebook has a library pocket glued inside. The pocket holds a coin envelope that contains the student's sort for that week. The purple sheet gives the student some ideas of what they can work on during word work if they've finished their sorts. That page can be found here:
Word Work Options
The next page has word sort tasks explained for students. When a class is starting Words Their Way I find it best to model each of these sorts for the whole class, as well as the teacher, just so everyone has a bit of experience with the tasks they'll be asked to do on their own. Students work on word study for about 20 minutes per day. Here's the page:
WTW sorting task cards
So with the student notebooks ready, sorting tasks introduced, and students grouped, the teacher now has to copy the sorts her students need. It's a bit tricky to explain without the Spelling Inventory in front of us, but basically you take the spelling level of a group of students, decide if they are at the beginning, middle, or end of the stage, then choose a sort within that category. The sort you choose serves as the starting point for that group. For example, if I have a group of Within Word Pattern students who fall in the middle of that developmental stage I might choose to start them around sort #15. So the first week their spelling list comes from sort #15, then next week we move on to sort #16, and so on. Once you know where to start your student groups it's easy to copy sorts for the next several week of word work. (Note - there's no need to move on to a new sort just because the week is up. Move on when students show they're ready.)

But how many copies should you make? Easy! Let's say your Within Word Pattern group has 7 students in it. Each student will need a sort but you'll also need one for modeling purposes and for the spelling test you'll give at the end of the week. That's 7 + 1 + 1 = 9. Copy 9 sorts of #15 Within Word Pattern. The nice part is that if you hang on to the 2 extra copies you made you can use them year after year. You'll just have to create a little filing system for yourself so they don't get lost!

Before introducing sort #15 to students I cut apart all the sorting cards and I do the sort myself. Some of the higher level sorts are quite challenging and I want to be sure I'm giving accurate instructions, especially since I didn't learn to spell this way (but wish I had!). After that, I take a look at the other page I copied that I'll use for the spelling test later in the week. I grab a trusty highlighter and highlight 10 words that I'll use for the test. I'm careful to choose 10 that contain all the patterns represented in the sort. Remember: this sheet will be used for a spelling test so don't show it to students! Students will work with all 20-30 words on their sort but will only be tested on a random 10. That's Dr. Bear's recommendation and it makes sense to me! If students have learned the patterns then they should be able to apply them to any word on the list, and on new words they haven't yet encountered.

You may be wondering, if each of my groups has their own word sorts, how many spelling tests am I giving each week? Well, you'll be giving a separate test to each group. But this doesn't mean it has to be time consuming. Here are two ways I've found that work well and don't take up a crazy amount of time.

The first method is to stagger your groups throughout the week. By this I mean the Within Word Pattern group gets their new sort on Monday, tests on Friday. The Syllables and Affixes group gets their new sort on Tuesday, tests on Monday. The Derivational Relations group gets their new sort on Wednesday, tests on Tuesday. See? If you like this route I just recommend you allow your needier spellers to receive their new sort and test in the same week. It can be difficult for some kiddos to go a whole weekend before taking the test, but your top spellers usually don't have a problem with this.

The other, somewhat easier, method for testing is to test everyone together on Friday. I usually split the class in two and introduce new sorts to my needier spelling groups on Monday and my higher spelling groups on Tuesday. My higher spellers can wait an extra day before getting a new sort without jeopardizing their achievement. They can work on other word work activities on Monday. For the spelling test on Friday, I have my students sit in their spelling groups and number their papers 1-10. I call out the first word for the red group, then the first word for the yellow group, and so on. Each group listens for their group to be called and writes their own word. It sounds a little chaotic but I promise it works like a charm! And it's only 10 words so it doesn't take long to give 3-4 spelling tests. Then your whole class is done!

I hope that clarifies the whole-class Words Their Way system for folks who were interested. On my next post, Words Their Way - round 3, I'll talk more about how to introduce the word sort and ways to use the sorts in early literacy groups. Until then!

# data[].attributes.attachment_link.description
Wow! I got some great feedback from my first post on Words Their Way. I actually got a shout out from Dr. Donald Bear himself! I couldn't believe it! "I enjoyed the Prezi. Thanks for your very kind words!" - Donald Bear And check out the comment he left on the original post.

# data[].attributes.headline
A 4th grade teacher talks about WTW in her classroom, including how to communicate with parents regarding word study

# data[].attributes.subject
A 4th grade teacher talks about WTW in her classroom, including how to communicate with parents regarding word study

# data[].attributes.attachment_link.readable_text
Last year our principal came to my fourth grade team with the Words Their Way program. The phrases:

"Application of spelling!"

were thrown around, but all I saw was a confusing checklist, a series of books, new terms to describe spelling, and about a hundred different word sorts. Prior to Words Their Way, my preparation and class-time spent on spelling was very minimal. I had two lists (fourth grade list and challenge list). The only in-class instruction and practice time was the pre and post test. The rest of the practice was done for homework at home. This seemed like a great program, but the two questions that hung over my head were:

1. How will I find the time to do this in class?

2. How much additional time is this going to take to plan?

Overwhelmed was an understatement.

Our district did a wonderful job of training us on how to give the placement test and form our groups. YouTube has a number of videos to show these steps as well. View my Phonics Assessment presentation I made for Grad School to get a better idea of how to get started if you'd like.

Although the training and grouping was pretty painless, the part that worried me was the added work I was about to have. One afternoon my team and I sat down. We organized the sorts, came up with a general packet, created a weekly rotation, determined an appropriate homework assignment, and started Words Their Way pretty painlessly!

Work Smarter NOT Harder!

Organization

What You Need:

Hanging file folders (color coded = much easier!)

Filing bin/cabinet (easily accessible)

Labels for file folders

Master copy of each sort

Copies of the table of contents from each book you are using

Make each sort cluster on a different page

Paper clips

I have to admit, this part is time consuming, but preparing it all ahead of time is so worth it.
The labels should include: Spelling stage, level (early, middle, or late), sort range, spell checks checks (if any).

Hanging file folders should be coordinated with the book color: Alphabetic Spellers (Red), Within Word Patterns (Yellow), Syllables & Affixes (Green), Derivational Relations (Blue)...etc.

Each file folder should be labeled, and separated by sort cluster and identified between early, middle, and late. There will be about 10+ file folders per book.

Within each file folder should hold a master copy of the correlating lists (in order). This will make copying easier in the future!

Put the file folders in order of earliest to latest developmental stages.

Come Up With a General Sort

Words Their Way has a number of sorts and endless possibilities of ways to practice words. I simply don't have the time to generate and teach new types sorts for students each week. I felt that providing students with a routine would be most beneficial. Lucky for YOU, a general sort is already made.

This general sort requires students to manipulate the words, rewrite the words, test themselves on the words, and generate new words that fit in the sort.

Another activity to add rigor to the general sort is a feature analysis, which requires students to look at meaning, origin, word parts, and more.

Weekly Rotation

I meet with one group per day, four days per week for about 15-20 minutes. Students' tests and homework due dates are staggered (which is an adjustment at first, but manageable after practice). I recommend communicating with parents about the staggered test/homework dates to avoid confusion. Each day I project the rotation, and students are held accountable for their daily work. Purchase the rotation from my Teachers Pay Teachers store. The rotation correlates with the general sort packet. The sorts are described in more detail in the document.

Before fully implementing the Words Their Way rotation, I model each sort/page of the packet then have students practice each type of sort full class, with an easy list.

Homework Assignment

I use class time as spelling and phonics practice mainly. The focus on homework is the meaning. To keep things interesting, and to allow students to challenge themselves appropriately, I give them choice on their homework. You can download my homework page from my Teachers Pay Teachers store.

TIP: Have students underline their spelling word and write their spelling group at the top of their paper. Since you're grading multiple spelling lists, that makes it much more manageable!

Parent Communication

Our school has an immense amount of parent involvement. Whether that is the climate of your school or not, I recommend keeping parents informed. This will make the homework/testing transition easier. We sent home a letter to parents explaining what the program is all about, and how we will be using it in the classroom.

My class has really grown to enjoy Words Their Way. If you like the idea of minimal planning, manageable grading, and a smooth-running class, then feel free to download my Words Their Way bundle. It includes all you need to get started with Words Their Way (and it's slightly cheaper than buying all the components separately).

If you want to pick and choose, by all means, download whatever you'd like, my products are very flexible!

And...if you have other smarter, not harder ideas for Words Their Way, PLEASE SHARE! I'd love to add a new spin!

Here are some resources that I found helpful when getting started with Words Their Way:

Words Their Way Official Site - Provides a variety of sorts, PDFs of Words Their Way materials, videos, games, and more! (NEED A LOGIN)

Sorts in a PowerPoint - This is great to link on your webpage, I know I wouldn't have the patience to make all of these myself!

Pinterest - What else would I waste away my time on?

# data[].attributes.attachment_link.description
Last year our principal came to my fourth grade team with the Words Their Way program. The phrases: "Application of spelling!" were thrown around, but all I saw was a confusing checklist, a series of books, new terms to describe spelling, and about a hundred different word sorts.

# data[].attributes.attachment_link.readable_text
If you have followed my blog, you know that I am a big fan of Words their Way. {You might take a minute to check out my detailed post including 10 tips for implementing word study and a detailed explanation of my routines--this is great info for Word Study/spelling programs even if you do not use Words their Way.}

Today, I'm focusing in on my Derivational Relations Spellers (the blue group). Students who fall into this group are your best spellers. I have always felt that the Derivational Relations Group needed a little something more for their word study activities. Students who fall into the Derivational Relations Spellers group can often spell the words provided in their sorts with much ease. Typically, these students also find it easy to quickly attain word meanings and spellings for new words. In the past, I have had them complete Frayer Model-type activities (pick 10 words, record synonyms, draw an illustration, make a personal connect, write a definition or a sentence, generate other words that contain the word part, etc). I have also had them create crossword puzzles for others in their group to complete. However, these default activities never felt organized or worthwhile enough, so this year, I decided I wanted to get ahead of the game and have extension activities that made sense for each Derivational Relations Unit.

I created Word Study Notebook Activity sheets to go with each sort to help my Derivational Relations Spellers analyze spellings, sound changes, and meanings of their word study words. The activities are designed for independent exploration and reinforcement of concepts that are embedded in the unit of study. However, these activities could also be used to guide a lesson in a small group meeting. {Side note, I also think that the Derivational Relations Spellers sorts would be perfect for 5th-6th grade as a whole-class vocabulary/word study program combined with differentiated spelling/word study. If I were teaching 5th grade this year, I would be using these activities whole-group to expose students to prefixes, suffixes, and Greek and Latin roots--the main focus of the blue book.}

Using the Activity Sheets

These word study notebook activity sheets are meant to be a companion to Words Their Way: Derivational Relations Spellers (Templeton, Johnston, Bear, and Invernizzi). You really need the word sort books to implement this differentiated word study program.

Based on the level of difficulty of the activity pages and how progressed your students are with being "independent thinkers," you may choose to have them complete some of the sheets independently and save others for their small group meeting with the teacher. These sheets can also be completed in partners. (You might specify how you want the activities completed prior to students beginning the set for each sort.) Allowing students to work in partners at the beginning of a unit (say the first and second sorts in the unit) and then expecting students to complete later activities in the unit independently is another way you can provide extra support and scaffolding. This week, I had students pair up and share their work after they completed the activities.

The Routine for Derivational Relations Spellers

I set aside 20 minutes for word study with the goal of having our word study block consistently 3-4 times a week.

Day 1 and Day 2: My students begin their individualized Words-Their-Way word study routine with my "blind" Word Search activity. Because I want students searching for word patterns and increasing their ability to recognize correctly spelled words-a major key to spelling improvement-these word searches do not contain the word list. ( Word searches for each Words Their Way Level can be found in my store.) This routine activity is meant to be an engaging, fun way for students to discover their word study words. As students find words in the word search, they are required to record the words they have found, sorting them categories based on sound and/or look of the word, just as they do in other Words their Way sorting activities.

*At end of day two/beginning of day 3, you may give students their word study word list from Words Their Way: Derivational Relations Spellers to provide students with feedback on the words they have not yet found. I don't have my derivational spellers cut the words apart. They really just need the word list.

Day 3 and 4: Students work on the Word Study Notebook extension activities to build deeper understanding of word spellings and/or meanings.

Day 5: Meet with teacher: This meeting provides an opportunity to go over activities that students had difficulty with and to reinforce specific the word study concepts based on the word list students are working on.

Day 6: Assessment: Call out words and take a "traditional" spelling test OR complete a "blind sort" spelling test (this means students cannot see the words but sort the words into categories as they record them.) I love blind sort assessments because as I watch students categorize words, I see them actively thinking about spelling-erasing, moving words around, and correcting spelling.

I cycle my students through a staggered word study routine. Keep in mind that if sort activities require additional time or if my word study time is limited, I can have students cycle through the same routine twice for one sort. (Based on difficulty level and students' prior knowledge, some sorts may require an extra cycle while others may not.)

Word Study Routine Tip: Stagger It!

I have found it helpful to stagger word study groups so that each of the activities (like "meet with the teacher" and "Spelling City") happen on a different day for each word study group. This has allowed me to better manage the needs of each group and focus most of my attention on one group on their "teacher" day . Staggering the activities also allows me to further differentiate and tweak student activities without stigmatizing certain groups (usually needed for the highest and lowest groups). For example, my lowest group completes Look, Say, Cover, Write, Check with their words and I embed their assessment into their teacher day, while my higher group has a whole set of additional activities to complete.

Staggering my word study routine also allows me to target a major word study issue-the fact that organizing our schedule based on Monday-Friday often fell apart. In the past, I have created my word study routines/schedule based on a 5 day week, but we rarely get an uninterrupted 5 day week for word study. In my classroom, this usually meant that the assessment day didn't happen and students just moved on to a new list AND it also caused students and me frustration because it was hard to be dedicated to the routines I had trained them for.

To visually represent this change in thinking, I display our word study schedule and place a magnet above the day we are on that says "We Are On..." This way, if we have a short week or a scheduled interruption, we don't have to completely cancel word study or skip activities for that word list. Although we might take a week and a half to cycle through the activities for one word list, we value word study more because we know ALL of the routines are going to happen for that word list. When we are almost at the end of a quarter or close to a long break, I can start staggering groups out of word study.

Side-note: At the beginning of the year, it is important to model and complete these routines whole-group so that students understand the routines and expectations for each activity.

If you are interested in taking the Derivational Relations Activities for a test drive, I have uploaded the activity sheets for Sorts 1 and 22 on teacherspayteachers. If you download, I would love some feedback!

I would also love to answer any questions you have about Word Study!

# data[].attributes.attachment_link.title
~Words their Way Word Derivational Relations Notebook~

# data[].attributes.attachment_link.description
If you have followed my blog, you know that I am a big fan of Words their Way. {You might take a minute to check out my detailed post including 10 tips for implementing word study and a detailed explanation of my routines--this is great info for Word Study/spelling programs even if you do not use Words their Way.} Today, I'm focusing in on my Derivational Relations Spellers (the blue group).

# data[].attributes.body
Scroll down to bottom on page.  CODE: fdk 1000

# data[].attributes.attachment_link.keywords[]
educational education textbook text book programs publisher publishing company

# data[].attributes.attachment_link.keywords[]
early childhood elementary middle high school teacher teaching professional development resources materials program

# data[].attributes.attachment_link.keywords[]
interactive whiteboard whiteboards games pearson education school publishing

# data[].attributes.attachment_link.title
Instructional Resources | K-12 Education Solutions | Pearson

# data[].attributes.attachment_link.description
Our Pre K-12 education instructional resources, curriculum materials, digital learning tools and assessments help to educate children across North America

# data[].attributes.attachment_link.readable_text
Words Their Way, check out the foundational text by the same name. To see an example of the developmental spelling inventory, check out this tutorial from Pearsontraining.

In the past few years, I have tried different things, but worked to simplify the process of having too many groups, word lists, and activities for students to complete. I have also worked to find routine activities that remind students of the purpose of word study~that the spelling learning should transfer into our actual writing! I have found that students' spelling deteriorates when word study is dropped from the classroom (maybe students think you don't think spelling is important at that point?) and that if I can get my routines together, students actually have a lot of fun during word study.

Keep in mind that the routines and ideas I describe below are from the upper elementary perspective. Of course, modifications and scaffolding may be necessary for lower grades and weaker spellers.

Tip # 1: Stop planning Mon, Tues, Wed, Thurs, Fri routines and think of your word study activities as a cycle. Students cycle through all activities for each word list. This shift in thinking helped me tons--our schedule gets interrupted, so teaching students "This is what we do on Monday, Tuesday, Wednesday," was really always an issue. Now, I have a seven day cycle of activities for students, including a few whole group days where we work together. How do I keep up with where we are? I have a chart showing each groups' assignment for the day. We move a sticky note that says "We are Here!" each day. This also gives us the freedom to have "off" days where we do something else with our word study time.

Although we might take a week and a half to cycle through the activities for one word list, we value word study more because we know ALL of the routines are going to happen for that word list. When we are almost at the end of a quarter or a long break, I start staggering groups out of word study.

Here's my current word study cycle of activities (and it feels "successful" most of the time):

Day 1} Complete "Blind" Word Search and try to deduce current word sort rule or pattern. If you are familiar with Words Their Way, then you know that a "blind sort" is an activity where students sort the words into categories (and write them down) as they hear them called out. It's called BLIND because they are not looking at the words. By doing this "blind searching" through a word search, students have a fun way of figuring out their word pattern focus for the word study cycle. The word search WORD searching is an engaging, fun way for students to discover some of their words andsharpen their ability to recognize words that are spelled correctly (a major key to spelling improvement). Students also demonstrate their understanding of sorting by sound and/or look when they record the words they have found into categories. (Students have the word searches glued into their notebooks and MUST record the words as they find them by SORTING the words into categories)

Tip # 2: Once you assess students and decide which lists they will start with, make copies of the word searches they will need for the quarter and spend a session helping students glue the word searches into their notebooks. I save 2-3 pages between each word search for word work and for "Meet with the Teacher." Remind students to keep the word searches in order as they glue them!

Tip # 3: You can work with your lower group before they do Word Search day. This gives them exposure to the word patterns they will be working with and hopefully a boost of confidence as they search for their words. If you have younger students and want them to have a copy of the words, just give them the word list from the Word Study books, but I strongly encourage you to consider giving them a few words to get them started and then have them search for the patterns, rather than spoon-feeding them the whole list.

Day 2} Meet with the Teacher (includes sorting words, discussing word patterns/rules and word meanings, etc.)With average/higher groups, I ask what words they found in their word search and we sort them into categories on a white board. Sometimes I will provide them with other words they should have found, but hearing what their group members found gives them clues about what else to look for.

Tip # 4: The lower groups just need practice, practice, practice, and immediate feedback. When these kiddos meet with the teacher, I give them a white board, marker, and eraser and fire off words at them from the list they are on and from previous lists. We often have to focus on short sounds vs long sounds, words with double vowel patterns, and making sure we have represented all of the sounds found in the words.

Tip # 5: For your struggling spellers, try using compound words that still fit the patterns they are studying. This allows them to practice DOUBLE the words and will allow them to feel like they are working on words just as large as other groups in the class.

# data[].attributes.attachment_link.title
Word Study Routine and Tips~Words their Way

# data[].attributes.attachment_link.description
Words Their Way, check out the foundational text by the same name. To see an example of the developmental spelling inventory, check out this tutorial from Pearsontraining. In the past few years, I have tried different things, but worked to simplify the process of having too many groups, word lists, and activities for students to complete.