Stages of Word Solvers:
Levels: |
Beginning |
Emergent |
Transitional |
Advanced |
Descriptions: |
The beginning word solver
is becoming aware of the sounds (phonemic awareness and the alphabetic
principle) in words and some visual features of print, usually a letter in
his/her name, developmental or invented spelling. This is when children start
to begin to think about and learn about print.
Beginning word solvers:
● Repeat words and identifies a few sounds
● Recognizes own name (or part of it) in writing
● Notices print in the environment
● Responds to stories and sometimes notices print.
|
The emergent word solver knows many sound-letter
relationships and
writes patterns and
reads using the letter-sound relationship. Can write most
letters. Write words based on sound and easy to hear vowels
Knows the names of the
alphabet and related sounds.
The emergent word solver:
● Notices and can identify some sounds in words.
● Recognizes a few easy high-frequency words.
● Knows the names and/or sounds of some letters -
mostly consonants and some dominant vowels.
|
Transitional word solvers know consonant and vowel patterns. Transition from reliance on regular
letter-sound to spelling patterns. Understand that there is a sound in each
syllable. Hear most sounds, even harder-to-hear vowel sounds.
The transitional word
solver:
· Reads and writes some easy two or three-syllable
words, and
· words with simple endings Uses simple word patterns.
|
The advanced word solver
comprehends the different rules and principles of how words work, they use
their roots to figure out its meaning. They also have an in depth
knowledge of words, which includes: base words, root, inflections, and their
meanings.
The advanced word solver:
● Demonstrates understanding of rules and principles
of how words work by categorizing words and finding examples.
● Reads accurately with fluency and smooth, usually
unobservable, word solving.
|
Activities that they would use are: |
● Rhymes, songs, chants
● Work with names (charts, songs, poems)
● Shared Reading
● Reading aloud
● Interactive writing
● Language experience/shared writing
● Independent writing
● Code-based instruction on their deep knowledge of
language learning
● Take advantage of natural relationship between oral
and written language
|
● Word study System
● Use of Word Wall
● Guided reading and independent reading with more
complex texts
● Word study of more complex words
● Writing workshops activities
|
● Word study System
● Use of Word Wall
● Guided reading and independent reading with more
complex texts
● Word study of more complex words
● Writing workshops activities
● Provide practice with multisyllabic words for both
writing and reading
|
● Use of Word Walls
● Writing Workshop with more emphasis on composition,
editing, proofreading, and publishing
● Retelling story along with retelling from a
different prospective
|
