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Within Word Presentation

By: Abby Harmatz, Katie Hardy, Katherine Montera, Jessica
Lowen, Amanda Honnold, and Stephanie Dunn

❖ Information on this stage

Agenda





“Within Word Students”
Literacy Development
Orthographic Development
Reading Instruction
Writing Instruction

❖ Model a Word Sort
❖ Game!

Information On This Stage

“Within Word” Students
From “Words Their Way”: “Within word pattern stage is a transitional
stage of literacy development between the beginning stage when
student’s reading and writing are quite labored and the intermediate
stage when students can read and a variety of genres more fluently”


This stage can is like a transition stage for students.
Most of the students are in grades between late 1stearly 4th grade (though struggling readers/spellers can
be in this stage as late as middle school)
In this stage, there is A LOT of focus on patterns for
students to master (especially vowels)

Literacy Development for “Within Word” Students
For READING:

Students move from the full alphabetic phase to the consolidated
alphabetic phase in which they begin to recognize patterns and chunks to
analyze unfamiliar words
○ The word “chest” as 2 chunks ch-est instead of ch-e-s-t
Students are generally reading orally at the beginning of the transitional
period but by the end they can manage substantial periods of silent
reading during DEAR/SSR time, and can be assigned to read independently
without the teachers support, which makes it possible to use reading group
time to share reactions to a selection
Lots of reading experience is crucial at this stage, students should read
for at least 30 minutes each day in instructional and independent level
materials

Literacy Development for “Within Word” Students
For WRITING:

Students are writing more fluently during this stage because
they know how to automatically spell many words

Strategies to learn Vocabulary



Read alouds
Word sorts
Concept sorts
Dictionaries

Orthographic Development
Phonemic awareness by this stage is well developed. Short
vowels, blends, and digraphs are nearly mastered, but some
vowel patterns can be challenging to spell, especially
within a word
The r-influenced vowels- the influence of the r causes some
words with different vowel spellings to become homophones
(like fir/fur) and make vowel sounds spelled with er, ir,
and ur indistinguishable in many cases (herd, bird, curd)

Orthographic Development (cont.)
The Complexities of English Vowels

Factors that lead to students having difficulty the mastery of some vowel patterns

There are more vowel sounds than there are letters to represent them

Example: pairing vowels together (ai in rain au in caught)

Silent vowel markers: e in came, y in play, and w in saw

Most of the sounds for the different vowel sounds are spelled in different ways

There are more vowel sounds than just short and long vowels, including:

R-influenced vowels (car, sir, earn)

Diphthongs (brown, cloud, boil, toy)

Ambiguous vowels that aren’t long or short (caught, chalk, straw, thought)

Since there are multiple dialects, and pronunciations of these vowels can
vary

There is an oddball category for words that don’t fit a vowel pattern (don’t
ignore for word study!)

ELL students struggle with these vowel sounds since English has so many more
vowel sounds than most languages

Orthographic Development
Homophones/Homographs/Homonyms

homophone- words that sound alike, are spelled differently and have
different meanings (bear/bare, forth/fourth)
homographs- words that are spelled alike, but have different
pronunciations and different meanings (lead someone along/the element
lead)
homonyms- words that share the same spelling but have different meanings
(park the car/play in the park)

Reading instruction for “Within Word” students



Students at this stage are now able to read in phrases
instead of word-by-word.
Promoting expressive reading: Reader’s theatre, repeated
readings, and reading poetry
Greater focus on comprehension
Teachers must continue to build student’s word knowledge
so students can continue to improve their fluency.

Reading instruction (cont.)


Students at this stage now use strategies to help them
decode unknown words, giving them the ability to read
more complex texts.
Types of texts to use for these readers:

Beginning stage: beginning chapter books such
-These books have illustrations that supports
up into short chapters, plot is still simple
❏ End stage: Easy chapter books like Magic Tree
-Text is broken up into longer chapters, very
illustrations, plot is more complex and longer
❏ All throughout the stage: informational text,
different genres

as Henry and Mudge
the text, broken
House
little
magazines,

Writing instruction for “Within Word” students

Students know how to automatically spell a greater amount
of words
As a result, students can spend more time writing in
greater detail, so their writing prompts can be more
complex.
Students can now practice writing their answers to
questions.

Model
a Word
Word
SortSort

Model a Word
Sort
Roll-A-Word
Game!

Roll-A-Word
Write your word in a sentence.

Draw a picture of your word.

Create a new word by changing one letter in your word.

Write a synonym for your word.

Write an antonym for your word.

Write your word three times.