Chapter 8
Word Study for Advanced Readers and Writers:
The Derivational Relations Stage
The term derivational relations is used to describe the type of word knowledge that more advanced readers and writers possess. The term emphasizes how spelling and vocabulary knowledge at this stage grow primarily through processes of derivation-from a single base word or root word, a number of related words are derived through the addition of prefixes and suffixes. Word explorations at this stage generally have more to do with vocabulary development than simply spelling development. (Bear, Invernizzi, Templeton, & Johnston, 2012, p. 273).
Our goal at this stage is to teach students that words that are related in meaning are often related in spelling as well. So by thinking of a word that is related to one you're trying to spell, you will often discover a helpful clue to the spelling.
Word Study for Advanced Readers and Writers:
The Derivational Relations Stage
The term derivational relations is used to describe the type of word knowledge that more advanced readers and writers possess. The term emphasizes how spelling and vocabulary knowledge at this stage grow primarily through processes of derivation-from a single base word or root word, a number of related words are derived through the addition of prefixes and suffixes. Word explorations at this stage generally have more to do with vocabulary development than simply spelling development. (Bear, Invernizzi, Templeton, & Johnston, 2012, p. 273).
Our goal at this stage is to teach students that words that are related in meaning are often related in spelling as well. So by thinking of a word that is related to one you're trying to spell, you will often discover a helpful clue to the spelling.
Development of Students in the Derivational Relations Stage
Students in the derivational relations stage will be found in upper elementary, middle school, high school, and into adulthood. Students at this level are fairly competent spellers, so the errors they make are “high level,” requiring a more advanced foundation of spelling and vocabulary.
It is important to note the distinction between word-specific and generative vocabulary instruction at this stage:
word-specific instruction is typically to teach an understanding of the content and specific vocabulary, while generative instruction is to teach about words and the process of combining word parts. This is also known as the spelling-meaning connection.
Flanigan (2011) refered to the old saying,”Give someone a fish, they can eat for a day. Teach them to fish, they can eat for a lifetime.” Word-specific instruction gives students the fish; generative instruction teaches them how to fish.
Reading – These advanced readers are able to explore the Greek and Latin word elements that are important morphemes out of which thousands of words are constructed. Reading at this stage is the primary means by which students gain access to these words.
Vocabulary Learning - Growth in core academic as well as content specific vocabulary increases dramatically during this stage. Concept sorts help to activate background knowledge and are also key to the learning of new vocabulary. Sorting, moving, and discussing the words engage student learning.
Word Origins - Understanding a words origin can give students insight into the spelling and meaning of the word. Studying a word's history as well as words from other languages leads to a greater understanding of word meanings and spellings.
Orthographic Development in the Derivational Relations Stage
Table 8.1 summarizes some of the characteristics of spellers in this stage.
Word Study Instruction for the Derivational Relations Stage
Word study instruction at this level emphasizes active exploration of words and the applications of word knowledge to spelling, vocabulary development, and the analysis of unknown words encountered in reading.
An important caution to keep in mind is that elementary students at this stage may be ready for the concepts but do not have the vocabulary knowledge for many of the words. The words are unlikely to show up in their grade level reading material. Placement into this stage may need to depend on the students grade level.
Word Study for English Learners in the Derivational Relations Stage
The study of cognates is particularly helpful to English learners at this stage. Cognates are words in different languages that share similar structures and similar meanings because they share similar origins. Looking closely at cognates will help the student to see similarities between their native language and the language they are learning.