Thematic Vocabulary (Beers)

In chapter 12 of Beers' book, she explains why it is important to discuss spelling in a reading text. Beers (2003, p. 245) states, "as spelling knowledge improves, word recognition improves" (as cited in Adams, 1990; Ehri, 1980; Invernizzi, 1992; Bear, Invernizzi, and Templeton, 2000; Ganske, 2000). Assessing students' spelling stages at the beginning of the school year is crucial to planning. Spelling stages are also correlated with their reading level, see Words Their Way (Bear, Invernizzi, Templeton, Johnston, 2012, 5th edition). This is an invaluable tool for teachers as they differentiation instruction.

I believe thematic spelling units are very useful in all classrooms. It is important to note that just because this is a "spelling unit," it does not mean that there will be a traditional test. Students should be introduced to many Tier 3 words before reading their new text or unit out of a textbook. Tier 2 vocabulary is more easily taught at "point-of-contact," when the students come across an unfamiliar term. This is also a great way to model use of contextual cues, as well.

Thematic spelling units using Tier 3 words prior to reading not only gets students comfortable with new content, but also helps them form connections. I plan on using themed spelling units in my future classroom. Once the students have been introduced to the words and had some time working with them, I would then create a graphic organizer, or web, to show how all of the terms are connected with each other and the larger theme. I often did this when I was reading Shakespeare because there were so many characters who were all connected to each other somehow. I will share this information of how I found this visual strategy that worked for me when I was reading a text for the first time so students can transfer this new knowledge to other contents or aspects of life.