Transcript Literacy - deliaarmstrong

Literacy
Writing and Spelling
A Short History
• Reading and writing are relatively recent
human accomplishments. ( 5000 years)
• Humans have communicated with spoken
language traditions for more than 30,000
years.
• The biological pre-disposition for mastering
spoken and written language differs greatly in
humans. ( Shaywitz)
“Writing is not language, but merely a way of
recording language by visible marks.”
Leonard Bromfield, linguist
The majority of the world’s languages have no
writing system at all. ( They have preserved
their history through oral memorization)
The English Language
• Known as a deep orthography
( orthography refers to the writing system that
represents sounds)
• Spelling units correspond to
Sounds ( phonemes and syllables)
Meaning ( morphemes)
• Spelling patterns of English can be categorized by
language of origin ( Anglo-Saxon, Latin, Greek)
Anglo Saxon Origins
• Oldest layer of language
• Includes most common and compound words
• Spelled as they sound with long and short
vowel sounds
• Most consonant/vowel- sound symbol
correspondence.
• 100 most frequently used words
• “Glue words” (the, a, and, you, would)
Greek Origins
• Modern scientific and mathematical terms
tend to be derived from Greek morphemes.
• Sounds: y for i (gymnasium)
ph for f ( photo, phone)
ch for k (chorus)
• Combined forms make English words:
Microscope,
photosysnthesis
Latin Origins
• Words are constructed around a root whose
meaning is modified through the addition of
prefixes and suffixes (pro-ject-tion)
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Prefixes: un, mis, re, sub, pre, de, con …
Roots: struct, flect, mit, dict, duce…
Suffixes: ment, tion, sion, tious,
Plurals: crises, …
Modern English
• Adopted words from other languages
• ex.) Spanish: plaza, chocolate
French: bayou, levee
Italian: pizza, cello
Despite all of these layers of language, English
remains a predictable and rule - based system.
( Moats- Speech to Print)
Spelling/Decoding Continuum
to include layers of language
K- Phoneme awareness, letter names, letter sounds
1- Anglo-Saxon consonant and vowel sound-spelling
correspondences
2- More complex Anglo-Saxon spelling patterns
3- Syllabication, compounds, and word endings
( inflections)
4- Latin Based-prefixes, roots, and suffixes
5-6 More complex Latin based forms
7-8 Greek combining forms
(Marcia Henry)
Skills Young Writers Need to be Taught
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Letter formation
Alphabet knowledge
Sound-symbol correspondence
Spelling word study
Handwriting fluency
Sentence composition
Linking sentences into paragraphs
Teaching Spelling
Needs to include teaching of:
• Sounds
• Symbols
• Syllables
• Morphemes ( units of meaning)
• Memory techniques
• History of Language
• Self-monitoring strategies
Teaching Spelling, continued
• Teach awareness of sounds and their
sequences in words. PA- tapping
• Sight words: A few at a time - 3-5 per week
• Emphasize spelling patterns and
correspondences
• Use word sorting, dictation , sentence writing
speed drills, and proofreading to teach HOW
TO SPELL
Special Techniques for Spelling
• Use pictures and stories to help students
make a connection between sounds and
symbols. ( Look at the food, Plow the snow,
Trout soup, Ozzie has an awesome auto, Point
at the boy, etc. )
• Teach tricks… Take Tom or you’ll have to row
the boat ( tom-or-row), Wed- NES ( Nintendo
entertainment system) day= Wednesday.
Special Techniques
cont.
• Build memory for non-phonetic words by
teaching visualization strategies. *
• Teach a line spelling technique.
• Allow students to be challenged with more
difficult words sometimes.
• Create a spelling notebook with high use
words and pattern words.
• Teach “Best and Rest” vowel choices
Spelling- Understanding the 6 syllables
• Some commercial programs are very explicit in
teaching the six syllables for reading and
spelling: Wilson, Open court, Rewards,
Lindamood-Bell LIPS, F.A.S.T.. , Megawords.
• Syllable knowledge is the basis for reading
instruction as well as phonetic spelling. Even in
non-phonetic spelling, a student will use
sounding out strategies as well as rule/memory
applications.
Spelling Assessment
• Formal ( Woodcock Johnson IV, Brigance, Test
of Written Spelling, )
• Informal- Primary Spelling Inventory
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Words Your Way ( CD)
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Gorton Spelling list
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Spellography Spelling Inventory
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Primary spelling Inventory
Sample test activity
• Directions for Spellography test practice.
1. Look at each word the student wrote. Circle any
elements that the student got correct.
2. If correct, give one point in next to last column.
3. When done tally up the elements in each row.
4. Code ( R- Y, G) or color code as stated on the sheet.
5. Evaluate strengths and weaknesses with your table
partner.
How would you evaluate Phillip’s spelling needs ?
Writing InstructionPutting it all together
• Writing is an essential component of a
comprehensive literacy program.
• When students write about experiences and
ideas, they engage both personal and
objective meanings of the deepest level.
• Writing and promotes critical thinking
reasoning.
• It is a true metacognitive task.
Why is writing so difficult?
• Readers are not necessarily writers.
• Writers have to use the four processors
critical for word recognition:
• ( Phonological, Orthographic, Meaning,
Context)
• Writing draws upon other languages, motor
memory, attention and executive functions
(Planning) and background.
Writing is a Juggling Act
Higher level thinking
Lower Level Skills
• Logical connections
among ideas
• Control over genre
structure
• Maintain purpose and
goal
• Keep audience in mind.
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Letter formation
Sound-spelling links
Recall of sight words
Use of punctuation and
capitalization
• Monitoring of symbolic
accuracy
What good Writers Do
• Plan their writing
Generate ideas, set goals, organize ideas
• Translate ideas into written words
Generate text, transcribe ideas onto the page
• Review and Revise what is written
Read as audience, repair, improve, proofread
Children are different
• Beginning writers must acquire many skills before
they can handle higher level composing tasks.
• Letter formation
• Spelling
• Spacing
• Etc.
• Each Subcomponent has a developmental path
that needs to be taught.
Rubrics for describing writing
Writing Stages
6+1 Traits
Language and Cognition
Planning
Ideas
Organization
Content Knowledge
Memory, experience
imagination, genre
knowledge, logical
reasoning, goal
directedness, topic, focus.
Drafting
Word Choice
Voice
Sentence Fluency
Vocabulary, logical
connectors, cohesion,
figurative language,
awareness of audience,
conviction,
Revision/Editing
Conventions
Presentation
Punctuation, phonological
awareness, orthographic
knowledge, handwriting
fluency, spatial sense,
communicative intent
Roadblocks to Writing
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Poor background knowledge
Limited vocabulary
Lack of proficiency in English
Lack of imagination or experiences
Motor control issues
Lack of motivation
Disorganized thoughts
Strategies for getting started
• Springboard: Story, illustration , object,
photograph, story starter.
• Explore and develop background knowledge.
• Provide a model of the type of writing.
• Brainstorm ideas and put into a list: verbal,
graphic, pictorial representations.
• Organizational plan: web, story frame, graphic
organizer, sequence chart, outline of ideas.
• Self- Instruction strategies : checklist
Translating the ideas into print
• Generating language – What point do you want
to make? Select good words, translate the ideas into
sentences. Connect ideas within sentences and
between sentences.
• Transcription: Putting words into conventional
symbols: (letters, punctuation marks, spelling,
fluency and accuracy)
Review-Revision
• This occurs during and after writing.
• Revision happens at every level:
1. Word choice,
2. Sentence Structure
3. Overall organization
4. Elaboration or deletion of ideas
5. Print symbols
Important Distinctions
Writing a Story
(Narrative)
Providing Information
(Expository)
• Beginning- Pulls the reader
into the story
• Introduction- What to
expect and what
information will be shared
• Middle – Development of
story line.
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• End – The story comes to a
close.
• Conclusion - Ties it all
together
Body- Development of
details, reasons and facts
Accordion Paragraphs
from Step up to Writing
1. Topic Sentence
5.Reason /Detail/Fact
2. Reason/Detail/Fact
6. Explain
3. Explain
7. Explain
4. Explain
8. Conclusion
Prompt:
• Using this accordion method, write an expository
paragraph on one of the topics below using all of the
folded spaces on your sheet.
• 1. Describe your perfect summer (ie- summer 2010.)
• 2. Tell what you would change about your first year as a
teacher.
• 3. Why is it important to have a sense of humor?
Other Writing ideas:
• Color code the sentence types for instruction :
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Green- topic sentence
Yellow- Reasons, details ,facts, key concepts.
Red- Stop and explain with evidence or examples.
Green- Go back to your topic- restate, don’t add
new information, use synonyms.
Use Graphic Organizers
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Webs, lists, outlines, categories and details.
Fill in the blanks or finish the sentences.
Beginning- middle – end guides
Brainstorm sheets –Question words, vocabulary,
HOTS ( Higher order thinking skills)
5. Have Word banks available
6. Work from a Writers’ Folder with topics of
interest listed in the front.
Handwriting
Developmental in nature- teach systematically
Involves sensory feedback and timing
Needs to be accurate and automatic
It is a linguistic task ( brain stores images in
the language center)
Teach letters with their names AND Sounds
Satisfactory writing fluency means producing
cursive alphabet in 20-30 seconds. ( max)
Writing CBM’s
Scoring writing samples
1. Count the total number of words written (TWW)
2. Count the total number of words spelled correctly
(WSC)
3. Count the total number of Correct Writing
Sequences (CWS)
Total Words Written (TWW)
TWW is the number of words written
regardless of spelling or context.
The scorer underlines each word and records
the total number of words written.
Words are defined as any letter or group of
letters including misspelled or nonsense
words that have a space before or after them.
Words Spelled Correctly (WSC)
Count the number of correctly spelled words,
regardless of context.
Circle incorrectly spelled words.
Calculate WSC by subtracting the total
number of circled words from the TWW
Correct Writing Sequences (CWS)
Place a caret ^ to mark each set of correctly
spelled words that you determine to be
acceptable within the context of the written
phrase.
Take into account punctuation, syntax
(grammar), semantics (meaning), spelling and
capitalization
Questions:
How does this information inform your
instruction?
How does this information relate to the data
team process?
Determining a goal for one year (annual review):
Find the grade level on the AIMSweb chart
where the baseline CBM score is closest to the
50th percentile. (It must be between the 25th
and 75th percentile.)
Set a goal using the score that is one grade
level plus one season higher
Determining a goal for a shorter instructional period:
Calculate growth expected
Rate of improvement per week (from table) times 1.5
times number of week=total growth given instructional
period
(Rate of Improvement: Spring Score minus Fall Score36
weeks
ROI also appears in a separate column on AIMSweb
Growth Table)
Total growth expected plus baseline CBM score = target
Score for this instructional period
Charting progress:
Plot baseline CBM score and target (goal)
Draw aim line between first and last points
Provide instruction
Plot progress monitoring CBM scores
Assess at least once every three weeks; best
practice is once per week
Determine Points of Most Significance (POMS)
Make frequent instructional
decisions/modifications based on student
performance on CBM measures
Continue to chart progress