Transcript Phonics/ Spelling/ Word Study

Phonics/
Spelling/
Word Study
Susan Evans [email protected]
ESU 10
Teaching & Learning Coordinator
Learner Objectives
• Review the brain systems that support
reading
• Understand the alphabetic principle
and its relationship to reading and
spelling
• Examine the progression of skill
development
• Preview 5 principles that govern
English spelling
I take it you already know of tough
and bough and cough and dough.
Some may stumble, but not you,
on hiccough, thorough, slough, and
through.
Beware of heard, a dreadful word,
that looks like beard and sounds like
bird.
pp. 5-6
• skrach
• tokt
• ploi
• singk
• runin
for
for
for
for
for
scratch
talked
ploy
sink
running
Phonics
WHAT?
Phonics instruction teaches
students the relationships between
the letters of written language and
the individual sounds of spoken
language.
• Relationship
between graphemes
& phonemes
• Process is called
decoding
• Alphabetic principle
– written letters
represent spoken
sounds
• Relationship
between graphemes
& phonemes
• Process is called
decoding
• Alphabetic principle
– written letters
represent spoken
sounds
Alphabetic Principle
“Children can access words in many
ways (e.g., decoding, whole word,
word parts). Successful readers,
however, rely primarily on the
letters in the word rather than
context or pictures to identify
familiar and unfamiliar words.”
Ehri, 1994
Phonics is not
• A complete comprehensive reading
program
• Manipulation of sounds orally without
connection to print
• Disconnected from spelling
• Nonsystematic, random explanations
of unpredictable spelling patterns
Phonics
WHY?
“LEARNING TO DECODE AND
LEARNING TO COMPREHEND GO
HAND-IN-HAND.” MOATS
Joe Torgesen
“There is no reading
comprehension strategy
strong enough to compensate
for the fact that a student
can’t decode.”
Reading is…
5 Components of Reading Instruction
2 Domains
of Reading
…the product of decoding (the ability to read words on a page)
and comprehending language (understanding those words).
COMPREHENSION
DECODING
Phonological
Awareness
Vocabulary
Fluency
Phonics
Text
Comprehension
13
Moats, 2005
Findings of the
National Reading Panel
• Significantly improves students’ reading and
spelling in K and gr. 1
• Significantly improves students’ ability to
comprehend what they read
• Is beneficial for all students, regardless of their
SES
• Is effective in helping to prevent reading
difficulties among students who are at risk
• Is beneficial in helping students who are having
difficulty learning to read
2003 IRA
Explicit and systematic
phonics instruction has
long-lasting positive
effects on students’
reading ability.
“Mastering the
alphabetic principle is
essential to becoming
proficient in the skill of
reading…”
Rayner, Foorman, et al., 2001
WORDS in ENGLISH
___% are decodable
___% are only off by one
sound
___% of the words we read
are made up of the first
107 high-frequency words
WORDS READ CORRECTLY
WORDS READ INCORRECTLY
and
an
bat
but
boy
me
cut
not
hot
he
no
mom
nd
“Letter sound knowledge is a
prerequisite to effective word
identification. A primary
difference between good and
poor readers is the ability to use
letter-sound correspondences
to identify words.”
Juel, 1991
Phonics
HOW?
EXPLICIT &
SYSTEMATIC
Vaughn & Linan-Thompson, 2004
“The power of systematic
phonics instruction lies in
organizing the lessons so
that they reveal the logic
of the alphabetic
system…”
Adams, 2003, p. 74
Explicit Instruction
•
•
•
•
•
•
Model – Prompt – Practice
Unison Responses
Signal
Pacing
Monitoring
Correcting Errors & Teach to Mastery
Systematic Phonics Instruction
•
•
•
•
•
Teach letter sounds first in isolation
Introduce most common sound first
Teach high-utility letter-sounds first
Introduce continuous sounds early
Separate letter-sounds that are
visually or auditorily similar
Making Words Stick
Phonology: word sounds
Orthography: word spelling
Morphology: word structure
Semantics: word meaning
Syntax: grammatical function
Explicit Phonics
Lesson Sequence
•
•
•
•
•
•
Develop Phonemic Awareness
Introduce Sound/Spelling
Blend Words
Build Automatic Word Recognition
Apply to Decodable Text
Word Work for Decoding and Encoding
Activity
www.explicitinstruction.org
From Hanna, Hanna, Hodges, and Rudorf
(1966):
• 50 percent of words are predictable by rule.
• 36 percent of words are predictable by rule
with one error, usually a vowel.
• 10 percent of words will be predictable with
morphology and word origin taken into
account.
• Fewer than 4 percent are true oddities.
Edmund Henderson (1990)
“Those who set out to remember every letter of
every word will never make it. Those who try to
spell by sound will be defeated. Those who learn
how to walk through words with sensible
expectations, noting sound, pattern, and meaning
relationships, will know what to remember, and
they will learn to spell English.”
Methods that
emphasize language
structure are more
effective than rote
methods.
(Graham, 1999; Berninger, 1999)
Encoding
• The act of systematically
constructing phonemegrapheme correspondences to
produce in writing
• Spelling with phonemegrapheme units, mapping
Five Principles for Understanding
English Orthography
•
•
•
•
•
We spell by:
Language of origin.
Phoneme-grapheme correspondence.
The position of a phoneme or a
grapheme in a word.
Letter order and sequence patterns, or
orthographic conventions.
Meaning (morphology) and part of
speech.
p. 13
“Match It” Game
Word in English
Language of Origin
algebra
Latin
curriculum
Greek
blitz
Spanish
incommunicado
Yiddish
cello
Italian
chutzpah
French
ballet
Arabic
athlete
German
1. Language of Origin
*
Thank you to the American Federation of Teachers for granting permission to use the illustration, reprinted from
Moats, L. C. (Winter 2005/06). How spelling supports reading: And why it is more regular and predictable than you
think. American Educator, 12-22, 42-43.
•
•
•
•
•
Anglo-Saxon Words . . .
Are often short, onesyllable words,
sometimes compounded.
Are words for common,
everyday things and
ideas.
Are the oldest words in
English.
Have vowel teams,
silent letters,
digraphs, and
diphthongs in spelling.
Have irregular
spellings.
hus
p. 17
Norman French Words . . . • Have spellings such as
ou (coupon), -ge for /zh/
(garage), -ette
(baguette), and -que
(boutique).
• Are words for food and
fashion, abstract social
ideals, relationships
(soup, boutique,
courageous,
magnificent).
• Have identifiable Latin
roots (peace/pacem).
Direct Latin/Romance Borrowings . . .
• Multisyllabic words have prefix, root,
suffix construction.
– contradiction, prediction,
addiction
• Are built around a root, which is
accented (envision).
• Have endings -us, -um, -a, -i, and -ae.
• Use Latin plurals (curricula, data,
alumni, alumnae).
• Have no th or vowel teams.
Greek-Derived Words . . .
• Use ph for /f/, ch for /k/, y
for /ĭ/.
• Use combining forms similar
to English compounds—
morphemes that combine
more freely, and in different
sequences, than their Latin
counterparts.
• Are often used for scientific,
philosophical, and
mathematical terminology.
Characteristics of English Words According to
Language of Origin
Language of Origin
Features of Words
Anglo-Saxon
(Old English)
Short, one-syllable
words; common words;
irregular spellings
Word Examples
sky, earth, moon, sun,
water, sheep, dog,
horse, cow, hen, head
Norman French
Soft c and g; special
amuse, cousin, cuisine,
endings; words for food country, peace, triage,
and fashion
rouge, baguette
Latin/Romance
Multisyllabic words with firmament, terrestrial,
prefixes, roots, suffixes; solar, stellar, equine,
content words
aquarium, mammal
Greek
Combinations of forms;
science and math
terminology
hypnosis, agnostic,
neuropsychology,
decathalon
p. 17
Word Structure Based on Word Origins . . .
• No brains (English)
• Stupid (Norman French)
• Ignorant, ignoramus (Latin)
• Atrophy in the frontaltemporal gyri of the
cerebral hemispheres
(Greek)
The Richness of English
– He walked slowly around the floor.
– The antique vase held a magnificent
bouquet.
– The hippopotamus’s nocturnal
perambulations concerned the
zoological society’s supervisors.
– His mild hemiparesis, hyper
reflexivity, and dyspraxia suggested
a left-cerebral lesion.
What Language Are We Speaking?
1. He loves me. I can tell from watching the way he
looks into my eyes.
2. Alluding to improvements of tempo, the conductor
complimented the quartet’s adaptability.
3. The choreography required gymnasts of
prodigious athletic gifts.
4. “These are the times that try men’s souls.”
5. My compatriot’s deceptions precluded a
relationship of open communication.
6. His hemispherectomy resulted in aphasia,
hemiparesis, and dyseidetic dyslexia.
p. 19
Word Building
• Arrange these morphemes to build real
words.
de
geo
earth
tract
bio
port tion
graphic
quake ex
worm
able
logy
• What do you notice about the way the
words are built?
p. 19
Dimensions of English Orthography
Historical
Layers of
English
Sound-Symbol
Correspondence
Syllable Patterns
Morpheme
Structures
Anglo-Saxon
Latin, French
Greek
p. 21
The Progression of Mapping
Speech to Print
Anglo-Saxon
The Progression of Mapping
Speech to Print
Latin – large influence many word
The Progression of Mapping
Speech to Print
Greek (math, science,
philosophy)
2. Phoneme Grapheme Correspondence
p. 23
Graphemes
• A grapheme is a letter or letter pattern that
corresponds to or represents a phoneme (speech
sound).
• Graphemes can be one, two, three, or four letters in
English!
Examples:
1 letter:
2 letters:
3 letters:
4 letters:
a as in strap
ng as in ring
tch as in ditch
ough as in through
pp. 24-25
We Use Graphemes: Letters and
Letter Combinations
Phoneme-Grapheme Correspondence:
/ch/ /ē/ /z/
/d/ /ū/ /d/ /l/ /z/
ch
d
ee
se
oo
d
le
s
Types of Consonant Graphemes
• Single letters (including blends): trap, spend
• Doublets: puff, hill, lass, fizz
• Digraphs: chain, shrink, either, phone
• Trigraphs: wedge, botch
• Consonants in blends: scrape, thrush
• Silent-letter combinations: comb, autumn, folk
• Odd letter x: box, exact
• Combination qu: quickly
p. 25
Identify Types of
Consonant Graphemes
1. Which word in each word pair has a digraph?
(digraph: two letters representing one phoneme or sound)
digraph:
cough — ought
cough — ought
digraph:
through — Thomas
through — Thomas
digraph:
shepherd — Gephardt
shepherd — Gephardt
p. 29
Identify Types of Consonant Graphemes
2. Which word in each pair has a
consonant blend?
consonant blend:
comb — camp
comb — camp
consonant blend:
rink — wrong
rink — wrong
consonant blend:
dolt — doubt
dolt — doubt
p. 29
Identify Types of Consonant Graphemes
3. Underline the consonant blends
in these words.
consonant blend:
grapheme
grapheme
consonant blend:
through
through
consonant blend:
slough
slough
p. 29
Identify Types of Consonant Graphemes
3. Now, box the digraphs in these words.
(digraph: two letters representing
one phoneme or sound)
grapheme
digraph:
grapheme
digraph:
through
through
digraph:
slough
slough
p. 29
Types of Vowel Graphemes
• Single Letters (long and short):
robot, capon, moped
• Vowel Teams: east, south, night, blue
• Vowel-r Combinations: her, bird, fur, car
• Vowel-Consonant-e: cape, kite, cube,
rode
pp. 29-30
3. Position of a Sound
p. 37
Position of a Sound
• Spellings for /f/:
fun, half, puff, cough, graph,
phone
• Spellings for /ng/:
ring, bang, hung = ng
rink, ankle, anguish = n
Position of a Sound
• Spellings for /ā/:
rain, ray they, hey, whey
strait, stray braid, bray
• Spellings for /oi/:
boil, boy
Troilus, Troy
avoid, annoy
Word Sort—Spelling Patterns for /k/
• Sort the words (white) into
categories.
• Be ready to answer:
–When do we use a c for /k/?
–When do we use a k for /k/?
–When do we use ck for /k/?
pp. 38-40
Once Accurate, Add Fluency!
• Add fluency drills at these levels:
–
–
–
–
–
sub-word
word
phrase
sentence
connected text
Spelling Patterns
Generalizations About Patterns
The letters j, y, x, k, and i are
almost never doubled.
EXCEPT for:
skiiing
bookkeeper
pp. 47-48
The letters j and v never end words.
salve
dove
cage
have
dredge
live
Many consonants are doubled before
suffixes beginning with vowels.
grabbing
drugged
Consonant digraphs
(sh, th, wh, ch, sh,
ng, ph, gh)
are never doubled.
The letter e has many jobs:
• Represents its own sound (wet, before).
• Makes another vowel long (drape,
probe).
• Makes c or g soft (stooge, nice).
• Keeps words from looking plural (please,
horse).
• Keeps words from ending with v (give,
love).
Some word families have
unexpected long vowel sounds
bind most wild
old
molt
find
post
mild
mold
colt
kind
ghost
child
sold
volt
rind
provost
told
dolt
Explain the Spellings
1.hatchet
2.rind
3.cygnet
4.guest
5.playground
6. caught
7. have
8. fullest
9. knapsack
10. chlorophyll
p. 49
Why Teach Syllables?
• To “chunk” unfamiliar words accurately and
quickly:
•
reincarnation, accomplishment
• To distinguish similar words:
scarred – scary
ripping – ripening
slimmer – slimy
• To remember spelling:
written, writing
grapple, maple
misspelled, accommodate
p. 50
Spoken and Written Syllables
Are Different
Say these words aloud.
• Where do you hear the syllable boundaries?
bridle – riddle
table – tatter
even – ever
p. 50
Phonology
(sentences)
(words)
* syllables
Spoken language
* onset-Rime
* phonemes
1:1
digraphs
trigraphs
vowel teams
blends
word families
Inflections
syllable types
Written language
roots/affixes
word origin
Orthography
p. 51
Six Syllable Types
pp. 52-53
Closed Syllables
• A closed syllable is a syllable that ends in a
consonant sound or sounds. It usually has
a short vowel sound.
Sample words with closed syllables:
dodge staff ab-sent kit-ten back-ing
• Closed syllables account for almost half of
the syllable types in text. Introduce this
type first, in grade 1.
p. 52
Vowel-Consonant-e (VCe) Syllables
• A Vowel-Consonant-e syllable includes a vowel
immediately followed by one consonant and the
silent letter e.
Sample words with Vowel-Consonant-e syllables:
tune com-plete in-side
note-book es-cape
• Vowel-Consonant-e syllables have long vowel
sounds. Teach this syllable type second, after
closed syllables, as these words are frequently
found within elementary texts.
p. 52
Open Syllables
• An open syllable is a syllable that ends in
a long vowel sound spelled with a single
vowel letter.
Sample words with open syllables:
me
no
she
i-dol
ri-val
ti-tle
• Teaching open syllables helps students
pronounce the vowel sound, which is
long. Teach this syllable type third.
p. 52
Vowel Team Syllables
• A vowel team syllable includes vowel sounds
spelled with more than one letter.
Sample words with vowel team syllables:
boat
suit
hay
re-main
poi-son
fel- low
• The pronunciation of vowels within vowel team
syllables can be long, short, or diphthong.
Consider teaching this syllable type after closed,
VCe, and open types. Review often, as these are
difficult and require strong orthographic
memory.
p. 52
Vowel-r Syllables
• A vowel-r syllable includes vowels immediately
followed by the letter r in the same syllable.
Sample words with vowel-r syllables:
car-pet
mem-ber
im-port
cur-tain
thir-sty
• The pronunciation of vowels within vowel-r
syllables can be difficult for students. Teach this
syllable type and then review frequently.
p. 53
Consonant-le (C-le) Syllables
• A consonant-le syllable ends with a consonant
immediately followed by -le.
Sample words with consonant-le syllables:
lit-tle puz-zle spar-kle
mud-dle tus-sle
• The pronunciation of consonant-le syllables
helps students improve pronunciation and
spelling. Teach this syllable pattern as one of
the last types.
p. 53
Leftovers: Odd and Schwa Syllables
• A syllable with a schwa (empty) vowel sound is
found in the unaccented syllable, typically in an
affix (prefix or suffix).
Sample words with schwa:
gar-bage
a-bove
ac-tive wag-on
Sample words with “odd” spellings:
con-science
par-tial
fur-ni-ture
• Frequent review, word walls, and multisensory
techniques are needed to teach these syllables.
Three Useful Principles for Chunking
Longer Words Into Syllables
1. VC-CV: Two consonants between two vowels
sub-let nap-kin pen-ny win-some
2. V-CV and VC-V: One consonant between two
vowels
V-CV: e-ven ra-bies de-cent ri-val
VC-V: ev-er rab-id dec-ade riv-er
3. Consonant blends and diagraphs: Stick together
and do not separate digraphs
e-ther spec-trum se-quin
p. 56
1. VC-CV: Two
consonants
between two
vowels
When syllables have 2 adjacent
consonants between them, we divide
between the consonants. The first
syllable will be closed (with a short
vowel).
sub-let
nap-kin
pen-ny
win-some
2. V-CV and VC-V:
One consonant
between two
vowels
1. Divide before the consonant.
Makes first syllable open and long.
75% in VCV
2. Divide after the consonant. The
first syllable will be closed and
short. 25% with VCV
e-ven
ra-bies
de-cent
3. Consonant
Blends
They usually stick together. Do not
separate digraphs when using the
first two principles for decoding..
e-ther
spec-trum
se-quin
ev-er
rab-id
dec-ade
riv-er
Basic Procedure for
Reading Multisyllabic Words
1. Circle the prefixes.
2. Circle the suffixes.
3. Underline the vowels.
4. Say the parts of the word.
5. Say the whole word.
6. Make it a real word.
reconstruction
p. 56
Some Accent Guidelines
•
•
•
•
•
Accent: The stress/vocal emphasis placed on one
or more syllables in a multisyllabic word.
Accent the first word of an Anglo-Saxon
compound.
Accent the root in a Latin-based word.
Accent the syllable before -tion.
Accent the syllable two syllables before
suffixes -ate, -age, or -ity.
Accent the first syllable to make a noun; second
syllable to make a verb in some words.
p. 58
Spelling Rules for Adding Endings:
Consonant Doubling
one-syllable word,
one vowel
Rule
1
snap
ends in
one consonant
snap
double the final
consonant before
adding suffixes that
begin with a vowel
snapped,
snapping
Consonant Doubling Rule (1-1-1 Rule):
• 1-syllable word
• 1 vowel
• Ends in 1 consonant
Double the final consonant when
adding a suffix that begins with a vowel.
p. 61
Spelling Rules for Adding Endings:
Drop Silent e
silent e
Rule
2
suffix begins with a vowel
scare, scaring, scared, scary
extreme
extremely
silent e
suffix begins with a
consonant
Base word ends with a silent e.
Drop that final e when adding a
suffix that begins with a vowel.
p. 61
Spelling Rules for Adding Endings:
Change Y to I
root ends in y
before a
consonant
Rule 3
dry
prey
change y to i
before adding a suffix
(except -ing)
dried
preyed
drying
preying
root ends in y
before a vowel
Base ends in y.
The y is preceded by a consonant.
Change the y to i before adding a
suffix (except -ing).
p. 61
5. By Meaning
Credible
Anxious
Define
Heal
Wild
Rite
p. 65
Historical Layer
of English
Morpheme Structures
Anglo-Saxon Layer compounds (daylight, crabapple)
inflections (-ed, -s, -es, -er, -est, -ing
(gr. 1-3)
base words ( neighbor, eat, heaven, sky)
suffixes (-en, -hood, -ly, -ward)
irregular HF words (said, does)
Latin, French,
(Romance) Layer
(gr. 4-6)
prefixes ( un-, dis-, re-, pre-, inter-,)
roots (form, spect, gress, ject, vis)
suffixes (-ment, -ity, -less, -ful)
Latin plurals (alumni, minutiae, curricula)
Greek Layer
(gr. 6-8)
combining forms (neuro, psych, -ology, dys, lex,
chloro, phyll)
plurals (crises, metamorphoses)
Two Types of Suffix Morphemes
inflectional:
– learned early
– do not change a word’s part of speech
– a fixed set or class of words
– change tense, number, and degree (-ed, -s, -er)
derivational:
– added to a root (usually from Latin)
– mark part of speech or grammatical role (compare,
comparison, comparative, comparatively)
The Slippery Suffix
Derivational
• “one who”
dancer
• “that which”
cooler
-er
The Slippery Suffix
Inflectional
warm
warmer
warmest
-er
The Slippery Suffix
Jocularity
few of
this type
-er
The Slippery Suffix
verb creation
flicker
flutter
stammer
shiver
-er
Categorize these –er words
one who
that which
adjective
not a suffix
Derivational Suffix Morphemes
Nouns
Adjectives
Adverbs
-ment
-ity
-tion
-ful
-ous
-al
-ly
Can you think of words that fit into these categories?
p. 70
Structural Analysis
• Introduce prefix or suffix in isolation
first
• Practice for several days and teach
meanings of affixes
• Introduce words containing prefix or
suffix
• Include words of that type in text
reading
In which word does the prefix denote “NOT”?
inviolate
inestimable
insert
impossible
implant
inflammable
incandescent
irregardless
intact
impound
In which word does the prefix denote “NOT”?
inviolate
inestimable
insert
impossible
implant
inflammable
incandescent
irregardless
intact
impound
In-
Im- ir- il
In-
Im- ir- il
Polysemous
Not – indecent, inadequate,
impossible,
In or into – income, inlet,
insightful
Compounds
blue tree-walker
Closed Compounds
Open Compounds
The Collapse of the Compound
Headers
treehouse
Headless
lazy Susan
Work on Meaning!
One day, gas cans were
"inflammable" and the next,
"flammable" and "highly
flammable." Or so it seemed.
The Transition of a Word
Assessing the
Alphabetic Principle
• Knowledge assessed
• 44 phonemes
• Measured against grade level
benchmarks
• Data used to inform
instruction
Phonics Screener
DIBELS NEXT
BENCHMARK GOALS
NWF – CLS
NWF – WWR DORF – ACC
DORF - WC
13
K - EOY
47
2ND – EOY
97%
87
3RD – EOY
97%
100
4TH – EOY
98%
115
5TH – EOY
99%
130
K - EOY
28
1ST – EOY
43
Ensuring Adequate Progress
•Monitor and adjust
•Verify mastery of skills
•Progress monitoring
tools
Look for Patterns
• Unknown or confused letter sounds
• Ability to blend sounds to form
words
• Word recognition indicating a strong
or weak strategy for decoding
• Reading of connected text assessed
separately
Rate of Progress Too Slow
•
•
•
•
Lengthen the time of intervention
Reduce the group size
Change the intervention materials
Change instructors or give
instructor more coaching or
training
CORE
PHONICS SURVEY
With partner practice the
administration of the survey.
Important
“Children must make accurate
first attempts when they
encounter new words, or the
growth of their ‘sight word
vocabulary’ will be delayed –
they will not become fluent
readers.”
Aiken, 2004