Transcript words

Grades 4-5
Implementing a Comprehensive
Literacy Framework
Module Two
Word Study: Phonics, Spelling, and
Vocabulary Instruction
1
Learning Objectives
 Examine a systematic and engaging approach
aimed at exploring the sound, pattern, and
meaning relationships among words.
 Make discoveries about how words work and
generalize understandings about reading,
spelling, and writing more efficiently.
 Examine the continuum of phonics
instruction, including morphology.
 Consider how word study instruction impacts
learning.
2
Fluency
Text
Comprehension
Vocabulary
Systematic,
Explicit
Phonics
Phonemic
Awareness
Writing
Essential
Elements of
Literacy
Instruction
Speaking
and
Listening
3
H1
Explicit Instruction and the
Gradual Release of Responsibility
Doug Fisher Article
Doug Fisher Video
Teacher Modeling

Student Responsibility
 Guided Practice
 Collaborative Practice
 Independent Practice
Teacher Support
I Do
You Watch
H2
I Do
You Help
Application
You Do
I Help
You Do
I Watch
4
Explicit Instruction and the
Gradual Release of Responsibility
Teacher Modeling

Student Responsibility
 Guided Practice
 Collaborative Practice
 Independent Practice
Teacher Support
I Do
You Watch
H2
I Do
You Help
Application
You Do
I Help
You Do
I Watch
5
Model of the Four Part Mental
Processing System
Marilyn Jager Adams, Beginning To Read, 1991
Context Processor
Meaning
Processor
Orthographic
Processor
Phonological
Processor
Print
Speech
6
phrontistery
Sometimes I go to the phrontistery.
At the phrontistery, I can broaden my
understanding of the world.
Definition: A place or establishment for
thinking, studying, or learning.
7
Big Words Come From Little Words
8
9
Reading Foundational Skills (K-5)
RF.4.3 and RF.5.3
Know and apply grade-level phonics and
word analysis skills in decoding words.
Use combined knowledge of all letter-sound
correspondences, syllabication patterns,
and morphology (e.g., roots, affixes) to read
accurately unfamiliar multisyllabic words in
context and out of context.
10
CCSS p. 15
Language Standards K-5
L.4.2d and L.5.2e
Spell grade-appropriate words correctly,
consulting references as needed.
11
CCSS p. 28
What is Word Study?
 Think about how you would
define word study.
 Write on a sticky note and share.
12
WJ pp. 4-5
Orthographic Knowledge
“Those who set out to remember every
letter of every word will never make it.
Those who try to spell by sound alone 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.”
-Teaching Spelling, 2nd edition, E. Henderson
13
WJ p. 8
Oral Language and Vocabulary
“…but learners also need to be able to retrieve
words from memory that correspond to the
orthographic information and that make sense;
therefore, the words need to be part of students’
lexicons.”
“…and to understand a text readers have to have a
sophisticated grasp of language and welldeveloped background knowledge.”
-
- Dickinson, Golinkoff, & Hirsh-Pasek,2010
14
WJ, p. 8
Reading, Writing, and Spelling
Connections
If reading and writing are essentially two
sides of the same coin, why is it that we can
often correctly read words on the basis of
limited information, but have trouble
accurately spelling the same word, as
evidenced by the previous demonstration?
15
WJ pp. 11-12
Spelling vs. Word Study
 Think about the differences
between traditional spelling and
word study.
 Post one difference between the
two approaches via Padlet.
16
How does word study relate
to the Common Core State
Standards?
17
WJ p. 253
“The identification of syllables and how
they join together becomes very
important to students in about third grade,
when they must independently decode
words of greater length…If they are
aware of syllable units and where to
divide them, however, they can read
words such as detective, insulation, and
accomplishment with no trouble.”
- Louisa Moats, Speech to Print, pp. 100-101
CCSS Appendix A, pp. 21, 22
18
Approaches for Decoding Longer
Multisyllabic Words
 Using syllable types and division
principles
 Identifying affixes or word parts
 Context Clues
 Vocabulary
- Teaching Reading Sourcebook, page 261
19
Six Syllable Types
Syllables
Closed
Vowel Consonant e
Open
Vowel Team
Vowel r
Final Stable
20
H3
Closed Syllable Pattern
A syllable with a short vowel spelled
with a single vowel letter ending in one
or more consonants.
 dap-ple
 hos-tel
 bev-erage
Practice words:
print, absent
stack, magnet
21
CCSS Appendix A, p. 21
“Without a strategy for chunking
longer words into manageable
parts, students may look at a longer
word and simply resort to guessing
what it is-or altogether skipping it.
Familiarity with syllable patterns
helps students to read longer words
accurately and fluently.”
- “Six Syllable Types,” Moats & Tomlin
22
Vowel-Consonant-e Syllable Pattern
A syllable with a long vowel spelled with
one vowel + one consonant + silent e
 com-pete
 des-pite
Practice words:
make, compute
hope, stampede
23
CCSS Appendix A, pp. 21, 22
Open Syllable Pattern
A syllable that ends with a long
vowel sound, spelled with a single
vowel letter.
 pro-gram
 ta-ble
 re-cent
Practice Words:
he, migrate
my, react
24
CCSS Appendix A, p. 21
Vowel Team Syllable Pattern
Syllables that use two to four letters to
spell the vowel
 beau-ti-ful
 train-er
 con-geal
 spoil-age
CCSS Appendix A, p. 21
Practice Words:
coat, betray
strain, rowdy
25
Vowel-r Syllable Pattern
A syllable with er, ir, or, ar, or ur
Vowel pronunciation often changes
before /r/
Practice Words:
 in-jur-ious
her, seizure
 con-sort
first, kerchief
 char-ter
26
CCSS Appendix A, p. 21
Consonant-le Syllable Pattern
An unaccented final syllable
containing a consonant before /l/
followed by a silent e
 drib-ble
 bea-gle
 lit-tle
Practice Words:
steeple, carnation
humble, rejection
27
H4
CCSS Appendix A, p. 21
Generalizations for Word Division
The three principles are useful
and a good starting point, but
there are more than three that
students need to learn.
28
H5
CCSS Appendix A, pp. 21-22
Decoding Multisyllabic Words
Closed
VC or CVC
Open
CV
Silent e
VCe
Vowel
Team
Multisyllabic Word
humor
consent
combine
bugle
ailment
boastful
absurd
invitation
Vowel
R
Final Stable
Syllable
29
Decoding Multisyllabic Words
Closed
VC or CVC
Open
CV
Silent e
VCe
Vowel
Team
Vowel
R
Final Stable
Syllable
Multisyllable Words
hu mor
con sent
com bine
bu gle
ail ment
boast ful
ab
in vi
surd
ta tion
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College and Career Readiness Anchor
Standards
Model
Word Study Lesson
on Syllable Division
Strategy: VCV
Approaches for Decoding Longer
Multisyllabic Words
 Using syllable types and division
principles
 Identifying affixes or word parts
 Context Clues
 Vocabulary
- Teaching Reading Sourcebook, page 261
32
Structural Analysis
“Structural analysis is a word
identification skill that involves the use
of prefixes, suffixes, root words, the
“words” in compound words, and the
apostrophes in contractions to identify
unfamiliar words.”
- Phonics and Structural Analysis for the Teacher of Reading, Barbara J. Fox
33
WJ, pp. 146-147, 394, 398, 400
Morphology Terminology
Morpheme: The smallest unit of meaning
in a word.
Common Morphemes:
 Compound words: doghouse, butterfly
 Word root: inspector, phonics
 Base word: unlikely, light, house
 Prefix: re-, un-, dis Suffix: -able, -ive, -ly
34
Prefixes
Graves recommends that teachers provide
explicit instruction in the most frequently used
prefixes. White, Sowell and Yanagihara suggest
teaching prefixes in the order of their
frequency.
These researchers found that twenty prefixes
account for about 97 percent of the the
prefixed words in printed school English. Four
prefixes (un-, re-, in-, and dis-) account for
about 58 percent of prefixed words.
- White, Sowell, and Yanagihara
WJ pp. 310-311, CCSS Appendix B, pp. 63, 71
35
Suffixes
The essential function of a suffix is to
indicate the part of speech of a particular
word. When it comes to understanding
what a word means, the suffix is the least
important component.
Only a few suffixes merit intensive scrutiny.
Rasinski, Padak, Newton, and Newton (2008)
WJ pp. 311-312, 324-331
36
Limitations of Affixes
 Some prefixes are not consistent in
meaning.
 Sometimes the removal of what appears
to be a prefix leaves no meaningful root
word.
 Sometimes the removal of what appears
to be a prefix or a suffix leaves a word
that is not obviously related in meaning to
the whole word.
37
Greek and Latin Roots
 A word root is a word part that means
something. When a root appears inside
a word, it lends its meaning to the word
and helps create the word’s meaning.
 Words that contain the same root also
share meaning. We call these cognates.
 The root conveys sound and meaning.
~Greek and Latin Roots Keys to Building Vocabulary, Rasinski, et al
WJ pp. 341-352; CCSS Appendix B, pp. 63, 71
38
Greek and Latin Words
“Many words in English have been
borrowed from the Greek and Latin
languages and share common roots.
As a result, families of words
abound.”
- Ganske, Word Journeys
39
WJ, pp. 236-241
Word Spokes Activity
Cursive
Writing
Computer
Cursor
Concur
Cur
Incur
Debt
Currency
River
Current
Current
Events
40
From Greek and Latin Roots, pp. 27-30, 77
Approaches for Decoding Longer
Multisyllabic Words
 Using syllable types and division
principles
 Structural analysis: Identifying
affixes or word parts
 Context Clues
 Vocabulary
41
Context Clues
42
WJ p. 147
Context Clues
Students benefit from being explicitly
taught how to use context clues as a
word-solving strategy.
- Adapted from Ganske, Word Journeys
43
44
Stages of Spelling
1.
2.
3.
4.
5.
Emergent – pp. 30-35
Letter Name – pp. 35-37, 157-176
Within Word Pattern – pp. 37-41, 177-198
Syllable Juncture – pp. 41-47, 199-223
Derivational Constancy – pp. 47-50, 224-241
45
WJ, pp. 30-41, 44-50
Literacy Development
Alphabet  Pattern Meaning
Emergent
Early
(K)
(K-1)
Transitional
(Gr 1-2)
Self-Extending
(Gr 2-4)
Advanced
(Gr 4 & up)
1st to
middle of
3rd
mid 3rd to
mid 5th
mid 5th up
Syllable
Juncture
Derivational
Constancy
Pre-K to K
K to middle
of 1st
Emergent
Letter Name Within Word
Pattern
46
Legend:
Reading Stage
Grade Range
Spelling Stage
The Vocabulary Strategy
1. Look for context clues in the words, phrases, and sentences
surrounding the unfamiliar word.
2. Look for word-part clues within the unfamiliar word.
A.
B.
C.
D.
E.
Try to break the word into parts.
Look at the root word. What does it mean?
Look at the prefix. What does it mean?
Look at the suffix. What does it mean?
Put the meanings of the word parts together. What is the meaning of
the whole word?
3. Guess the word’s meaning using steps 1 and 2.
4. Try out your meaning in the original sentence to check whether or
not it makes sense in context.
5. Use the dictionary, if necessary, to confirm your meaning.
- Adapted from Teaching Reading Sourcebook
CCSS, pp. 27, 29
47
Establishing a Predictable Structure
48
WJ pp. 114-119
“A conversational, rather than
interrogational, tone can go a long
way in encouraging students to be
active participants.”
- Word Journeys 2nd Edition, p. 123
49
WJ pp. 122-123
Appropriate and Engaging Instruction
“Although children’s word knowledge is
enhanced by opportunities to read and
write, teacher-guided instruction and
practice facilitate students’ detection of
patterns in words and help them to
internalize their understandings.”
- Wanzek, Vaughn, Roberts & Fletcher, 2011
50
WJ pp. 108-110
Sorting Variations
1.
2.
3.
4.
5.
6.
7.
Closed Sorts (pp. 110-111)
Open Sorts (p. 112)
Writing sorts (pp. 123-124)
Blind, or No-Peek Sorts (P. 124)
Speed Sorts (p. 125)
Word Hunts (pp. 125-128)
Concept Sorts (pp. 128-130)
51
WJ pp. 110-130
Word Study Notebooks
Silent consonants
condemn
column
bomb
crumb
solemn
Sounded consonants
condemnation
columnist
bombard
crumble
solemnity
52
WJ pp. 130-138
Notebook Activities and Game
Applications
WJ Page 130-142
53
WJ pp. 130-142
Decodable Passages
 Passages with targeted spelling
pattern
 Teacher models fluent reading
 Students practice to become fluent
 Words have patterns previously
taught
http://freereading.net
54
Evaluating a Word Study Cycle
 Observation
 Quiz Options
 Transfer to
Writing
WJ pp. 142-144
Formative Assessments
 DSA (encoding)
 Observe/analyze students’ writing
(encoding)
 Phonics screeners (QPA)
 DIBELS (analyzing ORF)
 Observe/analyze students’ reading
56
Sample Schedule
 Monday: Teacher-guided Word
Walk (p. 121)
 Tuesday: Buddy Sort (p. 124)
 Wednesday: Word Hunt (p. 125)
 Thursday: Speed Sort (p.125)
 Friday: Assessment quiz
57
WJ p. 116
Other Reading and Writing
Connections
 Use mentor texts for reading or listening
across genres.
 Allow students to write across genres.
 Allow students to write in response to
texts.
 Teach writing skills and processes.
 Increase time for writing.
58
Dorffman & Cappelli (2007, 2009, 2012) The Writing Study Group of the
National Council of Teachers of English (2004) Graham and Hebert (2010).
“I’d like to do word
study, but I teach
several classes and
have only a limited
time with each.”
~Word Journeys, p. 250
WJ, pp. 250-253
Struggling Readers
Older struggling readers/spellers may need:
 Basic phonics instruction coupled with
phonemic awareness
 Instruction in word attack skills for
single syllable words
 Instruction in word attack skills for multisyllabic words
60
- Teaching Reading Sourcebook, p. 194
Arkansas Dyslexia Law
Assessing the Six Required Areas in Grades 3-6
Test
Phonological
Awareness
(Blending/se
gmenting)
Sound
Symbol
Recognition
Alphabet
Principle
ORF
X
X
X
DSA
X
X
X
AR-RAN
Decoding
(BlendingPhonics)
Rapid
Naming
Encoding
(Segmenting
/Phonics)
X
X
X
Link: http://www.arkansased.org/divisions/learning-services/curriculumand-instruction/dyslexia
61
Developmental Spelling Assessment (DSA)
“The DSA enables teachers to readily and
confidently identify children’s stages of
spelling development, highlight specific
strengths and weaknesses in featural
knowledge so instruction can be timely
and appropriate, and monitor progress
over time.”
- Word Journeys, Kathy Gankse
WJ pp. 53-79, 81-100
62
Advanced Students
“Their reading abilities develop naturally,
without formal instruction, in home
environments where literacy is valued and
language usage is encouraged.” (Durkin, 1966)
“They have been immersed in a print-rich
environment and have ‘puzzled-out’ for
themselves how to read.” (Teale, 1982).
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64
65
~ Michael Graves , Word Journeys, page 18