Grades 4-5 Implemen=ng a Comprehensive Literacy Framework

Grades4-5Implemen0ngaComprehensive

LiteracyFramework

ModuleTwoWordStudy:Phonics,Spelling,and

VocabularyInstruc0on1

LearningObjec0ves

Ø  Examineasystema0candengagingapproachaimedatexploringthesound,paMern,andmeaningrela0onshipsamongwords.

Ø Makediscoveriesabouthowwordsworkandgeneralizeunderstandingsaboutreading,spelling,andwri0ngmoreefficiently.

Ø  Examinethecon0nuumofphonicsinstruc0on,includingmorphology.

Ø  Considerhowwordstudyinstruc0onimpactslearning.

2

AlignmenttoTESS

Domain1:PlanningandPrepara0onDomain2:TheClassroomEnvironmentDomain3:Instruc0onDomain4:ProfessionalResponsibili0es

3

Implemen0ngaComprehensiveLiteracyFramework

4

H1

ComprehensiveLiteracyFramework

Ø KnowledgeofStudentsØ HighQualityTeachingØ LiteracyCurriculumbasedontheCommonCoreStateStandardsforEnglishLanguageArtsandLiteracy

Ø Evidence-BasedResearchØ FederalandStateLaws

5

H1

Essen/alElementsofLiteracy

Instruc/on

PhonemicAwareness

Systema0c,ExplicitPhonics

Vocabulary

FluencyText

Comprehension

Wri0ng

Speakingand

Listening

6

H1

Mul0-TieredSystemofSupport

7

H1RTIArkansasModel

Suppor0veLearningEnvironment

8

H1

LeadershipandSustainability

9

H1

ComprehensiveAssessmentSystem

10

H1

CoherentInstruc0onalDesign

11

H1

ExplicitInstruc0onandtheGradualReleaseofResponsibility

TeacherSupport

StudentResponsibility

TeacherModeling! 

! GuidedPrac/ce

! IndependentPrac/ce

! Applica/on

! Collabora/vePrac/ce

IDoYouWatch

IDoYouHelp

YouDoIHelp

YouDoIWatch

12

H2

ExplicitInstruc0onandtheGradualReleaseofResponsibility

TeacherSupport

StudentResponsibility

TeacherModeling! 

! GuidedPrac/ce

! IndependentPrac/ce

! Applica/on

! Collabora/vePrac/ce

IDoYouWatch

IDoYouHelp

YouDoIHelp

YouDoIWatch

13

H2

ModeloftheFourPartMentalProcessingSystem

Context Processor

PhonologicalProcessor

OrthographicProcessor

MeaningProcessor

Print Speech

Marilyn Jager Adams, Beginning To Read, 1991

14

phron0stery

Some0mesIgotothephron0stery.Atthephron0stery,Icanbroadenmyunderstandingoftheworld.Defini0on:Aplaceorestablishmentforthinking,studying,orlearning. 15

BigWordsComeFromLiMleWords

16

17

ReadingFounda0onalSkills(K-5)

RF.4.3andRF.5.3UsecombinedknowledgeofallleMer-soundcorrespondences,syllabica0onpaMerns,andmorphology(e.g.,rootsandaffixes)toreadaccuratelyunfamiliarmul0syllabicwordsincontextandoutofcontext.

18

CCSSp.15

LanguageStandardsK-5

L.4.2dandL.5.2eSpellgrade-appropriatewordscorrectly,consul0ngreferencesasneeded.

19

CCSSp.28

WhatisWordStudy?

Ø Thinkabouthowyouwoulddefinewordstudy.

Ø Sendinyourdefini0onviaPadlet.

20

WJpp.4-5

OrthographicKnowledge

“ThosewhosetouttoremembereveryleMerofeverywordwillnevermakeit.Thosewhotrytospellbysoundalonewillbedefeated.Thosewholearnhowto‘walkthrough’wordswithsensibleexpecta0ons,no0ngsound,paFern,andmeaningrela0onships,willknowwhattoremember,andtheywilllearntospellEnglish.”

-TeachingSpelling,2ndedi0on,E.Henderson21

WJp.8

OralLanguageandVocabulary

“…butlearnersalsoneedtobeabletoretrievewordsfrommemorythatcorrespondtotheorthographicinforma0onandthatmakesense;therefore,thewordsneedtobepartofstudents’lexicons.”“…andtounderstandatextreadershavetohaveasophis0catedgraspoflanguageandwell-developedbackgroundknowledge.”

- -Dickinson,Golinkoff,&Hirsh-Pasek,2010

WJ,p.8

22

Reading,Wri0ng,andSpellingConnec0onsIfreadingandwri0ngareessen0allytwosidesofthesamecoin,whyisitthatwecanonencorrectlyreadwordsonthebasisoflimitedinforma0on,buthavetroubleaccuratelyspellingthesameword,asevidencedbythepreviousdemonstra0on?

23

WJpp.11-12

Spellingvs.WordStudy

Ø  Thinkaboutthedifferencesbetweentradi0onalspellingandwordstudy.

Ø  PostonedifferencebetweenthetwoapproachesviaPadlet.

24

HowdoeswordstudyrelatetotheCommonCoreState

Standards?

25

WJp.253

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading (Scarborough, 2001)

BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING COMPREHENSION

PHON. AWARENESS PHONICS FLUENCY

SKILLED READING: fluent execution and coordination of word recognition and text comprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

Skilled Reading- fluent execution and coordination of word recognition and text

comprehension.

26

“Skilled reading is print driven.”

Speech to Print, Louisa Moats

27

“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

28

CCSSAppendixA,pp.21,22

ApproachesforDecodingLongerMul0syllabicWords

Ø UsingsyllabletypesanddivisionprinciplesØ Iden0fyingaffixesorwordpartsØ Usingflexiblesyllabica0onstrategies

-TeachingReadingSourcebook,page26129

SixSyllableTypes

SyllablesClosed

VowelConsonante

Open

VowelTeam

Vowelr

FinalStable30

H3

ClosedSyllablePaMern

AsyllablewithashortvowelspelledwithasinglevowelleMerendinginoneormoreconsonants.Ø dap-pleØ hos-telØ bev-erage

CCSSAppendixA,p.21

Prac/cewords:print,absentstack,magnet

31

“Withoutastrategyforchunkinglongerwordsintomanageableparts,studentsmaylookatalongerwordandsimplyresorttoguessingwhatitis-oraltogetherskippingit.FamiliaritywithsyllablepaMernshelpsstudentstoreadlongerwordsaccuratelyandfluently.”

-“SixSyllableTypes,”Moats&Tomlin 32

Vowel-Consonant-eSyllablePaMernAsyllablewithalongvowelspelledwithonevowel+oneconsonant+silenteØ com-peteØ des-pite

CCSSAppendixA,pp.21,22

Prac/cewords:make,remotehope,stampede

33

OpenSyllablePaMern

Asyllablethatendswithalongvowelsound,spelledwithasinglevowelleMer.Ø pro-gramØ ta-bleØ re-cent

CCSSAppendixA,p.21

Prac/ceWords:he,migratemy,react

34

VowelTeamSyllablePaMern

SyllablesthatusetwotofourleMerstospellthevowelØ beau-0-fulØ train-erØ con-gealØ spoil-age

CCSSAppendixA,p.21

Prac/ceWords:coat,betraystrain,rowdy

35

Vowel-rSyllablePaMernAsyllablewither,ir,or,ar,orurVowelpronuncia0ononenchangesbefore/r/Ø in-jur-iousØ con-sortØ char-ter

CCSSAppendixA,p.21

Prac/ceWords:her,seizurefirst,kerchief

36

Consonant-leSyllablePaMernAnunaccentedfinalsyllablecontainingaconsonantbefore/l/followedbyasilente

Ø drib-bleØ bea-gleØ lit-tle

CCSSAppendixA,p.21

Prac/ceWords:steeple,carna0onhumble,rejec0on

37

H4

Generaliza0onsforWordDivision

Thethreeprinciplesareusefulandagoodstar0ngpoint,buttherearemorethanthreethatstudentsneedtolearn.

CCSSAppendixA,pp.21-22

38

H5

DecodingMul0syllabicWords

Mul3syllabicWordhumorconsentcombinebugleailmentboasRulabsurd

invita/on

ClosedVCorCVC

OpenCV

SilenteVCe

VowelTeam

VowelR

FinalStableSyllable

39

DecodingMul0syllabicWords

ClosedVCorCVC

OpenCV

SilenteVCe

VowelTeam

VowelR

FinalStableSyllable

Mul3syllableWords

hu mor

con sent

bu gle

com bine

ail ment

boast ful

ab surd

in vi ta /on40

CollegeandCareerReadinessAnchorStandards

Model

!

WordStudyLessononSyllableDivisionStrategy:VCV

ApproachesforDecodingLongerMul0syllabicWords

Ø  Usingsyllabletypesanddivisionprinciples

Ø  Iden/fyingaffixesorwordpartsØ  Usingflexiblesyllabica0on

strategies -TeachingReadingSourcebook,page261

42

StructuralAnalysis

“Structuralanalysisisawordiden0fica0onskillthatinvolvestheuseofprefixes,suffixes,rootwords,the“words”incompoundwords,andtheapostrophesincontracBonstoidenBfyunfamiliarwords.”-PhonicsandStructuralAnalysisfortheTeacherofReading,BarbaraJ.Fox

WJ,pp.146-147,394,398,400

43

MorphologyTerminology

Morpheme:Thesmallestunitofmeaninginaword.CommonMorphemes:Ø Compoundwords:doghouse,buMerflyØ Wordroot:inspector,phonicsØ Baseword:unlikely,light,houseØ Prefix:re-,un-,dis-Ø Suffix:-able,-ive,-ly

44

Prefixes

Gravesrecommendsthatteachersprovideexplicitinstruc0oninthemostfrequentlyusedprefixes.White,SowellandYanagiharasuggestteachingprefixesintheorderoftheirfrequency.

Theseresearchersfoundthattwentyprefixesaccountforabout97percentofthetheprefixedwordsinprintedschoolEnglish.Fourprefixes(un-,re-,in-,anddis-)accountforabout58percentofprefixedwords.

-White,Sowell,andYanagihara

45

WJpp.310-311,CCSSAppendixB,pp.63,71

Suffixes

Theessen0alfunc0onofasuffixistoindicatethepartofspeechofapar0cularword.Whenitcomestounderstandingwhatawordmeans,thesuffixistheleastimportantcomponent.Onlyafewsuffixesmeritintensivescru0ny.Rasinski,Padak,Newton,andNewton(2008) 46

WJpp.311-312,324-331

Limita0onsofAffixes

Ø Someprefixesarenotconsistentinmeaning.Ø Some0mestheremovalofwhatappearstobeaprefixleavesnomeaningfulrootword.Ø Some0mestheremovalofwhatappearstobeaprefixorasuffixleavesawordthatisnotobviouslyrelatedinmeaningtothewholeword. 47

GreekandLa0nRoots

Ø  Awordrootisawordpartthatmeanssomething.Whenarootappearsinsideaword,itlendsitsmeaningtothewordandhelpscreatetheword’smeaning.

Ø Wordsthatcontainthesamerootalsosharemeaning.Wecallthesecognates.

Ø  Therootconveyssoundandmeaning.

~GreekandLa0nRootsKeystoBuildingVocabulary,Rasinski,etal 48

WJpp.341-352;CCSSAppendixB,pp.63,71

GreekandLa0nWords“ManywordsinEnglishhavebeenborrowedfromtheGreekandLa0nlanguagesandsharecommonroots.Asaresult,familiesofwordsabound.”

-Ganske,WordJourneys

WJ,pp.236-241

49

WordSpokesAc0vity

Cur

CursiveWri0ng

ComputerCursor

RiverCurrent

CurrentEventsCurrency

IncurDebt

Concur

50

FromGreekandLaBnRoots,pp.27-30,77

ApproachesforDecodingLongerMul0syllabicWords

Ø  Usingsyllabletypesanddivisionprinciples

Ø  Structuralanalysis:Iden0fyingaffixesorwordparts

Ø  Usingflexiblesyllabica/onstrategies

51

FlexibleStrategyforReadingBigWords

1.  Circletheprefixesandsuffixes.2.  Underlinethevowelsinthe

uncircledpart(s)oftheword.3.  Readthewordbypartsorsyllables.4.  Readthewholewordandconfirm

itspronuncia0on. -TeachingReadingSourcebook,p.309 52

ContextClues

Studentsbenefitfrombeingexplicitlytaughthowtousecontextcluesasaword-solvingstrategy.

-AdaptedfromGanske,WordJourneys

53

WJp.147

54

StagesofSpelling

1.  Emergent–pp.30-352.  LeMerName–pp.35-37,157-1763.  WithinWordPaMern–pp.37-41,177-1984.  SyllableJuncture–pp.41-47,199-2235.  Deriva0onalConstancy–pp.47-50,224-241

WJ,pp.30-41,44-50

55

Ac0vity:Iden0fytheSpellingStages

1.  Readthewri0ngsamplesdisplayedaroundtheroom.

2.  Iden0fythespellingstageofeachwri0ngsampleandwriteitonthes0ckysideofas0ckynoteandplaceonthesample.

3.  Jus0fyreasonsforthechoicebyusingthecharacteris0csofeachfeature.

4.  Debrief.56

LiteracyDevelopment

Emergent Early Transi0onal Self-Extending(Gr2-4)

Advanced(Gr4&up)

Pre-KtoK Ktomiddleof1st

1sttomiddleof

3rd

mid3rdtomid5th

mid5thup

Emergent LeMerName WithinWordPaMern

SyllableJuncture

Deriva0onalConstancy

Alphabetè PaMernè Meaning(K)(K-1)(Gr1-2)

Legend:ReadingStageGradeRangeSpellingStage

57

TheVocabularyStrategy1.   Lookforcontextcluesinthewords,phrases,andsentences

surroundingtheunfamiliarword.2.   Lookforword-partclueswithintheunfamiliarword.

A.  Trytobreakthewordintoparts.B.  Lookattherootword.Whatdoesitmean?C.  Lookattheprefix.Whatdoesitmean?D.  Lookatthesuffix.Whatdoesitmean?E.  Putthemeaningsofthewordpartstogether.Whatisthemeaningof

thewholeword?3.   Guesstheword’smeaningusingsteps1and2.4.   Tryoutyourmeaningintheoriginalsentencetocheckwhetheror

notitmakessenseincontext.5.   Usethedic/onary,ifnecessary,toconfirmyourmeaning.

-AdaptedfromTeachingReadingSourcebook58

CCSS,pp.27,29

EstablishingaPredictableStructure

WJpp.114-119

59

“Aconversa0onal,ratherthaninterroga0onal,tonecangoalongwayinencouragingstudentstobeac0vepar0cipants.”

-WordJourneys2ndEdi0on,p.123

60

WJpp.122-123

AppropriateandEngagingInstruc0on

“Althoughchildren’swordknowledgeisenhancedbyopportuni0estoreadandwrite,teacher-guidedinstruc0onandprac0cefacilitatestudents’detec0onofpaMernsinwordsandhelpthemtointernalizetheirunderstandings.”

-Wanzek,Vaughn,Roberts&Fletcher,2011

61

WJpp.108-110

GuidedWordWalk

Co

bo

crumbbomb

columnistcolumnistssolemnity

62

WJpp.119-122

Sor0ngVaria0ons

1.  ClosedSorts(pp.110-111)2.  OpenSorts(p.112)3.  Wri0ngsorts(pp.123-124)4.  Blind,orNo-PeekSorts(P.124)5.  SpeedSorts(p.125)6.  WordHunts(pp.125-128)7.  ConceptSorts(pp.128-130)

63

WJpp.110-130

WordStudyNotebooks

Silentconsonantscondemncolumnbombcrumbsolemn

Soundedconsonantscondemna0oncolumnistbombardcrumblesolemnity

64

WJpp.130-138

NotebookAc0vi0esandGameApplica0onsTeach,Teach,Trade

65

WJpp.130-142

DecodablePassages

Ø PassageswithtargetedspellingpaMernØ TeachermodelsfluentreadingØ Studentsprac0cetobecomefluentØ WordshavepaMernspreviouslytaught

hMp://freereading.net 66

Evalua0ngaWordStudyCycle

Ø Observa0onØ QuizOp0onsØ  Transferto

Wri0ng

WJpp.142-144

Forma0veAssessments

Ø DSA(encoding)Ø Observe/analyzestudents’wri0ng(encoding)Ø Phonicsscreeners(QPA)Ø DIBELS(analyzingORF)Ø Observe/analyzestudents’reading

68

69

Ø  Monday:Teacher-guidedWordWalk(p.121)

Ø  Tuesday:BuddySort(p.124)Ø  Wednesday:WordHunt(p.125)Ø  Thursday:SpeedSort(p.125)Ø  Friday:Assessmentquiz

WJp.116

SampleSchedule

OtherReadingandWri0ngConnec0onsØ Usementortextsforreadingorlisteningacrossgenres.Ø Allowstudentstowriteacrossgenres.Ø Allowstudentstowriteinresponsetotexts.Ø Teachwri0ngskillsandprocesses.Ø Increase0meforwri0ng.

Dorffman&Cappelli(2007,2009,2012)TheWriBngStudyGroupoftheNaBonalCouncilofTeachersofEnglish(2004)GrahamandHebert(2010).

70

“I’dliketodowordstudy,butIteachseveralclassesandhaveonlyalimited0mewitheach.”

~WordJourneys,p.250

WJ,pp.250-253

StrugglingReaders

Olderstrugglingreaders/spellersmayneed:Ø Basicphonicsinstruc0oncoupledwithphonemicawarenessØ Instruc0oninwordaMackskillsforsinglesyllablewordsØ Instruc0oninwordaMackskillsformul0-syllabicwords

-TeachingReadingSourcebook,p.194

72

ArkansasDyslexiaLaw

AssessingtheSixRequiredAreasinGrades3-6

Test PhonologicalAwareness(Blending/segmen/ng)

SoundSymbolRecogni/on

AlphabetPrinciple

Decoding(Blending-Phonics)

RapidNaming

Encoding(Segmen/ng/Phonics)

ORF X X X X

DSA X X X X

AR-RAN X

Link:hMp://www.arkansased.org/divisions/learning-services/curriculum-and-instruc0on/dyslexia

73

DevelopmentalSpellingAssessment(DSA)

“TheDSAenablesteacherstoreadilyandconfidentlyiden0fychildren’sstagesofspellingdevelopment,highlightspecificstrengthsandweaknessesinfeaturalknowledgesoinstruc0oncanbe0melyandappropriate,andmonitorprogressover0me.”

-WordJourneys,KathyGankse 74

WJpp.53-79,81-100

AdvancedStudents

“Theirreadingabili0esdevelopnaturally,withoutformalinstruc0on,inhomeenvironmentswhereliteracyisvaluedandlanguageusageisencouraged.”(Durkin,1966)“Theyhavebeenimmersedinaprint-richenvironmentandhave‘puzzled-out’forthemselveshowtoread.”(Teale,1982). 75

Cognates

“ForthoseSpanish-speakingELLswhoareliterateintheirfirstlanguage,muchoftheirna0velanguagereadingskillscanbeappliedtotheirreadinginthesecondlanguage.”

-TeachingReadingSourcebook,p.62

76

77

78

~MichaelGraves,WordJourneys,page18