Grades 4 5 Implementing a Comprehensive Literacy Framework

Grades 4 -5 Implementing a Comprehensive Literacy Framework Module Two Word Study: Phonics, Spelling, and Vocabulary Instruction 1

Learning Objectives Ø Examine a systematic and engaging approach aimed at exploring the sound, pattern, and meaning relationships among words. Ø Make discoveries about how words work and generalize understandings about reading, spelling, and writing more efficiently. Ø Examine the continuum of phonics instruction, including morphology. Ø Consider how word study instruction impacts learning. 2

Alignment to TESS Domain 1: Domain 2: Domain 3: Domain 4: Planning and Preparation The Classroom Environment Instruction Professional Responsibilities 3

Implementing a Comprehensive Literacy Framework 4 H 1

Comprehensive Literacy Framework Ø Knowledge of Students Ø High Quality Teaching Ø Literacy Curriculum based on the Common Core State Standards for English Language Arts and Literacy Ø Evidence-Based Research Ø Federal and State Laws 5 H 1

Fluency Text Comprehension Vocabulary Systematic, Explicit Phonics Phonemic Awareness Writing Essential Elements of Literacy Instruction Speaking and Listening 6 H 1

Multi-Tiered System of Support 7 RTI Arkansas Model H 1

Supportive Learning Environment 8 H 1

Leadership and Sustainability 9 H 1

Comprehensive Assessment System 10 H 1

Coherent Instructional Design 11 H 1

Explicit Instruction and the Gradual Release of Responsibility Teacher Modeling = Student Responsibility = Guided Practice = Collaborative Practice = Independent Practice Teacher Support I Do You Watch H 2 I Do You Help =Application You Do I Help You Do I Watch 12

Explicit Instruction and the Gradual Release of Responsibility Teacher Modeling = Student Responsibility = Guided Practice = Collaborative Practice = Independent Practice Teacher Support I Do You Watch H 2 I Do You Help =Application You Do I Help You Do I Watch 13

Model of the Four Part Mental Processing System 14

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. 15

Big Words Come From Little Words 16

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Reading Foundational Skills (K-5) RF. 4. 3 and RF. 5. 3 Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e. g. , roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 18 CCSS p. 15

Language Standards K-5 L. 4. 2 d and L. 5. 2 e Spell grade-appropriate words correctly, consulting references as needed. 19 CCSS p. 28

What is Word Study? Ø Think about how you would define word study. Ø Send in your definition via Padlet. 20 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, 2 nd edition, E. Henderson 21 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 22 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? 23 WJ pp. 11 -12

Spelling vs. Word Study Ø Think about the differences between traditional spelling and word study. Ø Post one difference between the two approaches via Padlet. 24

How does word study relate to the Common Core State Standards? 25 WJ p. 253

The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING inc strreas ate ing gic ly Skilled Readingfluent execution and coordination word SKILLEDof READING: fluent execution and recognition and text coordination of word recognition and text comprehension. COMPREHENSION WORD RECOGNITION PHON. AWARENESS PHONICS FLUENCY gly n i as atic e r inc utom a 26 Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

“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 CCSS Appendix A, pp. 21, 22 28

Approaches for Decoding Longer Multisyllabic Words Ø Using syllable types and division principles Ø Identifying affixes or word parts Ø Using flexible syllabication strategies - Teaching Reading Sourcebook, page 261 29

Six Syllable Types Syllables Closed Vowel Consonant e Open Vowel Team Vowel r Final Stable H 3 30

Closed Syllable Pattern A syllable with a short vowel spelled with a single vowel letter ending in one or more consonants. Ø dap-ple Ø hos-tel Ø bev-erage CCSS Appendix A, p. 21 Practice words: print, absent stack, magnet 31

“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 32

Vowel-Consonant-e Syllable Pattern A syllable with a long vowel spelled with one vowel + one consonant + silent e Ø com-pete Ø des-pite Practice words: make, compute hope, stampede 33 CCSS Appendix A, pp. 21, 22

Open Syllable Pattern A syllable that ends with a long vowel sound, spelled with a single vowel letter. Ø pro-gram Ø ta-ble Ø re-cent Practice Words: he, migrate my, react 34 CCSS Appendix A, p. 21

Vowel Team Syllable Pattern Syllables that use two to four letters to spell the vowel Ø beau-ti-ful Ø train-er Ø con-geal Ø spoil-age CCSS Appendix A, p. 21 Practice Words: coat, betray strain, rowdy 35

Vowel-r Syllable Pattern A syllable with er, ir, or, ar, or ur Vowel pronunciation often changes before /r/ Practice Words: Ø in-jur-ious her, seizure Ø con-sort first, kerchief Ø char-ter 36 CCSS Appendix A, p. 21

Consonant-le Syllable Pattern An unaccented final syllable containing a consonant before /l/ followed by a silent e Ø drib-ble Ø bea-gle Ø lit-tle H 4 CCSS Appendix A, p. 21 Practice Words: steeple, carnation humble, rejection 37

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. 38 H 5 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 39

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 40

College and Career Readiness Anchor Standards Model Word Study Lesson on Syllable Division Strategy: VCV

Approaches for Decoding Longer Multisyllabic Words Ø Using syllable types and division principles Ø Identifying affixes or word parts Ø Using flexible syllabication strategies - Teaching Reading Sourcebook, page 261 42

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

Morphology Terminology Morpheme: The smallest unit of meaning in a word. Common Morphemes: Ø Compound words: doghouse, butterfly Ø Word root: inspector, phonics Ø Base word: unlikely, light, house Ø Prefix: re-, un-, disØ Suffix: -able, -ive, -ly 44

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 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 45

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 46

Limitations of Affixes Ø Some prefixes are not consistent in meaning. Ø Sometimes the removal of what appears to be a prefix leaves no meaningful root word. Ø 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. 47

Greek and Latin Roots Ø 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. Ø Words that contain the same root also share meaning. We call these cognates. Ø 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 48

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 49 WJ, pp. 236 -241

Word Spokes Activity Cursive Writing Computer Cursor Concur Incur Debt Currency River Current Events 50 From Greek and Latin Roots, pp. 27 -30, 77

Approaches for Decoding Longer Multisyllabic Words Ø Using syllable types and division principles Ø Structural analysis: Identifying affixes or word parts Ø Using flexible syllabication strategies 51

Flexible Strategy for Reading Big Words 1. Circle the prefixes and suffixes. 2. Underline the vowels in the uncircled part(s) of the word. 3. Read the word by parts or syllables. 4. Read the whole word and confirm its pronunciation. - Teaching Reading Sourcebook, p. 309 52

Context Clues Students benefit from being explicitly taught how to use context clues as a word-solving strategy. - Adapted from Ganske, Word Journeys 53 WJ p. 147

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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 55 WJ, pp. 30 -41, 44 -50

Activity: Identify the Spelling Stages 1. Read the writing samples displayed around the room. 2. Identify the spelling stage of each writing sample and write it on the sticky side of a sticky note and place on the sample. 3. Justify reasons for the choice by using the characteristics of each feature. 4. Debrief. 56

Literacy Development Alphabet è Pattern è Meaning Emergent (K) Early (K-1) Transitional (Gr 1 -2) Self-Extending (Gr 2 -4) Advanced (Gr 4 & up) 1 st to middle of 3 rd mid 3 rd to mid 5 th up Syllable Juncture Derivational Constancy Pre-K to K K to middle of 1 st Emergent Letter Name Within Word Pattern 57 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 58

Establishing a Predictable Structure 59 WJ pp. 114 -119

“A conversational, rather than interrogational, tone can go a long way in encouraging students to be active participants. ” - Word Journeys 2 nd Edition, p. 123 60 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 61 WJ pp. 108 -110

Guided Word Walk crumb bo bomb Co columnist solemnity columnists 62 WJ pp. 119 -122

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) 63 WJ pp. 110 -130

Word Study Notebooks Silent consonants condemn column bomb crumb solemn Sounded consonants condemnation columnist bombard crumble solemnity 64 WJ pp. 130 -138

Notebook Activities and Game Applications Teach, Trade 65 WJ pp. 130 -142

Decodable Passages Ø Passages with targeted spelling pattern Ø Teacher models fluent reading Ø Students practice to become fluent Ø Words have patterns previously taught http: //freereading. net 66

Evaluating a Word Study Cycle Ø Observation Ø Quiz Options Ø Transfer to Writing WJ pp. 142 -144

Formative Assessments Ø DSA (encoding) Ø Observe/analyze students’ writing (encoding) Ø Phonics screeners (QPA) Ø DIBELS (analyzing ORF) Ø Observe/analyze students’ reading 68

Sample Schedule Ø Monday: Teacher-guided Word Walk (p. 121) Ø Tuesday: Buddy Sort (p. 124) Ø Wednesday: Word Hunt (p. 125) Ø Thursday: Speed Sort (p. 125) Ø Friday: Assessment quiz 69 WJ p. 116

Other Reading and Writing Connections Ø Use mentor texts for reading or listening across genres. Ø Allow students to write in response to texts. Ø Teach writing skills and processes. Ø Increase time for writing. 70 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: Ø Basic phonics instruction coupled with phonemic awareness Ø Instruction in word attack skills for single syllable words Ø Instruction in word attack skills for multisyllabic words - Teaching Reading Sourcebook, p. 194 72

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 (Blending. Phonics) Rapid Naming Encoding (Segmenting /Phonics) X X X Link: http: //www. arkansased. org/divisions/learning-services/curriculumand-instruction/dyslexia 73

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 74

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). 75

Cognates “For those Spanish-speaking ELLs who are literate in their first language, much of their native language reading skills can be applied to their reading in the second language. ” - Teaching Reading Sourcebook, p. 62 76

Pause, Reflect, and Connect 77

Constructing a program that includes rich and varied language experiences, teaching individual word learning strategies, and fostering word consciousness is no small task. And remember, although the strongest possible program includes all four of these elements, even small steps in one or two of these areas can be of significant benefit to your students. ~ Michael Graves , Word Journeys, page 18 78