grades 4-5 implemen=ng a comprehensive literacy framework
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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
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ComprehensiveLiteracyFramework
Ø KnowledgeofStudentsØ HighQualityTeachingØ LiteracyCurriculumbasedontheCommonCoreStateStandardsforEnglishLanguageArtsandLiteracy
Ø Evidence-BasedResearchØ FederalandStateLaws
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H1
Essen/alElementsofLiteracy
Instruc/on
PhonemicAwareness
Systema0c,ExplicitPhonics
Vocabulary
FluencyText
Comprehension
Wri0ng
Speakingand
Listening
6
H1
ExplicitInstruc0onandtheGradualReleaseofResponsibility
TeacherSupport
StudentResponsibility
TeacherModeling!
! GuidedPrac/ce
! IndependentPrac/ce
! Applica/on
! Collabora/vePrac/ce
IDoYouWatch
IDoYouHelp
YouDoIHelp
YouDoIWatch
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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
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phron0stery
Some0mesIgotothephron0stery.Atthephron0stery,Icanbroadenmyunderstandingoftheworld.Defini0on:Aplaceorestablishmentforthinking,studying,orlearning. 15
ReadingFounda0onalSkills(K-5)
RF.4.3andRF.5.3UsecombinedknowledgeofallleMer-soundcorrespondences,syllabica0onpaMerns,andmorphology(e.g.,rootsandaffixes)toreadaccuratelyunfamiliarmul0syllabicwordsincontextandoutofcontext.
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CCSSp.15
LanguageStandardsK-5
L.4.2dandL.5.2eSpellgrade-appropriatewordscorrectly,consul0ngreferencesasneeded.
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CCSSp.28
WhatisWordStudy?
Ø Thinkabouthowyouwoulddefinewordstudy.
Ø Sendinyourdefini0onviaPadlet.
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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
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Reading,Wri0ng,andSpellingConnec0onsIfreadingandwri0ngareessen0allytwosidesofthesamecoin,whyisitthatwecanonencorrectlyreadwordsonthebasisoflimitedinforma0on,buthavetroubleaccuratelyspellingthesameword,asevidencedbythepreviousdemonstra0on?
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WJpp.11-12
Spellingvs.WordStudy
Ø Thinkaboutthedifferencesbetweentradi0onalspellingandwordstudy.
Ø PostonedifferencebetweenthetwoapproachesviaPadlet.
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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.
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“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
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CCSSAppendixA,pp.21,22
ApproachesforDecodingLongerMul0syllabicWords
Ø UsingsyllabletypesanddivisionprinciplesØ Iden0fyingaffixesorwordpartsØ Usingflexiblesyllabica0onstrategies
-TeachingReadingSourcebook,page26129
ClosedSyllablePaMern
AsyllablewithashortvowelspelledwithasinglevowelleMerendinginoneormoreconsonants.Ø dap-pleØ hos-telØ bev-erage
CCSSAppendixA,p.21
Prac/cewords:print,absentstack,magnet
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“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
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OpenSyllablePaMern
Asyllablethatendswithalongvowelsound,spelledwithasinglevowelleMer.Ø pro-gramØ ta-bleØ re-cent
CCSSAppendixA,p.21
Prac/ceWords:he,migratemy,react
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VowelTeamSyllablePaMern
SyllablesthatusetwotofourleMerstospellthevowelØ beau-0-fulØ train-erØ con-gealØ spoil-age
CCSSAppendixA,p.21
Prac/ceWords:coat,betraystrain,rowdy
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Vowel-rSyllablePaMernAsyllablewither,ir,or,ar,orurVowelpronuncia0ononenchangesbefore/r/Ø in-jur-iousØ con-sortØ char-ter
CCSSAppendixA,p.21
Prac/ceWords:her,seizurefirst,kerchief
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Consonant-leSyllablePaMernAnunaccentedfinalsyllablecontainingaconsonantbefore/l/followedbyasilente
Ø drib-bleØ bea-gleØ lit-tle
CCSSAppendixA,p.21
Prac/ceWords:steeple,carna0onhumble,rejec0on
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H4
Generaliza0onsforWordDivision
Thethreeprinciplesareusefulandagoodstar0ngpoint,buttherearemorethanthreethatstudentsneedtolearn.
CCSSAppendixA,pp.21-22
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H5
DecodingMul0syllabicWords
Mul3syllabicWordhumorconsentcombinebugleailmentboasRulabsurd
invita/on
ClosedVCorCVC
OpenCV
SilenteVCe
VowelTeam
VowelR
FinalStableSyllable
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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
ApproachesforDecodingLongerMul0syllabicWords
Ø Usingsyllabletypesanddivisionprinciples
Ø Iden/fyingaffixesorwordpartsØ Usingflexiblesyllabica0on
strategies -TeachingReadingSourcebook,page261
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StructuralAnalysis
“Structuralanalysisisawordiden0fica0onskillthatinvolvestheuseofprefixes,suffixes,rootwords,the“words”incompoundwords,andtheapostrophesincontracBonstoidenBfyunfamiliarwords.”-PhonicsandStructuralAnalysisfortheTeacherofReading,BarbaraJ.Fox
WJ,pp.146-147,394,398,400
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MorphologyTerminology
Morpheme:Thesmallestunitofmeaninginaword.CommonMorphemes:Ø Compoundwords:doghouse,buMerflyØ Wordroot:inspector,phonicsØ Baseword:unlikely,light,houseØ Prefix:re-,un-,dis-Ø Suffix:-able,-ive,-ly
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Prefixes
Gravesrecommendsthatteachersprovideexplicitinstruc0oninthemostfrequentlyusedprefixes.White,SowellandYanagiharasuggestteachingprefixesintheorderoftheirfrequency.
Theseresearchersfoundthattwentyprefixesaccountforabout97percentofthetheprefixedwordsinprintedschoolEnglish.Fourprefixes(un-,re-,in-,anddis-)accountforabout58percentofprefixedwords.
-White,Sowell,andYanagihara
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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
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WordSpokesAc0vity
Cur
CursiveWri0ng
ComputerCursor
RiverCurrent
CurrentEventsCurrency
IncurDebt
Concur
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FromGreekandLaBnRoots,pp.27-30,77
ApproachesforDecodingLongerMul0syllabicWords
Ø Usingsyllabletypesanddivisionprinciples
Ø Structuralanalysis:Iden0fyingaffixesorwordparts
Ø Usingflexiblesyllabica/onstrategies
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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
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
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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
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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
“Aconversa0onal,ratherthaninterroga0onal,tonecangoalongwayinencouragingstudentstobeac0vepar0cipants.”
-WordJourneys2ndEdi0on,p.123
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WJpp.122-123
AppropriateandEngagingInstruc0on
“Althoughchildren’swordknowledgeisenhancedbyopportuni0estoreadandwrite,teacher-guidedinstruc0onandprac0cefacilitatestudents’detec0onofpaMernsinwordsandhelpthemtointernalizetheirunderstandings.”
-Wanzek,Vaughn,Roberts&Fletcher,2011
61
WJpp.108-110
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)
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WJpp.110-130
WordStudyNotebooks
Silentconsonantscondemncolumnbombcrumbsolemn
Soundedconsonantscondemna0oncolumnistbombardcrumblesolemnity
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WJpp.130-138
DecodablePassages
Ø PassageswithtargetedspellingpaMernØ TeachermodelsfluentreadingØ Studentsprac0cetobecomefluentØ WordshavepaMernspreviouslytaught
hMp://freereading.net 66
Forma0veAssessments
Ø DSA(encoding)Ø Observe/analyzestudents’wri0ng(encoding)Ø Phonicsscreeners(QPA)Ø DIBELS(analyzingORF)Ø Observe/analyzestudents’reading
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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).
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“I’dliketodowordstudy,butIteachseveralclassesandhaveonlyalimited0mewitheach.”
~WordJourneys,p.250
WJ,pp.250-253
StrugglingReaders
Olderstrugglingreaders/spellersmayneed:Ø Basicphonicsinstruc0oncoupledwithphonemicawarenessØ Instruc0oninwordaMackskillsforsinglesyllablewordsØ Instruc0oninwordaMackskillsformul0-syllabicwords
-TeachingReadingSourcebook,p.194
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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
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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
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