Strategies that Work tymology to E e 4:
Module 4: Phonics to Etymology Strategies that Work Teaching for Understanding and Engagement Acknowledgement of Country We recognise Kaurna people and their land The Northern Adelaide Region acknowledges that we are meeting on the traditional country of the Kaurna people of the Adelaide Plains. We recognise and respect their cultural heritage, beliefs and relationship with the land. We acknowledge that they are of continuing importance to the Kaurna people living today. NAR Facilitator Support Model – Team Norms • • • • • • • • • • • • Be prepared for meetings and respect punctuality Be open to new learning Respect others opinions, interact with integrity Stay on topic, maintain professional conversation Allow one person to speak at a time and listen actively Enable everyone to have a voice Discuss and respect diversity and differing views in a professional manner and don’t take it personally Accept that change, although sometimes difficult, is necessary for improvement Be considerate in your use of phones/technology Be clear and clarify acronyms and unfamiliar terms. Ask if you don’t understand. Commit to follow through on agreed action Respect the space and clean up your area before leaving Overview • • • • • Does spelling matter? Stages of Spelling Development Spelling in the Australian Curriculum Assessment strategies Spelling strategies – phonemic, visual, morphemic and etymological Deos Selplnig Ralely Mtetar? A little Sometimes Definitely Eevn wehn rnaeidg tsehe jlmebud wrdos, yuor biarn is sitll wrikong the smae way it wulod wtih nmraol wdros, jsut a ltilte hdaerr. So basically, our brains are extremely independent, in the sense that they only need small hints in order to figure things out. More specifically, our brains are able to collect information in a multitude of ways. For example, our brains can recognise a word and its meaning even if the letters within the word are jumbled. Like a detective, our brains take many aspects of the word into account and formulate an educated guess as to what the word may be. In thsee cseas, it is anzaimg how sarmt our bainrs rlaely are, and how lttile seilpnlg rlaely mettras. Spelling Matters 02:46 Spelling or Vocabulary? How were you taught? Teaching of Spelling 1980’s • Timetabled • Weekly spelling lists based on topics, themes or word families (usually same for all students) • Check that students know meanings • Use appropriately in sentences • Friday test • Correct mistakes several times for practice Lack of generalisation and transfer of learning Disadvantages: • Often students are asked to memorise word lists for a test ‘later on’ in time. • Memorisation is not the most efficient strategy for spelling instruction. • It should only be used to teach the spelling of words with extreme irregularity. Teaching of Spelling 1990’s • Whole language or natural approach • Spelling dealt within the context of daily writing for real purposes • Studying words in isolation not appropriate as it decontextualises word study • Learn to spell by daily writing and regular constructive feedback • Child-centred Individualised teaching superficial and fragmented Brian Regan Spelling Bee 03:25 “The English language is not the chaotic beast it is often made out to be. On the contrary it is systematic and reasonably predictable in the conventional way it is spelt” Cramer & Cipielewski , 1995 Stages of Spelling Development Preliminary Preliminary cave could elephant Preliminary • Is aware that print carries a message • Uses writing like symbols • Uses known letters or approximations Semi-phonetic Semi-phonetic • Uses left to right and top to bottom orientation of print • Relies on letters that are most obvious • Represents words with one, two or three letters, mainly consonants Phonetic Phonetic • Chooses letters on the basis of sound without regard for conventional spelling patterns • Sounds out and represents all substantial sounds • Develops particular spellings for certain sounds often using self-nominated rules Transitional Transitional • Uses letters to represent all vowel and consonant sounds, placing vowels in every syllable • Is beginning to use visual strategies such as knowledge of common letter patterns and critical features of words Independent Independent • Is aware of many patterns and rules of the English spelling system • Automatic recall • Realise the importance of proof reading Spelling Developmental Stages • Are not totally linear • Will depend to some degree on learning preference / style • Will depend on intervention - Perceived importance - Time spent - Pedagogy Lily Read and discuss pages 15-18 Using Spelling Data How are my students going? • What do you currently know about your students’ spelling ability and achievement? • What data do you collect? • What does this data tell you? • What else might you want to know? Screening • NAPLaN skill levels • Spelling Ages New South Wales Criterion Based Spelling Tests. SuperSpell "Assessment Disk" CD ROM SuperSpell "Assessment Disk" has four spelling tests - a placement test, and three diagnostic tests which establish the user's stage of spelling development and pinpoint specific spelling weaknesses. Results are compiled and stored for each individual user; these can be viewed on screen or printed. Placement Test Diagnostic Test 1. Diagnostic Test 2. Diagnostic Test 3. Storage & Retrieval of Results DIBELS • Measures –Phonemic Awareness –Phonics –Fluency –Vocabulary –Comprehension • Nonsense Word Fluency is the DIBELS measure of phonics. Diagnostic Information • What more information about the student’s spelling does this give you? • What else might be needed to determine appropriate teaching strategies? Discuss assessment strategies Refer to pages 41-51 Spelling Strategies A B C 1 dessicate desiccate desicate 2 ecstasy exstacy ecstacy 3 milenium millenium millennium 4 dumbel dumbbell dumbell 5 supercede supersede superceed 6 accidently acidently accidentally 7 peddler pedler pedlar 8 minuscule minisicule minniscule 9 coollie cooly coolly 10 accomodate accommodate acommodate 11 iresistible irresistible irresistable 12 liaison liasion liason 13 harras harass harrass 14 definitely definately difinitely 15 ocurence occurence occurrence 16 embarass embaras embarrass 17 cemetary semetary cemetery 18 innoculate inoculate innockulate 19 sacrilegious sacreligious sacraligious 20 wiered weird wierd Strategies • How did you feel? • What strategies did you use to determine the correct spellings? 1 dessicate desiccate desicate 18 % 2 ecstasy exstacy ecstacy 74 % 3 milenium millenium millennium 58 % 4 dumbel dumbbell dumbell 42 % 5 supercede supersede superceed 28 % 6 accidently acidently accidentally 72 % 7 peddler pedler pedlar 65 % 8 minuscule minisicule minniscule 34 % 9 coollie cooly coolly 62 % 10 accomodate accommodate acommodate 63 % 11 iresistible irresistible irresistable 55 % 12 liaison liasion liason 65 % 13 harras harass harrass 52 % 14 definitely definately difinitely 78 % 15 ocurence occurence occurrence 67 % 16 embarass embaras embarrass 60 % 17 cemetary semetary cemetery 66 % 18 innoculate inoculate innockulate 25 % 19 sacrilegious sacreligious sacraligious 44 % 20 wiered weird wierd 86 % Knowledge about spelling There are four types of knowledge about spelling: • phonetic (the sound–symbol relationship) • visual (the way letter combinations look) • morphemic (the meaning units within a word) • etymological (the origins of words). Phonetic Relationships Successful spellers develop the following phonic knowledge: • letter names • sounds represented by symbols—vowels and consonants • onsets and rimes (e.g., tr–uck; sh–op; p–et) • spelling patterns—strings or clusters of letters which occur in many words sharing common sound units (e.g., ite/ight). Purpose for Phonics Instruction • “The purpose of phonics instruction is not that children learn to sound out words. The purpose is that they learn to recognise words, quickly and automatically, so that they can turn their attention to comprehension of text.” • Steven Stahl, 1992 Why Teach Phonics? • Phonics helps all learners • Good readers spell better with phonics instruction • Struggling readers learn to read better and faster with explicit, systematic phonics instruction National Reading Panel, 2000 American Psychological Society, 2001 Letter Sound Introduction Order Louisa Moats, 2005 Lesson New Concept Vowels Di/tri 1 Sounds match letters 2 Word families 3 Compound words Short o nprg 4 Nonsense words Short i djklvj 5 Flash words Short u qu z ck 6 2 syllable words w x wh 7 Digraph y sh ch 8 2 sounds one sp 9 Trigraph(/ch/, /j/) 10 REVIEW Short a Consts mst bcfh Short e th tch dge Summary • • • • • Start with phoneme, link to grapheme Follow a planned sequence Teach concepts explicitly Use engaging, multi-sensory activities Move from simple to complex, concrete to abstract, frequent to less frequent • Provide ample practice, including the words in controlled text… Louisa Moats Phonetic Relationships Refer to pages 17-18 Visual information Successful spellers develop the following visual knowledge: • symbols/letters are used to write words • there are spaces between words • a letter string (ie a spelling pattern) may represent the same or different sounds • the same sound can be represented by different letter patterns • the probability of letter order in the common letter strings in English About 40% rely on both hemispheres 30% lean towards VSL 10% lean to ASL Auditory / Sequential Visual / Spatial Multi Auditory Learners • Begin spelling at a younger age • Are more comfortable using invented spelling when they write stories • Will guess at the spelling of words • Phonics make sense to them • Phonics provides an important strategy for them Visual Learners • Begin to spell at a later stage because they needs lots of opportunity to see the words • Are not comfortable using invented spelling when they write stories • Dislike guessing at the spelling of words • Phonics are often difficult for them • Rely more on configurations, visual cues and visualisation than on phonics Right letters, wrong order Use letters that represent the sound Common errors of Common errors of visual learners auditory learners said help does funny siad hlep dose funy sed halp duz funne Spelling Strategies for Visual Learners • Write out words that they are having trouble spelling and leave the letters that are giving them trouble blank. Have them fill in the missing letters. For example, if they have written becuase, write bec se and have them fill in the blanks. This shows them the part of the word they are having trouble with and helps them learn that part. • Highlight tricky letters in a word. • Write problem letters in a different colour. • If they are having trouble with a particular word, have them write down several ways of spelling it and ask them to pick the way that looks right to them. Usually they are right. • Have them sort words by visual pattern. Like words that drop the final e when adding -ing (hoping, joking, caring). • Make a word wall that they can reference for writing. Add words that give them trouble so they can look to the wall when they can't remember the spelling of a word. •Adapted from "Spelling: Connecting the Pieces" by Ruth McQuirter Scott and Sharon Siamon. Visual Information Refer to page 19 Morphemic Relationships Successful spellers develop the following morphemic knowledge: • using morphemes (ie using units of meaning to spell words) • adding suffixes and prefixes to base words • spelling patterns common to word families (ie letter strings) • apostrophes for contractions and possession • homonyms Morphemic Approach • A morphograph is the smallest unit of identifiable meaning in written English. • Morphographs include affixes (prefixes, suffixes) and bases or roots. • Following a small set of rules for combining morphographs can create many words in the written English language. • For example, the word recovered is made up of the prefix re, the base cover, and the suffix ed. Example… • Using a morphemic approach, students can be taught that when a base ends in the letter e (e.g., make) and is to be combined with the /ing/ suffix, the letter e is always dropped (make becomes making). • Morphographs are generally spelled the same across different words. • For example, the morphograph port is spelled the same in the words porter, deport, and important. • When the spelling of a morphograph changes across words, it does so in predictable ways. • The morphograph trace is spelled differently in the words trace and tracing, but the change is governed by the rule for dropping the final e. • The number of morphographs is far fewer than the number of words in the written English language and • the number of principles for combining morphographs is relatively small. Therefore: Teaching students to spell morphographs and teaching the rules for combining morphographs will allow students to spell a far larger set of words accurately than by teaching individual words through rote memorisation of spelling lists. Link to Comprehension??? • A morpheme is a unit of meaning • Knowing the meaning of common morphemes enables students to deduce the meanings of words ism = forms nouns and means “the act, state, or theory of” http://www.brendenisteaching.com/ Teaching Affixes 03:43 Morphemic Relationships Refer to pages 19 - 20 Etymological Relationships This includes knowledge of: • the origins of base words • acronyms • neologisms • portmanteau words • eponyms • proprietary words Vocabulary that is subject specific often contains these types of words. ache achieve architect archives branch chain chalet chamois champion chandelier chaotic chaperone character charisma chassis chatterbox chauvinistic cheap cheeky chemical chewy chief child chisel chocoholic choice cholera chronic crochet itchy machine mechanic reach retrenched scholarship technical History of English 11:20 Etymological Relationships Refer to page 21 Learning to Spell ….is not just about memorising words ….is not effective if just based on random experience with words ….is about understanding patterns that apply to a large number of words ….is about a combination of reading, writing and direct instructional strategies Spelling by Kinaesthetic memory is also involved in the storage and retrieval of spelling patterns, particularly those of high frequency words. Researchers have observed a connection between fluent, neat handwriting and spelling ability. Steps in Teaching & Learning Printed Word Recognition in English (Moats, 2000: Speech to Print) Greek-derived morphemes Derivational Morphology: Anglo Saxon & Latin Roots, Prefixes, Suffixes Inflectional Morphology Common Syllables, Syllabication Fluent Recognition of Word Families 300-500 “Sight Words” Phoneme-Grapheme Correspondences Phonological Awareness K 1 2 3 4 5 6 7+ • In summary, phonemic, whole-word, morphemic and kinaesthetic approaches are useful for teaching the wide variety of word types in the English language. • Together these approaches represent a comprehensive set of strategies for teaching children to be accurate spellers. bat pet man cake bet let mat make but set mad bake aeronaut aeroplane aerodynamics aerobics aeronautics aerosol aerospace they there said because what Helpful hints for spelling words • Picture the word in your head • Paint the word on your eyelids • Paint the word on an easel in your head, use yellow/red • Look at the word: Say the letters/sounds as you write the word • Break the word into syllables • Look, say, cover, write, check • Look closely at the tricky parts • Make a story up about the word e.g. was "What a surprise" • Practise the word by writing with your finger on your other hand Brainstormed by children in 1/2 class Use your ears Use your eyes Use your hands Use your head Word Choice 2:43
© Copyright 2024