Unit 7: Teaching Word Identification and Spelling

1. Unit 7: Teaching Word Identification and Spelling General principles of word identification and spelling instruction How do we learn to recognize and spell words? What are the 6 syllable types? How do we teach decoding and spelling? How do we teach irregular words?

2. Table Talk • How are phonemic awareness and decoding instruction inter-related? Which do you think is more important in the very beginning stages of learning to read? Does the relationship change over time and if so, how? • Discuss activities you use in your classroom to teach phonological awareness. • Tell in your own words the difference between phonological awareness and phonemic awareness.

3. Activity What is the problem, comprehension, or word recognition?

4. He had never seen dogs fight as these w_ish cr__tures f__t, and his first ex__ ie__ce t__t him an unf_______able l___n. It is true, it was a vi__ ex____, else he would not have lived to pr__ by it. Curly was the v____. They were camped near the l_g store, where she, in her friend_ way, made ad__ to a husky dog the s__e of a full-___ wolf, th___ not half so large as _he. _ere was no w_ing, only a leap in like a flash, a met_ clip of teeth, a leap out equal_ swift, and Curly’s face was ri__ed open from eye to jaw.

5. Hehad never seen dogs fight as these wolfish creatures fought, and his first experience taught him an unforgettable lesson. It is true, it was a vicarious experience, else he would not have lived to profit by it. Curly was the victim. They were camped near the log store, where she, in her friendly way, made advances to a husky dog the size of a full-grown wolf, though not half so large as she. There was no warning, only a leap in like a flash, a metallic clip of teeth, a leap out equally swift and Curly’s face was ripped open from eye to jaw. From Call of the Wild by Jack London

6. Based on Ehri, 1998,2000

7. Selected Conclusions From National Reading Panel About Phonics • Systematic phonics was more effective than non-phonics programs, including • basal programs • whole language • whole word programs. • Systematic phonics works for grades K-6. • Systematic, synthetic phonics instruction helps disabled readers. • Kindergarten students are ready for phonics and should receive this instruction. National Reading Panel, 2000

8. General Principles Of Word Identification and Spelling Instruction • Explicit, direct & systematic • Teach total word structure • Continue phonemic awareness • Coordinate decoding and spelling • Accuracy then automaticity • Decodable materials • Irregular words Felton & Lillie, 2001

9. Unit 7: Teaching Word Identification and Spelling General principles of word identification and spelling instruction How do we learn to recognize and spell words? What are the 6 syllable types? How do we teach decoding and spelling? How do we teach irregular words?

10. hit kite give hi ski pie English Orthography Isn’t Easy chief fruit fluid build naive pencil

11. “…You can’t become a skilled reader unless you know the system.” Insight From Linnea Ehri Linnea Ehri, 2002

12. Automatic Processing abruntive shime frimp

13. Automatic Processing frimp shime abruntive

14. More Insight From Linnea Ehri “…when readers learn to read words by sight, they use their knowledge of letter-sound correspondences. This knowledge is the glue that holds the words inmemory for quick reading.” Linnea Ehri, 2002

15. Automatic Processing conzayment ecnmztnyao scray yrmhv

16. Automatic Processing scray yrmhv conzayment ecnmztnyao

17. Insight From Susan Hall And Louisa Moats “…As the reader perceives the letters, he also simultaneously clusters the letters into chunks that he knows appear frequently in words.” Moats & Hall, 2002

18. Skilled Readers Break Long Words Into Syllables For Recognition cagwitzpat cag witz pat Readers break the syllable between letters that rarely occur in sequence within a syllable. In this word, between g-wand z-p.

19. Unit 7: Teaching Word Identification and Spelling General principles of word identification and spelling instruction How do we learn to recognize and spell words? What are the 6 syllable types? How do we teach decoding and spelling? How do we teach irregular words?

20. What Is The Vowel Sound? Check The Syllable Type! • Six Types of English Syllables • Closed • Le (consonant-l-e, Cle) • Open (V, CV) • Vowel teams (VV) • E (Silent e, vowel-consonant-e, VCe) • R-controlled (Vr)

21. Discovering Open And Closed Syllables e e web me neck we me be web elf we neck she sled he egg

22. Discovering Open And Closed Syllables e e me web we neck sled she egg he elf be

23. A Vowel Rule w e t

24. Closed Syllable: Short Vowel w e t

25. Open Syllable: Long Vowel w e

26. Closed Syllable/Open Syllable • Closed syllable • Structure: Only one vowel, at least one consonant after the vowel • Type of Vowel Sound: Short • Open syllable • Structure: Only one vowel, at the end of a syllable • Type of Vowel Sound: Long

27. Closed Syllable/Open Syllable CLOSED OPEN r o c k g o a s k m e c l u b f l u w e s t h i

28. b b i i t t b i i n n i i t t p p e e n n i n l l o o s s i i c c Closed Syllable/Open Syllable r a b r o b b CLOSED e x o OPEN s o m u

29. Vowel-Consonant-e Syllable

30. Picture-Coding: Vowel-Consonant-e Syllable Silent Magic E Silent magic e

31. Live Spelling: Vowel-Consonant-e Syllable Letterland calls this “live spelling.” Other programs can use this idea with students holding letter cards and forming letters. Each student gives his or her sound and then the class blends them together. Teachers lead this activity in two ways to practice reading and spelling.

32. Vowel-Consonant-e Syllable tape Some Orton-Gillingham instructors teach that the “e” jumps back over one letter to make the vowel say its name.

33. Vowel-Consonant-e Syllable • Structure: 1 vowel followed by 1 consonant followed by an “e” • Type of Vowel Sound: Long

34. m m e e n n t t v v i i t t e e p p l l a a c c e e Vowel-Consonant-e Syllable t i m e t y p e 1 syllable words d r o v e b a th e b a s e Multi-syllable words i n r e

35. w o a o ō Ow ! Vowel-Team Syllable b t n

36. Vowel-Team Syllable • Structure: Two or more vowels together that stand for one vowel sound (may include consonants as in “igh,” “eigh”) • Type of Vowel Sound: long, short, diphthong sound

37. d d ow ow c c oy oy l l i i n n e e Vowel-Team Syllable h ea t b oa t n igh t Long Vowel Teams c oi n m oo n h ea d Other Vowel Sounds e n d e ou t

38. r R...r...r Ir...ir…ir R-Controlled Syllable c a d f ir st

39. R-Controlled Syllable • Structure: 1 or 2 vowels followed by “r” • Type of Vowel Sound: r-controlled

40. m m i i t t e e g g u u m m e e n n t t R-Controlled Syllable f ar m b ur n m or e One Syllable Words f or k h er d th ir d t er w ai t er er Multi-Syllable Words ar

41. Consonant-L-e Syllable m a p l e p a p p l e p

42. Consonant-L-e Syllable • Structure: Consonant followed by “L” followed by “e”; never the 1st syllable • Type of Vowel Sound: schwa

43. b b l l e e f f l l e e b b l l e e t t l l e e d d l l e e g g l l e e Consonant-L-e Syllable t a Open r i m ar Various b ee p a d Closed g i g

44. Unit 7: Teaching Word Identification and Spelling General principles of word identification and spelling instruction How do we learn to recognize and spell words? What are the 6 syllable types? How do we teach decoding and spelling? How do we teach irregular words?

45. Multisensory Teaching Why Is It Effective For Poor Readers and Spellers? • Moats speculates that multisensory methods... • require slow and careful pronunciation leading to attention to each phoneme. • may increase brain activation. • may improve information storage. Moats, 1995

46. Examples Of Simultaneous, Multisensory Methods • Say a word while writing it with finger on textured surface • tap out the phonemes on fingers • blend for reading • write letters for spelling • Say a word, touch a blank card for each syllable, read or spell aloud by syllables Moats, 1995

47. Video: Tapping Sounds • Please click on the video below to play.

48. Video: Building Words to Prepare to Read Decodable Text • Please click on the video below to play.

49. Building And Changing Words for Reading • Teacher chooses 1st word: bed. • Teacher prepares a “word chain:” bed, shed, red, rid, lid, lip, clip, clap. • Teacher builds first word: bed. • Students tap out phonemes and read word. • Teacher changes letter(s) to make 2nd word, etc. • Teacher may ask questions such as • “What letter/sound changed?” • “Where in the word was the change?” • “What is the digraph?” (or blend) • Teacher should intervene at any point to prevent practice of error.

50. Video: Building and Changing Words • Please click on the video below to play.