Unit 7: Teaching Word Identification and Spelling

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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?

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Activity

• What is the problem, comprehension, or word
  recognition?

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Phase Logographic or Preconventional Novice or Early Alphabetic Mature or Later Alphabetic Transitional or Orthographic
How child reads familiar words Rote learning of incidental visual features of a word no letter-sound assoc. Partial use of letter-sound correspondence initial sound /or final sound Pronunciation of whole word on basis of sound-letter mapping Interchange of strategies e.g. phonemes, syllabic units, morpheme units and whole words
How child reads unfamiliar words Guessing constrained by context or memory of text Constrained by context gets first sound and guesses Full use of letter-sound mapping blends all sounds left to right begins to use analogy to known patterns Sequential hierarchical decoding notices familiar parts first use analogy
Other indicators Dependent on context, few words errors confusions cannot read text Similar appearing words are confused Rapid, unitized reading of whole familiar words is increasing Remembers multisyllabic words analogizes easily, associates word structure with meaning
How the child spells Strings letters together, assigns meaning without representing sounds in words Represents a few consonants fills in other letters randomly some letter/sound assoc. Phonetically accurate, beginning to use conventional letter patterns sight words knowledge increasing Word knowledge at all levels morpheme prefix, suffix, root syntactic,
Based on Ehri, 1998,2000
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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
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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
6
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?

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English Orthography Isnt Easy

• hit
• kite
• give
• hi
• ski
• pie

chief fruit fluid build naive pencil
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Insight From Linnea Ehri

• You cant become a skilled reader unless you
  know the system.

Linnea Ehri, 2002
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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
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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
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Skilled Readers Break Long Words Into Syllables
For Recognition
cagwitzpat
Readers break the syllable between letters
that rarely occur in sequence within a syllable.
In this word, between g-w and z-p.
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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?

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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)

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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

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Closed Syllable/Open Syllable
CLOSED
OPEN
o
k
r
c
o
g
s
k
a
e
m
u
l
c
b
u
l
f
w
s
t
e
i
h
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Closed Syllable/Open Syllable
r
a
b
r
o
b
b
CLOSED
e
x
o
OPEN
s
o
m
u
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Vowel-Consonant-e Syllable
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Picture-Coding Vowel-Consonant-e Syllable
Silent Magic E
Silent magic e
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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.
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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.
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Vowel-Consonant-e Syllable

• Structure 1 vowel followed by 1 consonant
  followed by an e
• Type of Vowel Sound Long

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

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Vowel-Team Syllable
h
ea
t
n
igh
t
t
oa
b
Long Vowel Teams
oi
n
c
m
n
oo
d
h
ea
Other Vowel Sounds
n
e
d
e
ou
t
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R-Controlled Syllable
a
c
d
st
ir
f
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R-Controlled Syllable

• Structure 1 or 2 vowels followed by r
• Type of Vowel Sound r-controlled

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R-Controlled Syllable
f
ar
m
n
m
or
e
ur
b
One Syllable Words
ir
f
er
or
k
h
d
d
th
t
er
w
ai
er
t
er
Multi-Syllable Words
ar
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Consonant-L-e Syllable

• Structure Consonant followed by L followed by
  e never the 1st syllable
• Type of Vowel Sound schwa

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Consonant-L-e Syllable
t
a
Open
r
i
m
ar
Various
b
ee
p
a
d
Closed
i
g
g
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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?

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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
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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
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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.

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Activity Words Chains

• Write a word chain with a partner.
• Begin with a 2 or 3 phoneme word with a short
  vowel
• Make changes to beginning, middle and end
• Add phonemes, subtract phonemes, substitute
  phonemes, move a phoneme from one position to
  another
• Include 10 to 15 words

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Multisensory Methods Building And Changing
Words for Spelling

• Teacher calls out word.
• Student
• Repeat word.
• Tap out phonemes on fingers.
• Name letters while forming word with letter
  tiles.
• Read word.
• Cover word and spell from memory.

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Building And Changing Words
d
e
f
b
a
i
j
h
g
Teacher crust
k
x
c
r
u
s
t
l
y
m
z
Student
crust, /c/ /r/ /u/ /s/ /t/
o
q
p
n
v
w
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Multisensory Methods Simultaneous Oral
Spelling (SOS)

• Teacher calls out word.
• Student
• Repeat word.
• Tap out phonemes.
• Tap letter names on fingers.
• Name letters while writing them.
• Read and underline word to check.

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Simultaneous Oral Spelling (SOS)Single Syllable
Words
Teacher trip
Student
trip
t r i p
t r i p
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Reading Multisyllable Words

• Basic Concepts of Syllable Division
• Division of words determines pronunciation of
  syllables and vowels
• Each syllable has one and only one vowel phoneme
  (may have more vowel letters)
• Syllable division is based on position of vowels
  and consonants

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Syllable Division

• Prerequisite student knowledge
• Basic letter-sounds including digraphs and blends
• Ability to decode and encode 1 syllable words
• 1 syllable/one vowel sound concept
• Knowledge of syllable types (may begin when just
  closed syllable has been learned)

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Decoding Multisyllable Words

• Students use a multisensory method
• to read compensate
• Student reads each syllable touching each card
• Then reads it as one word compensate

com
pen
sate
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Simultaneous Oral Spelling With Multi-Syllable
Words

• Teacher calls out word.
• Student
• Repeats word.
• Touches a blank card in left to right sequence
  for each syllable as he says syllable.
• Touches first card and repeats first syllable.
• Spells first syllable aloud.
• Writes each letter in syllable while saying
  letter-names aloud.
• Repeats steps 3-5 for each syllable.
• Underlines each syllable as he reads and checks
  the word.

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Simultaneous Oral Spelling (SOS)Multi-Syllable
Words
Teacher confiscate
c-o-n
f-i-s
c-a-t-e
Student
con
fis
cate
Student
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Sorting And Classifying Words

• Materials word cards
• Students group words by common features such as
  syllable type, vowel sound, etc.
• Students explain reason for grouping.
• Teachers may choose the type of sort
• Open-ended sort Student chooses categories for
  words.
• Directed sort Teachers gives student categories
  to sort words.

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Open-Ended Sort

• How might a student group these words?

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Open-Ended Sort

• How would a student explain this grouping?

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Small Group, Teacher-Directed Sort

• Teacher chooses categories.
• Teacher places a header card for each category.
• Students take turns placing cards under headers.
• After student places a card, student points to
  each word in column for group to read.

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Learning Orthographic Patterns

• Comparison, sorting, and classification are much
  more effective than rule recitation alone for
  learning about patterns.

Moats, 1996
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Patterns That Depend On Position In WordUse
Discovery Teaching

• oi
• coin
• boil
• point
• ointment

• oy
• boy
• soy
• joy
• employ

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Patterns That Must Be Memorized

• oa
• road
• soap
• load
• float

• o-e
• rode
• hope
• note
• broke

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Learning Orthographic Patterns Mnemonics To Aid
Pattern Memory

• the most effective mnemonic devices are those
  that students make up themselves.

The princiPAL is your PAL.
Moats, 1996
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Creating Mnemonics For Correct Spellings

• Teacher and students create a story or picture
  with ee words.
• Then create a contrasting story or picture with
  ea words.

ee green tree see feet week feel
ea eat heat read team meat leaf
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Teach The Word

• Each pair of students assigned 1 word
• Students identify elements of the word taught
  thus far.
• Number of sounds
• Number of letters
• Digraphs, blends, vowels
• Syllable type, vowel sound
• Word meaning, use in a sentence
• Students present word to class.

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What Are Decodable Books?

• Books with only the letter-sounds, patterns and
  sight words already taught
• Decodable books provide practice in applying the
  skills that are currently being taught or
  reviewed.

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Introducing Decodable Books

• Look at and discuss pictures (if any) and title.
• Encourage students to make predictions.
• Introduce characters as if they are real people.
• Practice character names.
• Explain the story or the story beginning in an
  appealing way.

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Introducing Decodable Books

• Al had the bag. Sam had his fat cat.
  The fat cat hit the bag. Bam! The bag had a
  rip. In ran Sam. In ran Al. The bag has a big
  rip!

From Language! Edition 1. J and J Language
Readers Story unit 4 book 1, A Big Bee
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Introducing Decodable Books

• Teacher We are going to read a story about two
  boys named Al and Sam. Lets say each boys name
  three times to help us remember their names, Al,
  Al, Al. Sam, Sam, Sam.
• Sam has a cat that is sort of mischievous. Have
  you seen cats that like to get into your things
  and play with them?
• In this story, Al had a bag with something in it.
  The cat scratched the bag and ripped it. What
  do you think might be in the bag that a cat would
  want?

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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?

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Teaching Irregular Words

• Examples of truly irregular sight words
• was the they what come gone
• Examples of sight words that may be taught as
  decodable in early stages can that
  him when it
• Examples of sight words that may become decodable
  later but need to be taught early is he
  she has her

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Teaching Irregular Words

• Use ink or card color to highlight difference
  between irregular words and regular words.

• Mark card to show regular and irregular parts.
• Do not sound-out or tap-out irregular words.

Irregular words
Regular word
what
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Teaching Irregular Words

• Use multisensory strategies to practice the
  letters in the word while saying letter names
• trace on card
• look at word, say letters, say the word
• look at word, then close eyes and air write while
  visualizing
• write letter on textured surface (such as carpet)
• write the letter on paper saying the names of the
  letters and repeating the word

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Teaching Irregular WordsColor Sight Words

• Make card for each student in group.
• Present word. Give a sentence. Talk about
  regular and irregular features.
• Choose a crayon color for tracing word.
• Say letters in unison as you trace with crayon.
• Air-write word.
• Put away until next day when you repeat above
  with a different color crayon. Do for 3 to 5
  days.

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Methods For Teaching Irregular Words

• Select high frequency irregular words
• Group words by spelling pattern
• e.g., here, where and there
• Discuss word origin
• e.g., ph in words of Greek origin
• Analyze regular and irregular word parts
• Pronounce irregular words as they are spelled.
  e.g., /wed/ /nes/ /day/
• Mnemonic cues

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Automaticity Practice Word Level

• Students compete against themselves not each
  other
• Students read words from list for 60 seconds (can
  repeat list if needed)
• Establish baseline
• Graph results
• Set goal for list (add 5 to 10 words)
• Practice until goal met

Felton Lillie, 2001
66
Automaticity Practice Word Level
Student List Unit 18 Highlight long a. Draw a
line through silent e. Review
A B C Words take make lake quack bag dad came all
name same bag less had cake made buns gave lake ma
t doll tape lap cab fuss
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(No Transcript)
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Teaching Reading Is Rocket Science
Teaching reading is a job for an expert.
Contrary to the popular theory that learning to
read is natural and easy, learning to read is a
complex linguistic achievementteaching reading
requires considerable knowledge and skill,
acquired over several years through focused study
and supervised practice...
.TEACHING READING IS ROCKET SCIENCE! Louisa
Moats
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Learning Activity Letter-sound and word
identification instruction Part 1

• Summary of strengths weaknesses
• letter-sounds
• word identification (decoding irregular words)

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Learning Task Letter-sound and word
identification instruction Part 2

• One goal and at least 3 objectives
• based on assessment
• Goal letter-sounds, word decoding and irregular
  words combined
• objectives in order to be taught
• simple to complex

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Learning Task Letter-sound and word
identification instruction Part 3

• Instructional plan
• simple to complex
• match to each objective
• methods and materials
• use online text and class presentations

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Base Instruction On Assessment

• Example Student misses short vowel and long
  vowel sounds misses both closed and silent e
  words
• Teach short vowel letter-sounds
• Teach closed syllable words
• Teach irregular words needed for decodable text
  in reading program
• Save long vowels until needed in silent e words.

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GOAL Think Big But Not Too General

• Good goal Johnny will demonstrate mastery of
  letter-sound associations for consonant digraphs
  and short vowels. He will read words with the
  closed syllable pattern and a set of 20 irregular
  words.
• Goal too general Johnny will improve his
  reading skills by 2 grade levels.

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J.J.s Assessment Results

• Letter-sounds
• Consonants All but y, x, and qu
• Consonant digraphs all correct
• Short vowels only a and u correct
• Long vowels only a correct
• Word Identification
• Real words short vowel 3/5 silent-e 1/5
• Non-words short vowel 2/5 silent-e 0/5
• Irregular words 5/10

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Objectives Simple To Complex

• each objective builds on previous
• letter-sounds before decoding
• tie letter-sounds to syllable type
• include both accuracy and automaticity

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Letter Sound Objectives

• Unclear objectives
• Chris will learn the sound of all the letters.
• Jake will learn the short vowel sounds by naming.
• Anna will show she knows the digraphs.

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Letter Sound Objectives

• Clear objectives
• When presented with a letter stimulus card, Chris
  will produce the correct sound for each consonant
  digraph (sh, th, wh, ch).
• Given the consonant digraph sounds, Anna will
  write the correct letters.
• Given letters and key words, student will give
  the correct sound for all short vowels with 100
  accuracy.
• Given the short vowel sound, Jake will write the
  correct letter with 100 accuracy.

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Word Identification Objectives

• Poor objectives
• Sean will identify short vowel words.
• Kim will learn irregular words.
• Rae will improve in reading silent-e words.

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Word Identification Objectives

• Appropriate objectives
• Sean will read single syllable, closed syllable
  words with 100 accuracy.
• Kim will use letter-tiles to make changes
  (additions, deletions, substitutions) in closed
  syllable words with 2 to 4 sounds (90 accuracy)
• Rae will read multisyllable words of the closed
  syllable patterns with 100 accuracy.
• Janis will read a set of 20 irregular words with
  90-100 accuracy in word lists and in connected
  text.
• Antoine will read closed syllable and irregular
  words in lists at a rate of no more than 1 word
  per second.

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Resources

• Straight Talk About Reading. Susan Hall Louisa
  Moats 1999. Contemporary Books.
• National Reading Panel Report National
  Institute for Literacy at EDPubs PO Box 1398
  Jessup, MD 20794. email edpuborders_at_edpubs.org
• Teaching Reading is Rocket Science. Louisa
  Moats. 2000. American Federation of Teachers
• Speech to Print Language Essentials for
  Teachers. 2000. Brookes Publishing
• Spelling Development, Disability and
  Instruction. 1995. York Press
• Learning and Teaching Reading. Ed. By Rhonda
  Thorp Peter Tomlinson. 2002. The British
  Psychological Society
• Perspectives. International Dyslexia Association.
  Summer 2005

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Congratulations!

• You have completed Unit 7 Teaching Word
  Identification and Spelling