and the Common Core Standards Jennifer Bradshaw Jenifer Pastore Literacy Facilitators Rogers Public Schools, Rogers AR
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1 and the Common Core Standards Jennifer Bradshaw Jenifer Pastore Literacy Facilitators Rogers Public Schools, Rogers AR
2 Just when it was starting to make sense
3 What IS Word Phonics Spelling Vocabulary Study?
4 How is Word Learning Addressed in the Common Core Standards Reading Standards: Foundation Skills K-5 Phonemic Awareness Phonics
5 Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know- to discern when particular children or activities warrant more or less attention. Foundational Skills Common Core Standards, p. 15
6 IRA Literacy Implementation Guidance for Foundational Skills Early, systematic, and explicit teaching of the foundational reading skills is required. During the K-2 years, teaching of all aspects of the English Language Arts should take place simultaneously and be coordinated IRA- Literacy Implementation Guidance for the ELA Common Core Standards p. 2
7 How is Word Learning Addressed in the Common Core Standards Language Standards K-5 Conventions of Standard English Vocabulary Acquisition and Use
8 Why Word Study?
9 Our goal is to help children become active word solvers who can recognize words, take them apart or put them together, know what they mean, and connect them to other wordsall directed toward reading and writing continuous text. Pinnell and Fountas Word Matters, p. 31
10 Develop an understanding of phonics and spelling patterns high-frequency word recognition decoding strategies insight into word meanings
11 Through multiple opportunities to discover patterns generalize beyond isolated, individual examples manipulate word concepts apply critical thinking skills
12 Out of context and within
13 Spelling Misconceptions Educators still make the mistake of having children focus on learning a list of specific words rather than on learning how spelling works across words. Many teachers see spelling as more arbitrary than systematic. Perhaps it is that their own knowledge of the spelling system is largely implicit or relatively poorly understood. Hughes and Searle, p
14 In order to improve spelling instruction any cry Aa compose composer composition decompose witch which cat We need to understand for ourselves how words work.
15 The Orthographic Structure of Written Words Meaning Units of letters representing meaning: prefixes, suffixes, Greek roots, Latin stems. Pattern Sounds represented by groups/patterns of letters within syllables and across syllables Alphabet Each sound is directly represented by a letter. In mature readers and writers there is interaction among layers
16 Emergent Stage Vocabulary growth and concept development Phonological awareness Alphabet knowledge Letter-sound knowledge Concept of word in print Words Their Way, 2008
17 Alphabet Letter-Name Beginning and ending consonants Short vowels Consonant digraphs Consonant blends Pre-consonantal nasals Words Their Way,2008
18 Within Word Consonant-Vowel-Consonant-e (silent e) Other common long-vowel patterns Less common long-vowel patterns Consonant-influenced vowels (r,l,w) Complex consonant clusters Diphthongs and other ambiguous patterns Words Their Way, 2008
19 Syllables and Affixes Inflected endings: Plural and past tense Open- and closed-syllable patterns Vowel patterns in accented syllables Unaccented Vowels Common prefixes Common suffixes Sounded-silent spelling/meaning connections Words Their Way, 2008
20 Derivational Relations Consonant alternations in derivationally related pairs Vowels alternations in derivationally related pairs Greek roots Latin roots Predictable changes in derivationally related words Advanced suffixes Absorbed or assimilated prefixes Words Their Way, 2008
21 Students in Primary Grades Emergent Letter Name- Alphabet Within Word
22 A key element in improving how spelling is taught is to ensure that spelling be well embedded in literacy After all, reading is a vital source of information about spelling, and writing provides both opportunity and need to put those understandings into use. Hughes and Searle, p. 134
23 A Literacy Classroom Word Study Shared Reading Interactive Writing Writing Workshop Independent Reading- Instructional Level Texts Interactive Read Alouds with Accountable Talk
24 Teaching for Transfer Word Sorts Writing Sorts Shared Reading Interactive Writing Teaching to read the feature in isolation Teaching to write the feature in isolation Teaching to read features in context Teaching to write features in context From a presentation by Enid Martinez at the TCRWP Summer Reading Institute, July 2011
25 What Do My Students Know? Administer a spelling inventory (PSI- Primary Spelling Inventory or DSA- Developmental Spelling Assessment) Score the assessments to determine the developmental level of students Begin with 2, but no more than 3 groups
26
27 Class Composite
28 Characteristics of students Know less than half the alphabet Lack concept of word May know a few sight words Read from memory and pictures Scribble and/or write random letters and numbers Lack letter-sound correspondence or represent most salient sounds with single letters Reading Levels 1-2/A-B Emergent
29 Instruction and Practice Phonemic Awareness Activities ABC books, Concept Books, Emergent Texts for Independent Reading Working with names Alphabet Awareness Activities Emergent
30 FOCUS ON: The Alphabet Chart Read the chart Forward, backward, in columns, every other box, sounds only Ask questions and play games: Find a letter that Has sticks, circles, tails Begins John s name Says /m/ Use the chart to write Model using it in shared or interactive writing Encourage students to use it during writing workshop
31 Early Letter Name-Alphabet Characteristics of students Know most letter-sound correspondences Rarely use vowels Recognize 10+ sight words Control 1-1 matching Have basic concept of word Read word by word in beginning reading materials Reading Levels C-D/3-4
32 Early Letter Name-Alphabet Instruction and Practice Picture sorts Picture/word sorts Draw and Label Activities Building, blending, and extending word families Reading Decodable Texts Word/Picture Hunts Word wall activities Games and foldables
33 FOCUS ON: Word Families 37 rimes can generate 500 different words Word family rimes will be familiar chunks in multisyllabic words Vowel sounds are more stable within word families
34 Two Ways Teachers Address Word Families Individual Word Families -at Sorting Same Vowel Word Families cat fan mad cat hat can dad mat sat ran sad fat sat fat mat man bad flat rat
35 Two Ways Teachers Address Word Families Sorting Same Vowel Word Families In order to sort words with the same vowels but different word families, students must focus on the beginning and ending consonant sounds- not just a single rime. cat fan mad hat sat fat mat rat can ran man dad sad bad
36 Mid Letter Name-Alphabet Characteristics of Students Correctly spell initial and final consonants and some blends and digraphs Use but confuse medial vowels Recognize approximately 50+ words Reading Levels E/6-8
37 Late Letter Name-Alphabet Characteristics of Students Spell some short vowels and many blends and digraphs correctly Use but confuse long vowels Recognize approximately 75+ words Reading Levels F-G/10-12
38 Mid-Late Letter Name-Alphabet Instruction and Practice Word sorts for fluency and accuracy Draw and Label Activities Build, blend, extend word families Decodable Texts Word/Picture Hunts Word wall activities Games and foldables Word Study Notebooks Written Sorts Blind Sorts
39 FOCUS ON: Preconsonantal Nasals Nasal sounds (m, n, ng) that come right before the final consonant make the final blends difficult to spell. Students often spell PEK for pink JOP for jump Sorts for Preconsonantal Nasals an/ant ink/ank/unk in/ing amp/ump ug/ung end/ent/ant ing/ang/ung
40 Early Within Word Characteristics of Students Word patterns used in reading and writing Spell most single-syllable, SV words correctly Attempt to use silent LV markers Recognize approximately 100+ words Begin to transition to silent reading Reading Levels H-I/14-16
41 FOCUS ON: Sample sort k, ck, ke Sound Sort sick bike took lock smoke look pack spoke book truck strike Generalizations 1. All the words ending in ck have short vowel sounds. 2. All the words ending in ke have long vowel sounds. 3. All words ending in k are ambiguous- neither long nor short.
42 Mid-Late Within Word Characteristics of Students Word patterns used in reading and writing Spell most common long vowel words and r- controlled words correctly Use but confuse other vowel patterns Recognize approximately 150+ words Reading Levels J-M/18-28
43 Early, Mid, Late Within Word Instruction and Practice Word sorts for fluency and accuracy Word Study notebooks Written sorts, blind sorts, and speed sorts Word hunts Word wall activities Games and foldables Homophone collections
44 FOCUS ON: Spelling-Meaning Connection Collecting Homophones Students can begin collecting the homophones they encounter On a classroom chart In a class book In a section of the word study notebook The study of homophones begins the spelling-meaning connection
45 FOCUS ON: Vocabulary Connection Integrating Idioms Attention to idioms can develop appreciation for language Increase vocabulary knowledge Add humor to learning Choose idioms that relate to words being studied Idiom 4 Square Amelia Bedelia stories
46 Do Look for what students use but confuse Use words they can read Let students discover patterns and make generalizations Sort by sight and sound Work for automaticity Work in and out of context Teach word knowledge not just words
47 Don t Teach spelling as an isolated subject Expect one-size-to-fit-all Rely on spelling rules Hide the exceptions Do all the talking
48 Vocabulary Instruction Students in primary grades will not encounter rich language in the books they are reading or the word they are studying.
49 We need to provide opportunities to bring words to life in the primary classroom through read alouds, word play, and explicit instruction.
50 IRA Literacy Implementation Guidance for Vocabulary Study all strands of the standards for references to vocabulary Plan for vocabulary development across the school day in all subjects Provide instruction in word-solving strategies as well as teaching individual words IRA- Literacy Implementation Guidance for the ELA Common Core Standards p. 3
51 Four-Part Vocabulary Program An explicit, comprehensive plan for vocabulary instruction for all learners that Fosters word consciousness Provides rich and varied language experiences Teaches word learning strategies Teaches individual words (Graves, 2006)
52 Foster Word Consciousness By providing an environment that supports an awareness of words interest in learning words and learning about words noticing when new words are used
53 Word conscious classrooms turn children on to words so that they would continue to explore and use new words and phrases on their own. Scott and Nagy, 2004
54 Provide Rich and Varied Language Experiences Children need many opportunities to Hear spoken language in a variety of situations. Engage in frequent discussions in a variety of situations. Read. A lot. Write. A lot.
55 Teach Word Learning Strategies Teach students to use word parts: prefixes, suffixes, and root words Provide rich, sustained instruction on using context clues Examine how word patterns reflect meaning Use dictionaries, word walls, and related tools Teach students how to apply word learning strategies independently
56 Teach Individual Words Select Tier Two Words Provide explanations of their meaning Provide lots of contexts for the words Provide many opportunities for students to use and think about words Engage students in studies of homonyms and idioms
57 Tier Two Words Meet Specific Criteria not the most basic way to express a concept general words that can be found across types of genres and texts more common in written than in oral language
58 Tiers of Words Low frequency of use Limited to specific domains Tier 3 Words of high frequency Across domains Allow students to build rich representations and make connections to other words Tier 2 Most basic words Require little instructional time Tier 1
59 Ready, set, GO! 1. Take steps to become a more word conscious classroom. 2. Commit to becoming more knowledgeable about how words work. 3. Assess your students to determine their developmental levels. 4. Plan for instruction based on what they are using and confusing. 5. Provide daily opportunities to sort, manipulate and discuss words. 6. Connect their word work back to reading and writing. 7. Be more intentional with vocabulary instruction.
60 If you want to know more Reading Rockets, Word Study Instruction in the K-2 Classroom Scholastic Teacher, My November Top Ten List: Word Study in Action Word Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction by Bear, Invernizzi, Templeton, and Johnston (5 th edition) Articles in The Reading Teacher (subscription required) For the Love of Words: Fostering Word Consciousness in Young Readers by Michael F. Graves and Susan Watts-Taffe Strategy Instruction During Word Study and Interactive Writing Activities by Cheri Williams and Ruth P. Lundstrom
61 Perhaps the greatest tools we can give students for succeeding, not only in their education but more generally in life, is a large, rich vocabulary and the skills for using those words. John J. Pikulski and Shane Templeton
62 References Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction (4th ed.). Upper Saddle River, NJ: Prentice-Hall. Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press Graves, M. (2006). The Vocabulary Book: learning and instruction. New York, NY: Teachers College Press. Hughes, M. and Dennis Searle The Violent E and Other Tricky Sounds. York, ME: Stenhouse. Pinnell, G.S., & Fountas, I.C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann. Tyner, Beverly. (2004). Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers. Newark, DE: International Reading Association.
63 Contact Us Jennifer Bradshaw Literacy Facilitator Eastside Elementary, Rogers, AR Jenifer Pastore Literacy Facilitator Bellview Elementary, Rogers, AR
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