october 2, 2012: skilled word reading; the structure of english orthography part two and morphology...

October 2, 2012: Skilled word reading; The Structure of English Orthography part two and Morphology CUI 4500 Instruction

Skilled Word Reading Printed Word recognition Language Comprehension x 2 domains

5 principles for understanding English orthography Orthography We spell by language of origin. We spell by phoneme- grapheme correspondence. We spell position of phoneme or grapheme in a word. We spell by letter order and sequence patterns, or orthographic conventions. We spell by meaning (morphology) and part of speech.

We spell by position of a phoneme- Consonants

Most phonemes are regular but some Are spelled by Where the phoneme is placed What other sound comes before or after it beginningmiddleend

Word Sorts We are going to pass out a set of word sorts for this section. Follow the directions on the top card in the sort. Be ready to explained what you discovered through the sort.

FLOSS Rule We often double F, L,S and Z at the end of one-syllable words with a short stressed vowel

FLOSS Rule Why dont we double these words?

/f/- f, ff, ph, gh Which /f/ spelling do we use when we hear /f/ in a word? Single letter F when you hear it at the beginning of a word. Never FF or GH Fan Fun FF after a stressed short vowel Cliff Staff PH is only used in words of Greek origin and can be in any position GH is only used in words of Anglo Saxon origin and is typically found at the end of a word. [

/k/- c, k, ck, tch Which /k/ spelling do we use when we hear /k/ in a word? We use the letter c for /k/before letter a, o and u We use the letter k for /k/ before letter e, I and y, after long vowel, diphthong or vowel team or when it is part of VCe pattern We the letters ck for /k/ after an accented short vowel

/k/- c, k, ck, tch Why dont these words follow the rule?

/s/ S or C Which /s/ spelling do we use when we hear /s/ in a word? /s/ when followed by e, I or y is spelled with a C /s/ when followed by a, o, or u is spelled with a S

/s/ S or C Why dont these words follow the rule? Words that use the C to represent the /s/ sound come from what language of origin?

/j/ J or G Which /j/ spelling do we use when we hear /j/ in a word? /j/ when followed by e, I or y is spelled with a G /j/ when followed by a, o, or u is spelled with a J; J can be spelled with e or i as well (jest, jilt, subject)

/j/ G or J Words that use the G to represent the /j/ sound come from what language of origin?

/ng/ N or NG Which /ng/ spelling do we use when we hear /ng/ in a word? /ng/ before a /k/ or /g/ sounds is spelled with an N /ng/ when alone at the end of a word is spelled with NG

/ch/ CH or TCH Which /ch/ spelling do we use when we hear /ch/ in a word? We use tch at the end of an accented short vowel CH occurs after a long vowel, diphthongs or consonants

/ch/ CH or TCH Why dont these words follow the rule?

/n/ N, KN, or GN Which /n/ spelling do we use when we hear /n/ in a word? We use N to spell the /n/ sound most of the time. We use KN at the beginning of some anglo saxon words We use GN at the beginning or end of some anglo saxon words

/g/ G, GH, GUE Which /g/ spelling do we use when we hear /g/ in a word? We use G to spell the /g/ sound most of the time. We use GH at the beginning of some Anglo Saxon words We use GUE at the end of French-derived words

/ j / J, DGE, GE Which /j/ spelling do we use when we hear /j/ in a word? We use J to spell the /j/ sound at the beginning of words. J can never be used at the end of a word. We use DGE at the end of words after an accented short vowel. We use GE after long vowels, diphthongs, unaccented vowels (schwa), or other consonants.

When is Q /kw/ or /k/ When does q say /kw/ or /k/ ? We use QU to say /kw/ in all English Words We use Q in all foreign words.

We spell by position of a phoneme- Vowels

English words cannot end with

Long Vowels: ALL Open syllables are spelling with

Long Vowels: ALL R- Controlled vowels are spelling with

Vowels: Optional Medial Position Long Vowel Spelling

Very uncommon spellings

Generalizations About Spelling Patterns The letters j, y, and i are almost never doubled. The letters j and v never end words. Many consonants are doubled before suffixes beginning with vowels. Consonant digraphs (sh, th, wh, ch, sh, ng, ph, gh) are never doubled. Some word families have unexpected long vowel sounds (e.g., bind, kind, cold, most).

Exercise: Explain the Spellings 1.hatchet 6. caught 2.rind 7. have 3.cygnet 8. fullest 4.guest 9. knapsack 5.playground10. chlorophyll We will review ideas on the following slide. p. 49

Exercise 5.1: Explain the Spellings 1. hatchet -tch spells /ch/ directly after an accented short vowel. 2. rind A word family (ind) violates spelling rules for long vowel sounds that have a long vowel sound spelled with a single letter in a single syllable; others are: int, ild, old, and ost. 3. cygnet /s/ can be spelled with a c before the letters y, i, or e. 4. guest The letter u is a marker that makes the g say its hard sound /g/. 5. playground Two compound words keep their spellings as if they were individual words.

Exercise 5.1: Explain the Spellings 6. caught The augh is a four-letter grapheme for /au/. It is an old Anglo-Saxon spelling when gh was used to represent guttural /ch/. 7. have No word in English ends in the letter v. 8. fullest The base word full follows the F, L, S doubling rule; -est is a morpheme with a stable spelling. 9. knapsack The kn- is a silent-letter spelling that occurs at the beginning of some old Anglo-Saxon words; the -ck occurs right after a short vowel. 10. chlorophyll This is a Greek word with ch- for /k/, ph for /f/, and y for / /. It has two meaningful parts: chloro and phyll.

Silent E- six reasons in English 1. (cake) The e makes the vowel say its name 2. (have)English words do not end in the letter V 3. (chance; change) The e lets the c say /s/ or g say /g/ 4. (little) Every syllable must have one vowel; final stable 5. (house) Indicates that this is not a plural 6. (are) No jobhistorical spelling

The letter E at the end of a word. timehave chanceblue chargelittlegivealike arelikecomelive latefivehouselove someapplenineface ridewhiteracepage dancebravehouse wire tiresidemore milecare

Why Teach Syllables? To chunk unfamiliar words accurately and quickly: reincarnation, accomplishment To distinguish similar words: scarred scary ripping ripening slimmer slimy To remember spelling: written, writing grapple, maple misspelled, accommodate p. 50

Spoken and Written Syllables Are Different The syllable breaks that seem natural in speech do not guide conventions for dividing written syllables. Say these words aloud. Where do you hear the syllable boundaries? bridle riddle table tatter even ever p. 50

Six Syllable Types 1. Closed pet, cats 2. Vowel-Consonant-e slide, scare, cute 3. Open ri-pen 4. Vowel Team teeth 5. Vowel-r car, bird, her 6. Consonant-le ap-ple

od aketoesawno baypopberupeoot wortmitfleformbet dlewarcapbeeote klefurpergudgle oattlesomuchough pefewpoitaeap supawikediraph ipeoopbletlelos vowgleletwedcar Discovery of Syllables

Closed Syllable 50% of all syllables in the English Language The vowel is closed off by another consonant, therefore it makes the short vowel sound yet, mind, cat, sim*ple

dod aketoesano bapoberupeoot wortmitfleformbet dlewarcapbeeote klefurpergudgle oattlesomuchough pefewpoitaeap supawikediraph ipeoopbletlelos vowglelewedcar Discovery of Syllables

Open Syllable The vowel is free to run off because a consonant isnt blocking it, therefore it makes the long vowel sound me, he, de*sign, re*view

dod aketoesawno baypopberupeoot wortmitfleformbet dlewarcapbeeote klefurpergudgle oattlesomuchough pefewpoitaeap supawikediraph ipeoopbletlelos vowgleletwedcar Discovery of Syllables

Vowel Team Syllable The vowel is a vowel diagraph, trigraph or quadigraph say, sign, view, room

dod aketoesawnor baypopberupeoot wortmitfleformbet dlewarcapbeeote klefurpergudgle oattlesomuchough pefewpoitaeap surpawikediraph ipeoopbletlelos vowgleletwedcar Discovery of Syllables

Bossy R Syllable The vowel is controlled by an r R colored phonogram er, ir, ur, wor, ear, or and ar her, first, nurse, works, early, car, or

dod aketoesawno baypopberupeoot wortmitfleformbet dlewarcapbeeote klefurpergudgle oattlesomuchough pefewpoitaeap supawikediraph ipeoopbletlelos vowgleletwedcar Discovery of Syllables

Final Stable Syllable -le ending little, puddle, middle

dod aketoesawno baypopberupeoot wortmitfleformbet dlewarcapbeteote klefurpergudgle otetlesomuchough pefewpoitaeap supawikediraph ipeoopbletlelose vowgleletwedcar Discovery of Syllables

Magic E Syllable The vowel is followed by a single consonant and a silent e cake, lake, make

Leftovers: Odd and Schwa Syllables A syllable with a schwa (empty) vowel sound is found in the unaccented syllable, typically in an affix (prefix or suffix). Sample words with schwa: gar-bage a-bove ac-tive wag-on Sample words with odd spellings: con-science par-tial fur-ni-ture Frequent review, word walls, and multisensory techniques are needed to teach these syllables.

Some Accent Guidelines Accent: The stress/vocal emphasis placed on one or more syllables in a multisyllabic word. Accent the first word of an Anglo-Saxon compound. Accent the root in a Latin-based word. Accent the syllable before -tion. Accent the syllable two syllables before suffixes -ate, -age, or -ity. Accent the first syllable to make a noun; second syllable to make a verb in some words. p. 58

Spelling Rules for Adding Endings: Consonant Doubling Rule 1 snap snapped, snapping Consonant Doubling Rule (1-1-1 Rule): 1-syllable word 1 vowel Ends in 1 consonant Double the final consonant when adding a suffix that begins with a vowel. ends in one consonant one-syllable word, one vowel double the final consonant before adding suffixes that begin with a vowel p. 61

Spelling Rules for Adding Endings: Drop Silent e Rule 2 scare, extreme scaring, scared, scary extremely Base word ends with a silent e. Drop that final e when adding a suffix that begins with a vowel. silent esuffix begins with a vowel suffix begins with a consonant silent e p. 61

Spelling Rules for Adding Endings: Change Y to I Rule 3 dry prey dried preyed drying preying Base ends in y. The y is preceded by a consonant. Change the y to i before adding a suffix (except -ing). root ends in y before a consonant change y to i before adding a suffix (except -ing) root ends in y before a vowel p. 61

How do we teach these concepts Controlled Word Lists Word Sorts Words their Way

We spell by meaning

Classes of Morphemes FreeBound content function prefixes roots suffixes inflections derivations base words and compounds grammatical glue words

Free and Bound Morphemes Free Morphemes Base words that stand alone without another morpheme: people, coffee A compound is two free morphemes combined into one word: daylight, firefighter Bound Morphemes Prefixes, roots, suffixes, and combining forms: un-re-pen-tent Bound morphemes must be in combination with other morphemes to make a word. They cant stand alone.

What to Teach? Most common prefixes: in un mis dis fore re de pre a Most common roots: duct fic fer tent tend tens mit miss cap ceit ceive cep cept cip ten tain tim sist sta stat stit pon pose pound plic ply graph ology (these roots account for more than 100,000 multisyllable words) Most common suffixes: hood ion ship y s es ed ing er or ible able From Henry, M. (2003). Unlocking Literacy. Baltimore, MD: Brooks Publishing Company.

Historical Layers of English Morpheme Structures Anglo-Saxon Layer (grades 13) compounds inflections base words suffixes odd, high-frequency words Latin, French (Romance) Layer (grades 46) prefixes roots suffixes Latin plurals Greek Layer (grades 68) combining forms plurals p. 66

Exercise: Build as many words as you can with these word parts: re geo earth tract bio ex worm able quake port logy graphic The parts of words that combined came from the same base language of English: Quake, earthquake, earthworm=AS Export, report, extract, retractable=Latin Geology, geographic, biology=Greek

Two Types of Suffix Morphemes inflectional: learned early do not change a words part of speech a fixed set or class of words change tense, number, and degree (-ed, -s, -er) derivational: added to a root (usually from Latin) mark part of speech or grammatical role (compare, comparison, comparative, comparatively)

Past Tense Inflections /d//t//d/New syllable? moved vowed stalked hissed shifted mended We will check answers on the following slide. p. 67

Past Tense Inflections /d//t//d/New syllable? movedX vowedX stalkedX hissedX shiftedXX mendedXX

Exercise : Identify the Ending Sound(s) of Plurals /z//s//z/New syllable? moves vows sticks maps kisses pitches We will check answers on the following slide. garages networks hairbands p. 68

Exercise: Identify the Ending Sound(s) of Plurals /z//s//z/New syllable? movesxno vowsxno sticksxno mapsxno kissesxyes pitchesxyes garagesxyes networksxno hairbandsxno

Derivational Suffix Morphemes NounsAdjectivesAdverbs -ment -ity -tion -ful -ous -al -ly Can you think of words that fit into these categories? p. 70

Exercise: Distinguishing Syllables From Morphemes WordMorphemes# Syllables preventpre-vent (2)2 televisetele-vise (2)3 1. biography 2. unable 3. rented 4. smiled 5. chairs 6. received 7. assist 8. commentary 9. antidemocratic We will check answers on the following slide. p. 71

Exercise 6.3: Distinguishing Syllables From Morphemes WordMorphemes# Syllables preventpre-vent (2)2 televisetele-vise (2)3 1. biographybio-graph-y (3)4 2. unableun-able (2)3 3. rentedrent-ed (2)2 4. smiledsmile-ed (2)1 5. chairschair-s (2)1 6. receivedre-ceive-ed (3)2 7. assistas-sist (2)2 8. commentarycom-ment-ary (3)4 9. antidemocraticanti-demo-crat-ic (4)6

2 pt 3 pt 4 pt 5pt 1 pt 2 pt 3 pt 4 pt 5 pt 1 pt 2pt 3 pt 4pt 5 pt 1 pt 2 pt 3 pt 4pt 5 pt 1pt The Reading Brain PhonologyOrthography Anything goes!

Synthetic vs Analytical SyntheticAnalytical -direct instruction of the sounds -taught in a systematic manner -each one building on the next -discovery based instruction of the sounds -taught in the context of meaningful tasks -each one building on the next

Assignments, Reading, and Next Class

Assignment Exit Slip Due at the end of class Linguistics Test Next Class Study Guide on the Wiki Page

Readings Cain Chapters 3 and 5

The skilled comprehender, the development of reading comprehension, Blueprint for Reading Comprehension Instruction, Linguistics Test part 1 (phonology, orthography and morphology) Next Class

october 2, 2012: skilled word reading; the structure of english orthography part two and morphology...

Documents

ng slide

j words

domains slide

subject slide

beginningmiddleend slide

s spelling

j spelling

skilled word