CUI 4450 Curriculum, Collaboration and Transitions in K-12 Schools

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

Skilled Word Reading Printed Word recognitionLanguage Comprehensionx2 domainsFLOSS Rule Why dont we double these words? gasgelhisbasegas is short for gasolinegel is a French word his ends in the /z/ sound base is a long vowel spelling 8We spell by position of a phoneme- Consonants Most phonemes are regular but some Are spelled by Where the phoneme is placedWhat other sound comes before or after itbeginningmiddle end 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. /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

CliffStaff 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 uWe 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 patternWe the letters ck for /k/ after an accented short vowel /k/- c, k, ck, tch Why dont these words follow the rule?kayakkoalakangarooflaknot English words 11/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?Cello CiaoWords that use the C to represent the /s/ sound come from what language of origin? French /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? French /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 FLOSS Rule We often double F, L,S and Z at the end of one-syllable words with a short stressed vowelspellchessstiffjazz/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, GUEWhich /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, GEWhich /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 iuaiayoioyauawouoweuewyueLong Vowels: ALL Open syllables are spelling with a, e, i, o, uLong Vowels: ALL R- Controlled vowels are spelling with a, e, i, o, uVowels: Optional Medial Position Long Vowel Spellingeeeaighoa

Very uncommon spellings eiieeyeighoeeuuiaugh Generalizations About Spelling PatternsThe 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).10/2/201229There are many spelling principles for participants to review so you might take a few minutes to review the main ideas listed on this slide Although this slide is congested and includes a lot of information, participants will become more familiar with these generalizations There are two additional jobs of the letter e: It can make /th/ voiced, as in bathe and soothe, and it can mark the letter s as /s/ in words such as nose and use.Exercise: Explain the Spellingshatchet 6. caughtrind 7. havecygnet 8. fullestguest 9. knapsackplayground10. chlorophyllWe will review ideas on the following slide.p. 4910/2/201230Have participants work in small groups to complete Exercise 5.1. Ask each group to formulate an explanation of the spelling patterns of these words.If you are pressed for time, divide your participants into two groups; one group completes words 15, and the other group completes words 610.Answers appear on the following slide.Exercise 5.1: Explain the Spellings1. 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.10/2/201231This slide includes the spelling explanations for the first five words in Exercise 5.1.Do not read the slide word by word; rather, provide the highlights of each explanation one by one for participants. Answers are animated.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. chlorophyllThis is a Greek word with ch- for /k/, ph for /f/, and y for //. It has two meaningful parts: chloro and phyll.10/2/201232This slide includes the spelling explanations for the last five words in Exercise 5.1; review these explanations briefly with participants.Silent E- six reasons in English1. (cake) The e makes the vowel say its name2. (have)English words do not end in the letter V3. (chance; change) The e lets the c say /s/ or g say /g/4. (little) Every syllable must have one vowel; final stable5. (house) Indicates that this is not a plural6. (are) No jobhistorical spelling

Small group activity

List of silent e words. Sort them into the different categories.33The letter E at the end of a word.timehave chancebluechargelittlegivealikearelikecomelivelatefivehouselovesomeappleninefaceridewhiteracepagedancebravehouse wiretiresidemoremilecare

Use a chart divided into 5 sections. Go through each word to classifyTime= CveHave= ends in a vChance= c when followed by e, i or yBlue= ends in a uCharge= g when followed by e, i, or ylittle= every syllable must have a written vowelGive= ends in a vAlike= CVeAre= HistoryLike- CVeCome= HistoryLive= ends in a v or CVe depending on the pronunciation Break into pairs and group by the reasons for the silent e then share out (Point that out More and Care are tricky ones as a group might want to classify the /or/ and /ar/ as r colored vowels but in these words they are CVe words as noted by the correct pronunciation

34 Why Teach Syllables?To chunk unfamiliar words accurately and quickly:reincarnation, accomplishmentTo distinguish similar words:scarred scaryripping ripeningslimmer slimyTo remember spelling:written, writinggrapple, maplemisspelled, accommodatep. 5010/2/201235Review these three reasons why it is important to teach syllable types. Spoken and Written Syllables Are DifferentThe syllable breaks that seem natural in speech donot guide conventions for dividing written syllables.

Say these words aloud. Where do you hear the syllable boundaries?bridle riddletable tattereven everp. 5010/2/201236Ask participants to say the words bridle riddle aloud. Now, have them say these two words aloud syllable-by-syllable. Participants should note that the natural breaks in speech are the same for both wordsbridle and riddle. We do not say riddle.Oral-language syllabication is different from what we are discussing herethe written, orthographic patterns that govern syllable division. Explain that syllable types are an orthographic convention specifically designed by the Anglo-Saxon in order to assist in decoding multisyllabic words.The application of syllable conventions is helpful when breaking down written words to help with both spelling patterns and pronunciation of vowels. Six Syllable Types1. Closedpet, cats

2. Vowel-Consonant-eslide, scare, cute

3. Openri-pen4. Vowel Teamteeth

5. Vowel-r car, bird, her

6. Consonant-leap-ple

10/2/201237Explain to participants that while there are sometimes oddities, most written syllables conform to one of these patterns. You will review each of these patterns in this order, which suggests the order in which these syllable types should be taught.od aketoesawnobaypopberupeootwortmitfleformbetdlewarcapbeeoteklefurpergudgleoattlesomuchoughpefewpoitaeapsupawikediraphipeoopbletlelosvowgleletwedcar

Discovery of Syllables I am going to circle a set of syllable. I want you to look for something the circled syllables have in common. 38Closed Syllable 50% of all syllables in the English LanguageThe vowel is closed off by another consonant, therefore it makes the short vowel soundyet, mind, cat, sim*ple

dod aketoesanobapoberupeootwortmitfleformbetdlewarcapbeeoteklefurpergudgleoattlesomuchoughpefewpoitaeapsupawikediraphipeoopbletlelosvowglelewedcar

Discovery of Syllables 40Open Syllable The vowel is free to run off because a consonant isnt blocking it, therefore it makes the long vowel soundme, he, de*sign, re*view

dod aketoesawnobaypopberupeootwortmitfleformbetdlewarcapbeeoteklefurpergudgleoattlesomuchoughpefewpoitaeapsupawikediraphipeoopbletlelosvowgleletwedcar

Discovery of Syllables I am going to circle a set of syllable. I want you to look for something the circled syllables have in common. 42Vowel Team Syllable The vowel is a vowel diagraph, trigraph or quadigraph say, sign, view, room

dod aketoesawnorbaypopberupeootwortmitfleformbetdlewarcapbeeoteklefurpergudgleoattlesomuchoughpefewpoitaeapsurpawikediraphipeoopbletlelosvowgleletwedcar

Discovery of Syllables I am going to circle a set of syllable. I want you to look for something the circled syllables have in common. 44Bossy R Syllable The vowel is controlled by an rR colored phonogram er, ir, ur, wor, ear, or and arher, first, nurse, works, early, car, or

dod aketoesawnobaypopberupeootwortmitfleformbetdlewarcapbeeoteklefurpergudgleoattlesomuchoughpefewpoitaeapsupawikediraphipeoopbletlelosvowgleletwedcar

Discovery of Syllables I am going to circle a set of syllable. I want you to look for something the circled syllables have in common. 46Final Stable Syllable -le ending little, puddle, middle

dod aketoesawnobaypopberupeootwortmitfleformbetdlewarcapbeteoteklefurpergudgleotetlesomuchoughpefewpoitaeapsupawikediraphipeoopbletlelosevowgleletwedcar

Discovery of Syllables I am going to circle a set of syllable. I want you to look for something the circled syllables have in common. 48Magic E Syllable The vowel is followed by a single consonant and a silent ecake, lake, make

Leftovers: Odd and Schwa SyllablesA 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-onSample words with odd spellings: con-science par-tial fur-ni-tureFrequent review, word walls, and multisensory techniques are needed to teach these syllables.10/2/201250Although many of these syllables are taught in upper-elementary grades and middle school, they can occur in texts for young children. Teachers need to know why these spellings appear odd in order to correctly explain them to their students. These syllables take on sounds that are not expected by looking at their letter patterns. Learning these spellings takes much orthographic memory.

Some Accent GuidelinesAccent: 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. 5810/2/201251Review the concept of accented syllables with participants. This is a particularly important concept for students to understand, as the accented syllable is the syllable that is most true to the sound-spelling correspondences. Unaccented syllables typically include a schwa vowel sound, either /u/ or /i/, and can be spelled with an a, e, i, o, or u. The readings and spellings of unaccented syllables are particularly challenging for students and demand a strong orthographic memory. Spelling Rules for Adding Endings: Consonant DoublingRule 1snapsnapsnapped,snappingConsonant Doubling Rule (1-1-1 Rule): 1-syllable word 1 vowel Ends in 1 consonantDouble the final consonant when adding a suffix that begins with a vowel.ends in one consonantone-syllable word,one voweldouble the final consonant before adding suffixes that begin with a vowelp. 6110/2/201252Review the consonant doubling rule, sometimes referred to as the 1-1-1 Rule, You may want to ask participants to give you another word that follows each of these ending rules as you explain them.Spelling Rules for Adding Endings: Drop Silent eRule 2scare,extremescaring, scared, scaryextremelyBase word ends with a silent e.Drop that final e when adding a suffix that begins with a vowel.silent esuffix begins with a vowelsuffix begins with a consonantsilent ep. 6110/2/201253Review this ending rule.Have participants come up with additional words that follow this rule.

Spelling Rules for Adding Endings: Change Y to IRule 3drypreydriedpreyeddryingpreyingBase ends in y.The y is preceded by a consonant.Change the y to i before adding a suffix (except -ing).root ends in ybefore a consonantchange y to i before adding a suffix (except -ing)root ends in ybefore a vowelp. 6110/2/201254Review this ending rule.Have participants come up with additional words that follow this rule.

How do we teach these conceptsControlled Word Lists Word Sorts Words their Way55We spell by meaning Classes of MorphemesFreeBoundcontentfunctionprefixesrootssuffixesinflectionsderivationsbase words and compoundsgrammatical glue words10/2/201257Take a minute to have participants review the types of morphemes found in the English language. The focus will be on free morphemes, or those morphemes that are easier for students to read and spell and are typically taught in the earlier grade levels. Free and Bound MorphemesFree Morphemes

Base words that stand alone without another morpheme:people, coffee

A compound is two free morphemes combined into one word: daylight, firefighterBound 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.10/2/201258Review the difference between free and bound morphemes with participants. You might ask them to come up with examples of each in order to quickly check their understanding of these concepts. 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.10/2/201259Review these prefixes, roots, and suffixes, explaining that teachers should focus more time on those that are most prevalent in our language.

Henry, M. (2003). Unlocking literacy. Baltimore, MD: Brookes Publishing Company.

Historical Layers of EnglishMorpheme StructuresAnglo-SaxonLayer(grades 13)compoundsinflectionsbase wordssuffixesodd, high-frequency wordsLatin, French(Romance) Layer(grades 46)prefixesrootssuffixesLatin plurals

Greek Layer(grades 68)combining formspluralsp. 6610/2/201260Review these morphological patterns, based on Marcia Henrys work on the orthographic patterns of English, noted in Henry (2003).

Henry, M. (2003). Unlocking literacy. Baltimore, MD: Brookes Publishing Company.

Exercise: Build as many words as you can with these word parts: re geo earth tract bio ex worm able quake portlogy graphic

The parts of words that combined came from the same base language of English: Quake, earthquake, earthworm=ASExport, report, extract, retractable=LatinGeology, geographic, biology=Greek

Point out that each layer of language uses somewhat different word building processes61Two Types of Suffix Morphemesinflectional: learned earlydo not change a words part of speecha fixed set or class of wordschange 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)10/2/201262Briefly review both inflectional and derivational suffixes with participants.Explain to participants that inflectional endings do not change a words part of speech, but a derivational suffix can change the word from a verb to a noun to an adjective or an adverb.Say:You will be focusing mainly on inflectional endings, as they are the first to be taught and are the easier of the two types of suffixes to understand. Past tense and plural inflected endings will be the focus of your work during the following two activities. Past Tense Inflections/d//t//d/New syllable?movedvowedstalkedhissedshiftedmendedWe will check answers on the following slide.p. 67

10/2/201263Direct participants to say these words and check which sound corresponds to the -ed past tense morpheme.Additionally, have them check the column when the morpheme -ed creates a new syllable.The answers are found on the following slide; show these once participants have had a minute to think about these words. Past Tense Inflections/d//t//d/New syllable?movedXvowedXstalkedXhissedXshiftedXXmendedXX10/2/201264Briefly review these answers with participants. Do not take the time to explain the rule that governs the sounds of -ed here, as the following activity explores this relationship.Exercise : Identify the Ending Sound(s) of Plurals/z//s//z/New syllable?movesvowssticksmapskissespitchesWe will check answers on the following slide.garagesnetworkshairbandsp. 6810/2/201265Direct participants to say these words and check which sound corresponds to the -s or -es plural morpheme.Additionally, have them check the column when the morpheme -s or -es creates a new syllable.The answers are found on the following slide; show these once participants have had a minute to think about these words.Exercise: Identify the Ending Sound(s) of Plurals/z//s//z/New syllable?movesxnovowsxnosticksxnomapsxnokissesxyespitchesxyesgaragesxyesnetworksxnohairbandsxno

10/2/201266Give participants time to identify the principle of phonology that governs the pronunciation of the plural ending.Notes: Base words that end with an unvoiced sound correspond to the unvoiced plural morpheme sound, /s/. Base words that end with a voiced sound correspond to the voiced plural morpheme sound, /z/. Base words that end with sibilant sounds (/s/, /z/, /sh/, /zh/, /ch/, /j/) require the /z/ sound for their plural forms. Derivational Suffix MorphemesNounsAdjectivesAdverbs-ment-ity-tion-ful-ous-al-lyCan you think of words that fit into these categories?p. 7010/2/201267Review the general principles of derivational suffixes:More numerous than inflected endings.Most are Latin in origin.Mark part of speech.Ask participants to brainstorm examples of words that fit into the categories listed on this slide. Remind participants that the English spelling system tends to preserve morpheme spellings in spite of pronunciation changes. (medic medicine, medicinal) Exercise: Distinguishing Syllables From MorphemesWordMorphemes# Syllablespreventpre-vent (2)2televisetele-vise (2)31. biography2. unable3. rented4. smiled5. chairs6. received7. assist8. commentary9. antidemocraticWe will check answers on the following slide.p. 71

10/2/201268Direct participants to complete Exercise 6.3: Distinguishing Syllables From MorphemesExercise 6.3: Distinguishing Syllables From MorphemesWordMorphemes# Syllablespreventpre-vent (2)2televisetele-vise (2)31. biographybio-graph-y (3)42. unableun-able (2)33. rentedrent-ed (2)24. smiledsmile-ed (2)15. chairschair-s (2)16. receivedre-ceive-ed (3)27. assistas-sist (2)28. commentarycom-ment-ary (3)49. antidemocraticanti-demo-crat-ic (4)610/2/201269Review these answers.2 pt3 pt4 pt5pt1 pt2 pt3 pt4 pt5 pt1 pt2pt3 pt4pt5 pt1 pt2 pt3 pt4pt5 pt1ptThe Reading BrainPhonologyOrthographyAnything goes!10/2/2012Choose View Show to run this Jeopardy game. To play, one team chooses a category and a point. Click on the cell they chose, and the answer appears. Once a response is made by the team, click again and the question appears. Score according to their response. Slide your pointer to the bottom right corner of the slide, over the picture of the home, and the game will reset. Continue with the next team, until you have either used all cells or run out of time. Enjoy!Synthetic vs Analytical Synthetic Analytical direct instruction of the sounds taught in a systematic mannereach 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 ClassStudy 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