Reading Foundational Skills Standards:

Teaching Decoding, Spelling, and Word Recognition

Module 4

You have noticed several students in your classroom are having difficulty reading complex text with multisyllabic words. • What are some activities that you can model for

these students before having them practice with a partner?

• What do you currently do to provide support for these students?

A Classroom Scenario

Decoding(Word recognition)

LanguageComprehensionx

Phonological & Phonemic Awareness

PhonicsPhonics / Word Analysis /

Spelling

Fluency

Vocabulary

Text Comprehension

5 components

2 domains

Reading Comp=

The Simple View of Reading

(Gough & Tunmer, 1986)

p. 103

• Do your students have a hard time remembering how to read and spell these words?

what, where, were, does, thought, though• Let’s look at the origin of our words and the layers

of our language to get a better understanding of where these words originated.

Origin Provides Clues About Word Spelling

Review the Developmental SequenceGrade 1 Stage One (Weeks 1-5) Stage Two (Weeks 5-10) Stage Three (Weeks 11-15)

Reading Objectives for Print Concepts (RF.1.1a) On a printed page, identify examples of first and last letters in a word, first and last words on a page, and first and last words in a sentence. (RF.1.1a) Track print from left to right and top to bottom as the teacher reads the words aloud. (RF.1.1a) On a printed page, point to capital letters and end punctuation in sentences, and match periods, question marks, and exclamation points to sentence types. (RF.1.1a)

Pause and adapt phrasing in response to periods at the ends of sentences. (RF.1.1a)

While orally reading beginning text, notice and respond to all end punctuation by adjusting vocal intonation. (RF.1.1a)

Typical Activities for Print Concepts Give students pretend (or real) magnifying glasses to play detective with a simple book they are reading. After each term has been directly taught, play “I Spy” to find examples of first (initial), last (final), middle (medial), top, bottom, left, right, and capital letters, and periods, question marks, and exclamation points. (RF.1.1a) Using a big book or chart with familiar language, ask students to take turns pointing to printed words as the teacher says them.

Before students read sentences or pages aloud, ask them to point to end punctuation. Model vocal phrasing indicated by each mark. Lead the group in choral reading of short sentences, and then call on individuals to reread sentences with appropriate phrasing and intonation. (RF.1.1a)

To practice the inflection required by punctuation, insert punctuation into the alphabet sequence and ask students to choral read: A, B, C! D, E. F, G, H, I? J, K, L, MNO. PQ? R S T. U, V, W! X, Y, Z. (RF.1.1a)

Stage Four (Weeks 16-20) Stage Five (Weeks 21-25) Stage Six (Weeks 26-30) Reading Objectives for Print Concepts (RF.1.1)

While orally reading beginner text, adjust intonation and phrasing in response to all punctuation used at first-grade level. (RF.1.1)

n/a n/a

Typical Activities for Print Concepts Extract a passage from a mid-first-grade reader; omit end punctuation and commas, and place on an overhead or chart. Read aloud, pausing where punctuation occurs. Ask students to supply what is missing. Or, mix up the punctuation and see how it changes meaning. (RF.1.1)

n/a n/a

Stage OneDirections: Give students pretend (or real) magnifying glasses to play detective with a simple book they are reading. Teach print concepts directly by showing students and labeling each term: Sentence, first word in the sentence, middle of the sentence, last word in the sentence, top and bottom and left and right sides of a page, capital letters, period, question mark, and exclamation point. After directly teaching each term, play “I Spy” to have students use their magnifying glass to find the terms you provide. Alternatively, ask students to find and name different parts on a page.

Student Activity “I Spy”with Basic Print Concepts

p. 105

Stage FourDirections: Extract a passage from a mid-year first-grade reader. Omit end punctuation and commas, and place on an overhead or chart. Read aloud, pausing where punctuation occurs and asking students to supply what is missing.

Student Activity 4.3: What’s Missing?

p. 106

Student Activity 4.3: What’s Missing? (cont)

p. 106

Anglo-Saxon Words• Short, commonly used words• Include basic colors, basic body parts, numbers, compound wordsLatin Words• Follow a strict structure: prefix + root + suffix = in – vis – ible• Often include schwa: ə – daptFrench Words• “ge” = /zh/: barrage, genre, beige, rouge• “ch” = /sh/: charade, chic, parachute• “que” = /k/: antique, critique, unique• “ine” = /ēn/: machine, limousine, marineGreek Words• “ch” for /k/: chorus, technology, Christmas, anchor• “ph” for /f/: graph, sphere, epitaph, phase• Uncommon vowel split: chaos, create, poetry, zodiac

Our Language Has Many Layers

• English language history coincides with a natural order for instruction about words.

• Word origin helps us understand and explain spelling patterns.

• Words from different language origins provide several ways of expressing similar ideas.

• Word origins help us remember spellings.

Why Pay Attention to Word Origin?

When Should Students Study Morphology?

• Grades K–1: Phonemic awareness, alphabetic principle, inflectional suffixes, beginning reading

• Grades 2–3: Prefixes, suffixes, syllable types• Grades 3–4: Latin roots• Grades 5–9: Greek roots, combining forms

Language Skill Progression and Ehri’s Phases of Word Reading

Phonology

Orthography

SentencesWords

SyllablesOnset-rime

Digraphs, TrigraphsVowel Teams

BlendsWord Families

1:1Teach

letter namesConnect letters

and sounds

Pre-Alphabetic

Early Alphabetic

Later Alphabetic

ConsolidatedAlphabetic

FLUENCY

Phonemes

Syllable TypesMorphemesRoots/AffixesWord Origin

(Used with permission from Carol Tolman; from Moats, 2009)

Important Terms• A morpheme is a unit of meaning, such as a base word, root,

prefix, or suffix. • A base word is a word to which affixes are added. A base word

can stand alone.• A root is a group of letters that carries meaning (e.g., word

parts ject, spect, vid, rupt, port that are Latin in origin).• A prefix is an affix attached to the beginning of a root or base

word that changes the meaning of that word.• A suffix is an affix attached to the end of a root or base word

that changes the form or use of that word.

Activity : Word Wheel for Building Sentences

wagged

carrying

flattest

nameless

crashed

happily

the artist

Directions: Divide into groups of three. Select words with suffixes to put on your word wheel. Use the noun phrase in the center circle to build an oral sentence using at least three words from the wheel. Have one person write the sentence down.

PrefixesA prefix is a morpheme placed in front of a base word or root to create a new word. Each prefix has a meaning that, when combined with the base word or root, creates a new meaning. For example, the prefix re- means “again.” When added to the word use, it creates the new word reuse, which means “to use again.”

Directions: Which of these words have a prefix? Circle the prefixed words.

read react readyretina

reheat restredo rewind

Student Activity Practice with Prefixes

1. Circle each word part (prefix) at the beginning of the word.2. Circle each word part (suffix) at the end of the word.3. In the part of the word that is left (root/base word),

underline the letters representing vowel sounds. (Locate only articulated vowels, not Silent “e.”)

4. In the base word, look for familiar spelling/syllable patterns.5. Say the parts of the word.6. Say the parts fast.7. Make it into a real word.

Student Activity A Strategy for Reading Big Words

1. expansion

2. fraction

3. confederate

Student Activity 4.8: A Strategy for Reading Big Words (cont)

Increased fluency leads to:• More reading.• More vocabulary.• Stronger comprehension.

Lack of fluency leads to:• Less reading.• Smaller vocabulary.• Limited comprehension.

Practices to develop fluency:• Phrase-cued reading.• Partner reading.–Alternate oral reading.– Simultaneous oral reading.• Repeated reading.

Why Is Fluency So Important?

decoding

fluency

comprehension

Fluency does not “cause” comprehension;however, it is a necessary component of successful reading.

Grade Percentile Fall Winter Spring1 50th 23 532 50th 51 72 893 50th 71 92 1074 50th 94 112 1235 50th 110 127 1396 50th 127 140 1507 50th 128 136 1508 50th 133 146 151

(Hasbrouck & Tindal, 2005)

Norms for Oral Reading Fluency (ORF)by Grade Level

Simultaneous Oral Reading• Have the student choose one book out of several within his or her

instructional reading level.• Sit side by side with the student. Explain that you will be practicing ‐ ‐

reading smoothly and with a little more speed.• Read simultaneously with the student as you track the text with

your finger or pencil, leading the student to read a bit faster.• Model fluent reading of a passage, and then ask the student to

read the passage the same way you did.• Use your finger to track the text slightly ahead of the student’s

reading, encouraging the student to read the word more quickly.

• Provides students with repeated reading practice. • Increases fluency. • Increases the amount of time students spend reading. • Maximizes student engagement.• Can be used with both expository and narrative text.• Gives the teacher opportunities to provide

individual support and guidance.• Provides a model of fluent reading for

struggling readers.

The Advantages of Partner Reading

Explicit Instruction

• Teacher talk (“I Do”)• Guided practice with students (“We Do”)• Independent practice (“You Do”)

Determine what makes the lesson systematic and identify any consistent routines that the teacher follows. Isolate the multisensory instruction where students are asked to “See it. Say it. Hear it. Write it.”