Reading Foundational Skills Standards: Teaching D ecoding , Spelling , and Word Recognition

1. Module 4 ReadingFoundational Skills Standards: Teaching Decoding, Spelling, andWord Recognition

2. A Classroom Scenario 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?

3. The Simple View of Reading 2 domains Decoding (Word recognition) Language Comprehension Reading Comp x = Phonics Phonics / Word Analysis / Spelling Vocabulary TextComprehension Fluency Phonological & Phonemic Awareness (Gough & Tunmer, 1986) 5 components p. 103

4. Origin Provides Clues About Word Spelling 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.

5. Review the Developmental Sequence

6. Student Activity “I Spy”with Basic Print Concepts p. 105 Stage One Directions: 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.

7. Student Activity 4.3: What’s Missing? p. 106 Stage Four Directions: 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.

8. Student Activity 4.3: What’s Missing? (cont) p. 106

9. Anglo-Saxon Words Short, commonly used words Include basic colors, basic body parts, numbers, compound words Latin Words Follow a strict structure: prefix + root + suffix = in – vis – ible Often include schwa: ə – dapt French Words “ge” = /zh/: barrage, genre, beige, rouge “ch” = /sh/: charade, chic, parachute “que” = /k/: antique, critique, unique “ine” = /ēn/: machine, limousine, marine Greek 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

10. 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?

11. 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 When Should Students Study Morphology?

12. Language Skill Progression and Ehri’s Phases of Word Reading Phonology Sentences Words Syllables Onset-rime F L U E N C Y Pre-Alphabetic Phonemes Early Alphabetic Teachletter names Connect lettersand sounds 1:1 Digraphs, Trigraphs Vowel Teams Blends Word Families Later Alphabetic Syllable Types Morphemes Roots/Affixes Word Origin Consolidated Alphabetic Orthography (Used with permission from Carol Tolman; from Moats, 2009)

13. Important Terms • A morphemeis a unit of meaning, such as a base word, root, prefix, or suffix. • A base wordis a word to which affixes are added. A base word can stand alone. • A rootis a group of letters that carries meaning (e.g., word parts ject, spect, vid, rupt, port that are Latin in origin). • A prefixis an affix attached to the beginning of a root or base word that changes the meaning of that word. • A suffixis an affix attached to the end of a root or base word that changes the form or use of that word.

14. Activity:Word Wheel for Building Sentences happily wagged crashed the artist carrying nameless flattest 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.

15. Prefixes A 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.”

16. Student ActivityPractice with Prefixes Directions: Which of these words have a prefix? Circle the prefixed words. read react ready retina reheat rest redo rewind

17. Student ActivityA Strategy for Reading Big Words • Circle each word part (prefix) at the beginning of the word. • Circle each word part (suffix) at the end of the word. • 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.”) • In the base word, look for familiar spelling/syllable patterns. • Say the parts of the word. • Say the parts fast. • Make it into a real word.

18. Student Activity 4.8: A Strategy for Reading Big Words (cont) expansion fraction confederate

19. Why Is Fluency So Important? fluency Increased fluency leads to: • More reading. • More vocabulary. • Stronger comprehension. Lack of fluency leads to: • Less reading. • Smaller vocabulary. • Limited comprehension. decoding comprehension • Practices to develop fluency: • Phrase-cued reading. • Partner reading. • Alternate oral reading. • Simultaneous oral reading. • Repeated reading. Fluency does not “cause” comprehension;however, it is a necessary component of successful reading.

20. Norms for Oral Reading Fluency (ORF)by Grade Level (Hasbrouck & Tindal, 2005)

21. 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.

22. The Advantages of Partner Reading • 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.

23. 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.”