The Spelling Scholar: Word Study as the Foundation of Reading

1. Eileen Mattmann Rosanne Cowan www.spellingscholar.com The Spelling Scholar:Word Study as the Foundation of Reading • Agenda • Background • Common Core Standards • Vowel Concepts/Teaching Ideas • Alphabetic Layer • Pattern Layer • Meaning Layer • Other Vowel Stories • Questions? • “Spelling is the foundation of reading and the greatest ornament of writing.” –Noah Webster

2. Word Study Makes a Difference • Explicit word study instruction and inquiry learning enhance acquisition of reading. • Word structure and analysis helps build fluency (alphabetic and pattern layers) • Understanding affixes and roots contributes to vocabulary growth (pattern and meaning layers) • Fluency and vocabulary increase comprehension.

3. How Predictable is Spelling? • Three Layers • Alphabetic Layer • Sound/letter relationship • Pattern Layer • Spelling patterns, rules and inflected endings • Meaning Layer • Homophones, contractions, affixes, Greek and Latin word parts, word origins

4. Moving from Alphabetic to Meaning jumpt, stade, wouldent

5. Great Vowel Shift • Move from Middle English to Modern English (1400-1600) • Blending of French and English • Vowels sounded as they do in the romance languages • Spellings stayed the same as in Middle English • Vowel sounds start to shift at different rates • Some spellings changed, some didn’t • Printing press instrumental in locking in spellings • Vowel sounds constantly changing-dependent on area of country

6. Vowel Spellings • “ough” combination - 10 pronunciations • cough, through, dough, bough, slough (slaw, sluff) • Each standardized at a different time during the Great Vowel Shift, causing the confusion that we have today. • Long /e/ - 23 different spellings • eat, debris, fleet, field, happy, key, deceit, people, mete • rarely said incorrectly, and occurs early in children’s speech • Short /i/ - 33 different spellings • hit, myth, sieve, busy, building, pretty • more difficult for children and non-native speakers to master the short "i" sound.

7. Alphabetic Layer-Common Core • Kindergarten • Rhyming words, blending onsets and rimes, isolate and pronounce C-V-C pattern, spell simple words phonetically • Grade 1 • Long and short vowels, every syllable has a vowel • Spell untaught words phonetically

8. Pattern Layer-Common Core • Kindergarten • Identify long and short vowels -2 vowels vs. 1 vowel • Grade 1 • Know final “e” and common long vowel letter teams, open and closed syllables, every syllable has a vowel, spell untaught words phonetically • Identify root word to add ending • Grade 2 • Know spelling/sound correspondences for common vowel teams • Generalize learned spelling patterns when writing words (e.g., cage →badge; boy →boil).

9. Pattern Layer-Common Core • Grade 3 • Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). • Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns). • Recognize word structure in reading, apply it in writing (suffix rules, meaningful word parts). • Grade 4-6 • Spell correctly.

10. Meaning Layer-Common Core • Grade 2 • Use an apostrophe to form contractions. • Know final -e and common vowel team conventions for representing long vowel sounds. (Gr. 1-2) (Homophones) • Grade 4-6 • Homophones (bare, bear; meddle, medal) • Word origin • Spell grade appropriate words correctly

11. Alphabetic Layer Concepts • Introducing the “magical” vowels • Vowels make you keep your mouth open • Vowels and word families

12. Vowels and Word Families

13. Alphabetic Layer Concepts • Word Builder Cards • Identifying long and short vowel sounds- • Long and Short of It Game • Long vowels in the alphabetic layer • “o” and “i” can be long with one vowel in word (gold, mild, find)

14. Pattern Layer Concepts • Long or short vowel? • tch, ch • dge, ge

15. Open Word Sorts: Inquiry Lesson • c/ck/k • The open sort- • What do you notice? • How should we group? • Let’s make a rule. comic pack seek trick attic panic speak look ask tuck blank soak duck traffic music milk

16. Completed Sort What about words like make, trunk, ask, and milk? What about picnic, arctic, and jacket?

17. Pattern Layer Concepts • Open and Closed Syllables Rabbit Rule

18. Pattern Layer Concepts • Common vowel teams (long vowel sounds) • Ai, a-silent e, ay • Ee, ea • i-silent e • Oa, o-silent e • ue, ew, u-silent e

19. “I” Before “E” When sounding like ē, it’s i before e, Except after c, And when sounding like āas in neighbor, īas in height, orĭ as in foreign.

20. “I Before E”

21. Other Vowel Teams • Vowel pairs(oy/oi)

22. Try It!

23. Other Vowel Teams • Vowel pairs (au/aw/al)

24. Another Vowel Pair • Vowel pair (au/aw)

25. Try It!

26. Vowel Pair • Vowel pairs (ou/ow)

27. Powerful Silent “e” • Powerful Silent “e” • Makes a long vowel CVCe (make) • Words don’t end in “i” or “u” (lie,blue) • Clarifies meaning, pleas/please • CVCCe • Makes “c” and “g” soft, dance, prince, cringe, badge • Reading-Watch for 2 consonants before the silent e. • Changes the sound of the last consonant (tens/tense) • Words that end with /v/ • give, have, love, • givving/giving, havving/having, lovving/loving • Provides a needed vowel in a syllable

28. title single level mammal civil tickle maple channel pencil handle simple camel “The Spelling Scholar” Unit:Discovery and Discussion “le”“el”“al”“il”

30. Pattern Layer Concepts • Inflected endings • Suffixes that don’t change the meaning of the base word or the part of speech • Nouns-plural (desks, beaches) • Verbs-tenses (plays, played, playing) • Adjectives-comparative/superlative (fancy, fancier, fanciest) • Contained in the dictionary base word entry

31. Find the Base Word • hopping vs. hoping • 1-1-1 Rule or V-C

32. Silent “e:” Find the Base Word What happens when we want to add a suffix to a base word that ends in silent “e?” What happens if we add a suffix that begins with a consonant to a base word that ends in silent “e?”

33. Practice

34. Practice

35. Inflected Endings • Y to I

36. Pattern Layer Concepts Other Spellings for Vowels

37. Pattern Layer Concepts e, i, y: softens “c” and “g”

38. Pattern Layer Concepts • e, i, y: softens “c” and “g”

39. Meaning Layer Concepts • Word Origin-Words from French • A long a sound at the end of a word can be spelled: with et as in cachet, crochet, and croquet. • A long e sound at the end of a word: ieas in prairie and sortie. • Words ending with an \zh\ sound: spelled age as in collage, mirage, dressage, garage, barrage, camouflage, entourage, and fuselage. • A \k\ sound at the end of a word is often spelled queas in mystique, boutique, and physique. • Words from Greek • Spell short i with “y” as in acronym, calypso, cryptic, cynical, dyslexia, homonym, Olympian, polymer, symbiosis, synonym, synopsis, and syntax.

40. More Thinking Strategies as Stories • England always doubles (labeled vs. labelled) • Mnemonics (ight, ould, aught, ought) • Words with short U, spelled with O (love, come) • luve/love, cume/come

41. Websites • http://www.design215.com/toolbox/wordfind.php (build word lists) • http://www.a2zwordfinder.com/ • http://www.myspellit.com/lang_latin.html (list of roots and meanings) • https://www.msu.edu/~defores1/gre/roots/gre_rts_afx2.htm (list of roots and meanings) General Student Practice Sites • www.spellingcity.com (practice games for your list or theirs) • www.kidsspell.com (more challenging games; your list or theirs, very easy to difficult) • www.starfall.com (word family work) • http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html#12 (many games) • www.gamequarium.com (many games) • www.wordsortwizard.com (word sorts provided or make your own)

42. “When children are taught to think about language, it allows them to learn HOW to spell, not just memorize words.” (Moats, 2009)

43. Resources • Developmental-Spelling Research: A systematic Imperative, Marcia Invernizzi, Latisha Hayes, Reading Research Quarterly, 2004 • How Spelling Supports Reading, Louisa Moats, American Educator, 2005-2006 • How Words Cast Their Spell, Malatesha R. Joshi, et.al., American Educator, 2008-2009 • Questions Teachers Ask About Spelling, Shane Templeton, Darrell Morris, Reading Research Quarterly, 1999 • Why Spelling is Important and How to Teach It Effectively, V. Berninger & M. Fayol, Encyclopedia of Language and Literacy Development, 2008 • Word Study Instruction in the K-2 Classroom, Cheryl Williams, et.al., The Reading Teacher, April 2009