Graphophonemic Knowledge: Routines and Teaching Tools

1. Graphophonemic Knowledge:Routines and Teaching Tools 1

2. CPQ: What’s Funny About This Cartoon? (Cantu, H. & Castellanos, C. (2007). Baldo. BaldoPartnership/Dist. by Universal Press Syndicate)

3. Goals For This Training • Clarify the relationship between spelling and reading. • Learn a routine for explicit instruction of spelling patterns.

4. Is SPELLING really THAT important?

5. TEKS • K, 3: Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. (ELAR p. 11, SLAR p. 14) • 1, 2: Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. (ELAR p. 11, SLAR p. 14) • Students spell correctly. (ELAR p. 51, SLAR p. 52)

6. Six Syllable Types (C) use common syllabication patterns to decode words, including: (i) closed syllable (CVC) (e.g., mat, rab-bit); (ii) open syllable (CV) (e.g., he, ba-by); (iii) final stable syllable or C-le (e.g., ap-ple, a-ble); (iv) vowel-consonant-silent "e" words (VCe) (e.g., kite, hide); (v) vowel teams (e.g., boy-hood, oat-meal); and (vi) r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or). TEKS Gr. 1 (b) (3) (C); TEKS Gr. 2 (b) (2) (B)

7. CPQ: Why should we teach spelling? Read page 1 of the article entitled “How Spelling Supports Reading and Why It Is More Regular and Predictable Than You Think.” Highlight any information that helps you answer the CPQ. When finished, compare your findings with others at your table. Handout 1

8. Spelling Measures a Lot! • Spelling predicts reading because correct spellings require that all sound-spelling patterns be represented accurately. (Foorman & Francis, 1994) • Spelling and reading build and rely on the same mental representation of a word. (Snow, 2005)

9. HOW DO WE KNOW WHICH SPELLING PATTERNS TO TEACH?

10. Follow Your Core Journeys: Kindergarten • PA, HFW, letter names: Lessons 1-3 • PA, HFW, letter sounds: Lessons 4-10 • PA, HFW, letter sounds, blending words: Lessons 11-20 • PA, HFW, letter sounds, blending words, adding inflectional endings: Lessons 21-30

11. Possible Supplementary Lessons Kindergarten: may want to start building/spelling two-syllable words, especially compounds, near the end of the year. Examples: penpal, cobweb, tomcat, sunset

12. Follow Your Core Journeys: Grade 1 • PA, short vowel spellings—Lessons 1-5 • PA, short vowel spelling review—Lessons 6-10 • PA, digraphs—Lessons 11-13 • PA, long vowel patterns—Lessons 14-19 • PA, compound words—Lesson 20 • PA, r-controlled vowels—Lessons 21-22 • PA, vowel digraphs/combinations—Lessons 23-25

13. Follow Your Core Journeys: Grade 1 • PA, base words with inflectional endings—Lesson 26-27 • PA, other long vowel patterns—Lesson 28 • PA, suffixes—Lesson 29 • PA, syllable pattern CV (open syllables)

14. Possible Supplementary Lessons First Grade start building/spelling two-syllable words, beginning with compounds, as long vowel patterns are taught Examples: sailboat, mainstream, sideline, extend, discard, contest, trumpet

15. Follow Your Core Journeys Grade 2 • PA, short vowel review—Lessons 1-2 • PA, long vowel review—Lessons 3-4 • PA, consonant blends—Lessons 5-6 • PA, double consonants and ck—Lesson 7 • PA, digraphs—Lesson 8 • PA, inflectional endings—Lesson 9

16. Follow Your Core Journeys Grade 2 • PA, contractions—Lesson 10 • PA, base words with inflectional endings—Lesson 12 • PA, long vowel spellings—Lesson 13-14 • PA, compound words—Lesson 15 • PA, base words with inflectional endings—Lesson 16

17. Follow Your Core Journeys Grade 2 • PA, long vowels—Lessons 17-18 • PA, r-controlled vowels—Lesson 19-21 • PA, homophones—Lesson 23 • PA, derivational suffixes—Lesson 23 • PA, prefixes—Lesson 24 • PA, spellings for /aw/--Lesson 25

18. Follow Your Core Journeys Grade 2 • PA, vowel diphthongs oo, ew, ue, ou, ow—Lessons 26-28 • PA, long vowel patterns—Lessons 29-30

19. Possible Supplementary Lessons Second Grade • Include two- and three-syllable words, including both compounds and non-compounds. • Examples: understand, compliment • Teach the schwa sound! • Examples: represent, prescription, microscope

20. HOW DO WE TEACH SPELLING?

21. Incorporating a Routine to Build Student Spelling Skills direct instruction + phonics activity + daily dictation = An effective spelling routine! A It’s as easy as. . . B C

22. GK: Routines and Teaching Tools

23. Choosing Words/Patterns • Follow the scope and sequence of the core program. • Use the spelling/word study skill from the core program to determine the spelling pattern or word study skill to teach each week. The routine should simply reinforce/enhance that skill. • Teach words by patterns/word families. • Include work in morphology (prefixes, suffixes, inflectional endings).

24. Use the TPRI/Tejas LEE Grade 2 Grade 3

25. Examples of Spelling Patterns Kindergarten: • Consonants with one-to-one sound-spelling correspondences: b l p t • Short vowels: a e i o u

26. Examples of Spelling Patterns Kindergarten: • Syllable types: closed • bed, nut, sit, pan, top (CVC) • slip, flat (CCVC) • best, pump (CVCC)

27. Examples of Spelling Patterns First grade: • Consonants with multiple spelling patterns: c _ck k s ce ci_ • Long vowels: a a_eai__ay ea • Digraphs: chshth

28. Examples of Spelling Patterns First Grade: • Syllable types: closed, open, r-controlled, C-le, Vce, vowel team

29. Examples of Spelling Patterns Second grade and above: • Consonants with multiple spelling patterns: c _ck k ch_que / s ce ci_ c(y) sc_ps_ • Long vowels: a a_eai__ay ea • Digraphs: chshth • Vowel diphthongs and digraphs: oo aw au_owou_oi_oy

30. Examples of Spelling Patterns Second Grade: • Syllable types: closed, open, r-controlled, C-le, Vce, vowel team • Final stable syllables: -tion, -sion; -ture, -sure; etc.

31. Choose a Spelling Pattern • Using Handout 3, “English-Language Spelling Pattern Generalizations,” select a spelling pattern you will be teaching your students at the beginning of the new school year. • On the Spelling Lesson Planning card, fill in the grade level you teach and the selected spelling pattern.

32. Spelling Lesson Planning o oa_

33. Choose a Spelling Pattern List 10 DECODABLE WORDS that use the spelling pattern you selected.

34. Spelling Lesson Planning o oa_ coal throat groan boat loaf gloat gloated toad oatmeal float

35. Direct Instruction • Give a CLEAR statement of what is being taught. • MODEL the skill being taught. • Provide multiple PRACTICE opportunities for students. • Provide corrective FEEDBACK immediately. A

36. Direct Instruction of /ō/ Spelled oa_ 1. Give a CLEARstatement of what is being taught. A oa_ boat groan loaf toad gloated

37. Direct Instruction of /ō/ Spelled oa_ _ow 2. MODELthe skill being taught. “I need to spell the word float. First, I must segment the word into phonemes./f/ /l/ /ō/ /t/” A For more kinesthetic scaffolds, see Spanish version, p. 14. For more kinesthetic scaffolds, see English version, p. 21.

38. Direct Instruction of /ō/ Spelled oa_ “Possible spellings = o oa_ o_eand_ow. floathas a consonant sound at the end. An obetween /fl/ and /t/ would make the /ŏ/ sound. oa_and o_eare both followed by a consonant sound.” A /f/ = f /l/ = l /ō/ = ? /t/ = t Think aloud f l oa t

39. o oa_ initial or medial frequent must be followed by a consonant The third sound is /ō/. /ō/ can be spelled several ways, including o, oa_, o_e, and _ow. Hmm… I know that “float” has a consonant sound at the end. If I put the letter “o” between two consonants, it’s going to make the short sound /ŏ/, so that’s not the right spelling. It also can’t be _ow, because I can only use an “l” or an “n’ after _ow if it is a /ō/ sound. “Float” has a /t/ after the /ō/. Either of the other spellings might work, because both oa_ and o_e have a consonant sound after the /ō/. I think I have seen the word before. I am going to use the _oa spelling, because it’s the one that looks correct.

40. Direct Instruction 3. Provide multiplePRACTICEopportunities for students. – Whole group – Small group teacher-directed instruction – Workstations – Independent work – Homework A

41. Direct Instruction 4. Provide corrective FEEDBACK immediately. A “You’re right. We can’t use _owbecause it can’t be followed by a consonant sound in the syllable.” “Think again... does the oa_ spelling usually come at the end of a word, or does it need to be followed by a consonant?” “You said that boat is spelled b o a t. Very good. Why did you choose to use the oa_ spelling in this word?”

42. Phonics Activities • Sound Discrimination • Word Sorts • Say It and Move It • Phoneme-Grapheme Mapping • Word Windows B

43. Sound Discrimination “I’m going to say some words. Some of them contain the /ō/ sound. If you hear a word that contains /ō/, show me a thumbs-up signal. If you hear a word that does NOT contain /ō/, show me the thumbs-down signal. Listen…” B

44. Sound Discrimination “Listen to these words: B boat coal oatmeal What sound did you hear that was the same in all these words? What letters do you see that are the same?”

45. Sound Discrimination: Variations • Listen for a particular sound in multisyllabic words • Discriminate difficult sounds • Auditory word sorts

46. Sound Discrimination: Extensions Center or independent activities: Use other target spelling patterns and picture cards. Students hunt for pictures with the target sound in magazines and/or newspapers. Students make words with consonants and the target spelling pattern by playing a card game.

47. Spelling Lesson Planning boat coal oatmeal What sounds alike? What letters?

48. Word Sorts “We’re going to sort some words containing the /ō/ sound. In some of the words, the sound is spelled oa_. In others, it is spelled _ow. We’ll work together to sort the words into the correct column.” B Remember: Share your thinking and reasoning with your students by thinking aloud during this activity! boat bow show oatmeal grow blow throat glowing gloat

49. Word Sorts: Extensions and Variations • Center or independent activities: • Record sorted words on paper • Use a timer to see how fast words can be sorted • Sort several different vowel patterns (short and/or long) • Locate words in text • Label categories

50. Spelling Lesson Planning boat coal oatmeal What sounds alike? What letters? Guide words: boat, bow Sort: show, oatmeal, grow, blow, throat, glowing, gloat