and the Common Core Standards - Wikispaces · and the Common Core Standards ... Interactive Read...

and the Common Core Standards

Jennifer BradshawJenifer Pastore

Literacy FacilitatorsRogers Public Schools, Rogers AR

Just when it was starting to make sense…

What

IS

Word

Study?

Phonics

Spelling

Vocabulary

How is Word Learning Addressed in the Common Core Standards…

Reading Standards: Foundation Skills K-5 Phonemic Awareness

Phonics

“Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know- to discern when particular children or activities warrant more or less attention.”

Foundational Skills

Common Core Standards, p. 15

IRA Literacy Implementation Guidance for Foundational Skills

Early, systematic, and explicit teaching of the foundational reading skills is required.

During the K-2 years, teaching of all aspects of the English Language Arts should take place simultaneously and be coordinated

IRA- Literacy Implementation Guidance for the ELA Common Core Standards p. 2

How is Word Learning Addressed in the Common Core Standards…

Language Standards K-5 Conventions of

Standard English

Vocabulary Acquisition and Use

Why Word Study?

“Our goal is to help children become active word solvers who can recognize words, take them apart or put them together, know what they mean, and connect them to other words-all directed toward reading and writing continuous text.”

Pinnell and Fountas

Word Matters, p. 31

Develop an understanding of

phonics and spelling patterns

high-frequency word recognition

decoding strategies

insight into word meanings

Through multiple opportunities to

discover patterns

generalize beyond isolated, individual examples

manipulate word concepts

apply critical thinking skills

Out of context…

and within

“Educators still make the mistake of having children focus on learning a list of specific words rather than on learning how spelling works across words.”

Many teachers see spelling as more arbitrary than systematic. Perhaps it is that their own knowledge of the spelling system is largely implicit or relatively poorly understood.

Hughes and Searle, p. 132-133

Spelling Misconceptions

In order to improve spelling instruction…

We need to understand for ourselves how words work.

Aa

cat

witch

whichcompose

composer

composition

decompose

any

cry

The Orthographic Structure of Written Words

Sounds represented by groups/patterns of letters within syllables and across syllables

Each sound is directly represented by a letter.

Units of letters representing meaning: prefixes, suffixes, Greek roots, Latin stems.

In mature readers and writers there is interaction among layers

Pattern

Meaning

Alphabet

Emergent Stage

Words Their Way, 2008

•Vocabulary growth and concept development

•Phonological awareness

•Alphabet knowledge

•Letter-sound knowledge

•Concept of word in print

Alphabet Letter-Name

Words Their Way ,2008

•Beginning and ending consonants

•Short vowels

•Consonant digraphs

•Consonant blends

•Pre-consonantal nasals

Within Word


•Consonant-Vowel-Consonant-e (silent e)

•Other common long-vowel patterns

•Less common long-vowel patterns

•Consonant-influenced vowels (r,l,w)

•Complex consonant clusters

•Diphthongs and other ambiguous patterns

Syllables and Affixes


•Inflected endings: Plural and past tense

•Open- and closed-syllable patterns

•Vowel patterns in accented syllables

•Unaccented Vowels

•Common prefixes

•Common suffixes

•Sounded-silent spelling/meaning connections

Derivational Relations


•Consonant alternations in derivationally related pairs

•Vowels alternations in derivationally related pairs

•Greek roots

•Latin roots

•Predictable changes in derivationally related words

•Advanced suffixes

•Absorbed or assimilated prefixes

Students in Primary Grades

Within Word

Letter Name-

Alphabet

Emergent

“A key element in improving how spelling is taught is to ensure that spelling be well embedded in literacy…

After all, reading is a vital source of information about spelling, and writing provides both opportunity and need to put those understandings into use.”

Hughes and Searle, p. 134

A Literacy Classroom Word Study

Shared Reading

Interactive Writing

Writing Workshop

Independent Reading- Instructional Level Texts

Interactive Read Alouds with Accountable Talk

Teaching for TransferWord Sorts Writing

SortsShared

ReadingInteractive

Writing

Teaching to read the feature in isolation

Teaching to write the feature in isolation

Teaching to read features in context

Teaching to write features in context

From a presentation by Enid Martinez at the TCRWP Summer Reading Institute, July 2011

What Do My Students Know? Administer a spelling

inventory (PSI- Primary Spelling Inventory or DSA- Developmental Spelling Assessment)

Score the assessments to determine the developmental level of students

Begin with 2, but no more than 3 groups

Class Composite

EmergentCharacteristics of students

Know less than half the alphabet

Lack concept of word

May know a few sight words

“Read” from memory and pictures

Scribble and/or write random letters and numbers

Lack letter-sound correspondence or represent most salient sounds with single letters

Reading Levels 1-2/A-B

Instruction and Practice

Emergent

Phonemic Awareness Activities

ABC books, Concept Books, Emergent Texts for Independent Reading

Working with names

Alphabet Awareness Activities

FOCUS ON:The Alphabet Chart Read the chart

Forward, backward, in columns, every other box, sounds only

Ask questions and play games: “Find a letter that…”

Has sticks, circles, tails

Begins John’s name

Says /m/

Use the chart to write

Model using it in shared or interactive writing

Encourage students to use it during writing workshop

Early Letter Name-AlphabetCharacteristics of students

Know most letter-sound correspondences

Rarely use vowels

Recognize 10+ sight words

Control 1-1 matching

Have basic concept of word

Read word by word in beginning reading materials

Reading Levels C-D/3-4


Early Letter Name-Alphabet

Picture sorts

Picture/word sorts

Draw and Label Activities

Building, blending, and extending word families

Reading Decodable Texts

Word/Picture Hunts

Word wall activities

Games and foldables

FOCUS ON:Word Families

37 rimes can generate 500 different words

Word family rimes will be familiar chunks in multi-syllabic words

Vowel sounds are more stable within word families

Two Ways Teachers Address Word Families

Individual Word FamiliesSorting Same Vowel

Word Families

cat

mat

fat

sat

flat

cat fan mad

hat

sat

fat

mat

rat

can

ran

man

dad

sad

bad

-at

Two Ways Teachers Address Word Families

Sorting Same Vowel Word Families

cat fan mad

hat

sat

fat

mat

rat

can

ran

man

dad

sad

bad

In order to sort words with the same vowels but different word families, students must focus on the beginning and ending consonant sounds- not just a single rime.

Mid Letter Name-AlphabetCharacteristics of Students

Correctly spell initial and final consonants and some blends and digraphs

Use but confuse medial vowels

Recognize approximately 50+ words

Reading Levels E/6-8

Late Letter Name-AlphabetCharacteristics of Students

Spell some short vowels and many blends and digraphs correctly

Use but confuse long vowels


Reading Levels F-G/10-12


Mid-Late Letter Name-Alphabet

Word sorts for fluency and accuracy

Draw and Label Activities Build, blend, extend word

families Decodable Texts Word/Picture Hunts Word wall activities Games and foldables Word Study Notebooks Written Sorts Blind Sorts

FOCUS ON: Preconsonantal Nasals Nasal sounds (m, n, ng) that come right before the

final consonant make the final blends difficult to spell.

Students often spell

PEK for pink

JOP for jump

Sorts for Preconsonantal Nasalsan/ant ink/ank/unkin/ing amp/umpug/ung end/ent/anting/ang/ung

Characteristics of Students

Early Within Word

Word patterns used in reading and writing

Spell most single-syllable, SV words correctly

Attempt to use silent LV markers


Begin to transition to silent reading

Reading Levels H-I/14-16

FOCUS ON:Sample sort k, ck, ke

Sound Sort Generalizations

sick bike took

lock smoke look

pack spoke book

truck strike

1. All the words ending in ck have short vowel sounds.

2. All the words ending in kehave long vowel sounds.

3. All words ending in k are ambiguous- neither long nor short.

Characteristics of Students

Mid-Late Within Word

Word patterns used in reading and writing

Spell most common long vowel words and r-controlled words correctly

Use but confuse “other” vowel patterns


Reading Levels J-M/18-28


Early, Mid, Late Within Word

Word sorts for fluency and accuracy

Word Study notebooks

Written sorts, blind sorts, and speed sorts

Word hunts

Word wall activities

Games and foldables

Homophone collections

FOCUS ON:Spelling-Meaning Connection

Collecting Homophones

Students can begin collecting the homophones they encounter On a classroom chart

In a class book

In a section of the word study notebook

The study of homophones begins the spelling-meaning connection

FOCUS ON:Vocabulary Connection

Attention to idioms can

develop appreciation for language

Increase vocabulary knowledge

Add humor to learning

Choose idioms that relate to words being studied

Idiom 4 Square

Amelia Bedelia stories

Integrating Idioms

Do… Look for what students use

but confuse

Use words they can read

Let students discover patterns and make generalizations

Sort by sight and sound

Work for automaticity

Work in and out of context

Teach word knowledge…not just words

Don’t… Teach spelling as an

isolated subject

Expect one-size-to-fit-all

Rely on spelling rules

Hide the exceptions

Do all the talking

Vocabulary InstructionStudents in primary grades will not encounter rich language in the books they are reading or the word they are studying.

We need to provide opportunities to bring words to life in the primary classroom through read alouds, word play, and explicit instruction.

IRA Literacy Implementation Guidance for Vocabulary

Study all strands of the standards for references to vocabulary

Plan for vocabulary development across the school day in all subjects

Provide instruction in word-solving strategies as well as teaching individual words

IRA- Literacy Implementation Guidance for the ELA Common Core Standards p. 3

Four-Part Vocabulary ProgramAn explicit, comprehensive plan for vocabulary instruction for all learners that…

Fosters word consciousness

Provides rich and varied language experiences

Teaches word learning strategies

Teaches individual words

(Graves, 2006)

Foster Word Consciousness

an awareness of words

interest in learning words and learning about words

noticing when new words are used

By providing an environment that supports

Word conscious classrooms…

“…turn children on to words so that they would continue to explore and use new words and phrases on their own.”

Scott and Nagy, 2004

Children need many opportunities to…

Hear spoken language in a variety of situations.

Engage in frequent discussions in a variety of situations.

Read. A lot.

Write. A lot.

Provide Rich and Varied Language Experiences

Teach students to use word parts: prefixes, suffixes, and root words

Provide rich, sustained instruction on using context clues

Examine how word patterns reflect meaning

Use dictionaries, word walls, and related tools

Teach students how to apply word learning strategies independently

Teach Word Learning Strategies

Teach Individual Words Select Tier Two Words

Provide explanations of their meaning

Provide lots of contexts for the words

Provide many opportunities for students to use and think about words

Engage students in studies of homonyms and idioms

Tier Two Words Meet Specific Criteria not the most basic way to express a concept

general words that can be found across types of genres and texts

more common in written than in oral language

Tiers of Words Low frequency of use

Limited to specific domains

Words of high frequency

Across domains

Allow students to build rich representations

and make connections to other words

Most basic words

Require little instructional time

Tier 3

Tier 2

Tier 1

Ready, set, GO!1. Take steps to become a more word conscious classroom.

2. Commit to becoming more knowledgeable about how words work.

3. Assess your students to determine their developmental levels.

4. Plan for instruction based on what they are using and confusing.

5. Provide daily opportunities to sort, manipulate and discuss words.

6. Connect their word work back to reading and writing.

7. Be more intentional with vocabulary instruction.

If you want to know more…Reading Rockets, “Word Study Instruction in the K-2 Classroom”http://www.readingrockets.org/article/40267/

Scholastic Teacher, “My November Top Ten List: Word Study in Action”http://www.scholastic.com/teachers/top_teaching/2010/10/my-

november-top-ten-list-word-study-in-action

Word Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction by Bear, Invernizzi, Templeton, and Johnston (5th edition)

Articles in The Reading Teacher (subscription required)For the Love of Words: Fostering Word Consciousness in Young Readers by

Michael F. Graves and Susan Watts-TaffeStrategy Instruction During Word Study and Interactive Writing Activities

by Cheri Williams and Ruth P. Lundstrom

http://www.readingrockets.org/article/40267/

http://www.scholastic.com/teachers/top_teaching/2010/10/my-november-top-ten-list-word-study-in-action

















“Perhaps the greatest tools we can give students for succeeding, not only in their education but more generally in life, is a large, rich vocabulary and the skills for using those words.”

John J. Pikulski and Shane Templeton

References

Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction (4th ed.). Upper Saddle River, NJ: Prentice-Hall.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press

Graves, M. (2006). The Vocabulary Book: learning and instruction. New York, NY: Teachers College Press.

Hughes, M. and Dennis Searle. 1997. The Violent E and Other Tricky Sounds. York, ME: Stenhouse.

Pinnell, G.S., & Fountas, I.C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth,NH: Heinemann.

Tyner, Beverly. (2004). Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers. Newark, DE: International Reading Association.

Contact UsJennifer Bradshaw

Literacy Facilitator

Eastside Elementary, Rogers, AR

[email protected]

Jenifer Pastore

Literacy Facilitator

Bellview Elementary, Rogers, AR

[email protected]

mailto:[email protected]

mailto:[email protected]

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