#6 RDG3250

Welcome

BEGINNING LITERACY - 3250

Woodland Elementary Ghaida Alrawashdeh, PhD

Start

Today’s Agenda

Word Study

Welcome & Sharing

• Why is it important?
• Understanding features of words & patterns of need
• How do we teach it?

Looking Ahead & Assignments

Updates

SHARE YOUR NAME!

Ghaida

• Use the tagboard and markers to make a table tent with your preferred first name.
• Make it big enough that we can all see it.
• Feel free to decorate it!

Updates

pick a stick...

Updates

ERL

Make sure to check ERL

Updates

Lesson Plan #2

Feedback on the lesson + Peer assessment

Case Study Reminder

Update your case study with your data

Updates

Your Feedback

Feedback on lesson #5: More movement, team building + videos

Updates

Let's reconnect!

Reflect on the past couple of 5 weeks and share:

• One high (something positive that happened)

• One low (something challenging or frustrating)

• One awkward/funny moment

Instructions:

• Share in your group.

• Groups can vote on the funniest or most relatable awkward moment to share with the class.

08:00

Handmade Thinking RR

Pair with 3 - different stick colors

Talk about your Takeaways from the Reading Assignment. Invitations: Part 2 of the book, Start with Joy: Designing Literacy Learning for Student Happiness, by Kate Cunningham, 2019

+ info

07:00

Assessing Spelling Skills

Determining Your Student’s Spelling Stage

Assessing Spelling Skills

Lets Practice: Assessing Spelling Skills

• Pair up with someone outside of your group.
• One of you will play the role of the teacher, and the other will be the student.
• The student will go through the list & the teacher will score
• You will determine:
• TOTAL Words spelled correctly
• FEATURE Points (highlighted phonemes) spelled correctly
• First Pattern of Need: Think: What phonemes did my student struggle with?
• Spelling Stage: Remember there are only 5 spelling stages!
• After four minutes, switch roles and repeat.
• Once both rounds are done, take a moment to give each other feedback.
• You have eight minutes total. Have fun!

08:00

Share!

How did your tutoring session go?

Take a few moments to reflect on your experience. In your cluster group, discuss the following:

• What went well? Share specific moments or strategies that were effective during your session.
• What didn’t go well? Reflect on any challenges or areas where the session didn’t go as planned.
• Next steps: Identify actionable steps to improve or adjust your approach for future sessions.

Be open and constructive in your reflections, as this will help you and your peers grow as educators!

05:00

What I loved

Word Study

“Word study” is an alternative to traditional spelling instruction. It is based on learning word patterns rather than memorizing unconnected words.

Why Word Study?

Research supports explicit word study

• English is less transparent unlike Spanish or Finnish, which have more consistent letter-to-sound correspondences. For example, the same letters in "cough," "though," and "through" represent very different sounds.
• Letters can have more than one sound! Letter sounds are required to read and spell words.
• Letter sounds are the building blocks of phonics instruction.
• Rarely taught at home.

• Phonics is particularly helpful for children who may struggle due to dyslexia or other learning differences.

Why Word Study?

Using Many Strategies to Spell Words

Don’t Just Sound It Out: Using Many Strategies to Spell Words!Units of Study in Phonics by Lucy Calkins

Why Word Study?

Balanced Literacy Approach

Phonics works best when combined with other strategies:

• Word Study: Analyzing spelling patterns, root words, and affixes.
• Reading Practice: Exposure to authentic texts helps children encounter and learn exceptions to phonics rules.
• Whole Language: Focusing on the meaning and context of the text.

• A PHONEME is an individual speech sound.
• the smallest units of speech sounds.
• There are 44 PHONEMES in the English Language.

Word Study

sh

Applying Knowledge of Phonemes

ng

Why is it important? How do we assess it?

oi

orthography

orthography

When children have acquired phonological skills, and understand phonemes, they can apply what they know to conventional spelling!

05:00

Word Study is Non-negotiable!

Progression of Phonics Instruction

Early Focus

Later Focus

Exploring complex letter-sound relationships

Understanding how letters are shaped and formed

Learning letter names and the sounds they make.

High-Frequency Word

Digraphs

Phonograms

Blends

Diphthongs

Multisyllabic

Common spelling patterns

Michigan ELA Standards

Guess the Grade

Guess the Grade

a. Know the spelling-sound correspondences for common consonant digraphs.b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words.

a. Distinguish long and short vowels when reading regularly spelled one-syllable words.b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound

2nd Grade

1st Grade

01:30

Ehri’s Phases of Word Recognition

Linnea Ehri (1995) developed a theory about how word reading skills develop. Her theory helps us understand the phases children move through on their way to proficient reading:

Ehri’s Phases of Word Recognition

01

Full alphabetic phase (Early Development-LETTER NAME/ALPHABETIC)

• Words are accessed through decoding and letter-sound relationships
• Reading characteristics
• Recognizes letters, attends to each letter in a word, attaches sounds, and blends to a known word in oral language

• Decoding is accurate but slow and laborious

• Spelling characteristics→

LOK = look (but also lock) LOOK = look

Tooltip

Letter Name - Alphabetic Stage

Focus on:

• First sounds
• Final sounds
• Short vowels
• Short vowel families

+ info

We start with letter names and sounds

Early Focus

Later Focus

Learning letter names and the sounds they make.

Exploring complex letter-sound relationships

High-Frequency Word

Understanding how letters are shaped and formed

Digraphs

Phonograms

Blends

Diphthongs

Multisyllabic

Common spelling patterns

Later, the focus will be on

Exploring complex letter-sound relationships

Easy

Hard

Common spelling patterns

Multisyllabic

Digraphs

Blends

Diphthongs

Ehri’s Phases of Word Recognition

02

Consolidated alphabetic phase (Later Development- WITHIN WORD PATTERN)

• Multi-letter patterns are consolidated in memory
• Reading characteristics
• Use chunks to decode, rather than individual phonemes
• Use analogy to read new words

• Spelling characteristics
• Use analogy and word parts to spell new words

L+OO+K = look L+OOK = look

Tooltip

LOOK ----> HOOK ----> COOK ----> BOOK ----> COOKING ----> COOKBOOK

Within Word Pattern Stage

Digraphs

Quadgraphs

Trigraphs

two letters representing one sound

three letters together that stand for one sound

four letters together that stand for one sound

di = 2 + graph = letter digraph 2 letters, one sound

tri = 3 + graph = letter 3 letters, one sound

quad = 4 + graph = letter 4 letters, one sound

• Consonant digraphs: chart, sheep, mash, that, path, peach
• Vowel digraphs: feet, boat, rain, tie, peach

bridge, light

eight

Within Word Pattern Stage

Blends

Two or three letters representing each of their sounds pronounced in immediate succession within a syllable

stop, lostplate, pleasebroom, brownblue, blastfrog, frownspill, lispstring, streetleft

Within Word Pattern Stage

Other Tricky Vowels and letter sound relationships:

1. Schwa
2. R-controlled vowels
3. L-controlled vowels
4. Diphthongs

Within Word Pattern Stage

Common spelling patterns: Spelling patterns that occur often in words

• consonant-vowel-consonant (CVC) Dog, Pen, Bus
• consonant-vowel-vowel-consonant (CVVC) Pain, Road, Seed

• consonant-vowel-consonant-e (CVCe)
• fate, cake, mane, tape

• note, spoke, cone, hope
• cute, duke,
• kite, spike, fine, wipe

Within Word Pattern Stage

Specific phonograms: Words which share the same ending patterns (also called word families)

• cat, hat, mat, fat, that, flat
• jog, bog, log, frog

• take, lake, fake, make, take, stake
• look, hook, book, took, shook
• fail, pail, wail, snail, tail, jail

Within Word Pattern Stage

Patterns in multisyllabic words:

• Compound words (cowboy, rainstorm)
• CVCVC (pilot; super; paper)
• CVVCVC (sailor; coaster)
• CVCCVC (supper, hammer)
• Words with prefixes and suffixes (reread; careful; reading)

Ehri’s Phases of Word Recognition

03

Automatic Phase (Later Development- Syllables & Affixes)

• most words recognized automatically
• accurate, automatic decoding of unfamiliar words
• highly developed strategies when unknown word is encountered
• use of multiple strategies (decoding, structural, contextual)

Tooltip

AUDIOBOOK Recognized automatically as a compound word: audio + book.BOOKBINDERY A more complex word that readers break into meaningful components (book + bind + ery). GOBBLEYGOOK An unfamiliar or nonsensical word. Strategies like phonetic decoding or contextual guessing are used to handle such words.

Time to teach

Tooltip

Traditional: Not Word Study

Developmental: Word Study

YOUR TURN TO MAKE WORDS WITH THE LETTERS: e, i, d, p, r, s, s

Go!

START WITH SORTING!

Word Sort

Word sorting begins with direct instruction

START WITH SORTING!

Use worksheets; games

Demonstrate

Word Sort

As you plan word study for your student, based upon your Developmental Spelling assessment data and HF word assessment data, consider using Decodable Text.

Books from Flyleaf Publishing are NOW available in the ERL!!!!

Assignments

Next class is online

How would you rate today’s session overall?

Thank You!

We will continue learning

Diphthongs: is a complex vowel sound that occurs when two vowel sounds (di) are combined within the same syllable. The tongue glides from one vowel sound to another, creating a smooth transition. This glide makes diphthongs different from monophthongs, which are single, pure vowel sounds.

• oil, coin
• out, flour
• boy, toy
• cow, power

Not all vowel combinations form diphthongs. For instance, in some words like "poem", the vowels belong to separate syllables and are pronounced separately, making them not diphthongs.

R-controlled vowels are vowels that are affected by the letter "r" and are pronounced as one sound with the "r". The five basic r-controlled vowels in English are ar, or, er, ir, and ur. Here are some examples of r-controlled vowels:

The schwa: is a vowel sound that is pronounced as a relaxed "uh" or "ih" sound. It is the most common vowel sound in English and is often found in unstressed syllables of multisyllable words. It is the only speech sound with its own special name: schwa.

Table Explanation

Early Letter Name/Alphabetic

In this phase, children typically represent only the most salient sounds in words (often initial and sometimes final consonants).For example:

• Wet becomes YT (ignoring vowels).
• Chin becomes HN (ignoring the "i").
• Job becomes JB.
• Slide becomes CD (focusing on dominant consonants).

Late Letter Name/Alphabetic

Children begin to refine their spelling by adding vowels and following basic phonics rules. They attempt to spell words more accurately.For example:

• Wet becomes WAT (a closer approximation to the actual spelling).
• Chin becomes HEN.
• Job becomes JIB.
• Slide becomes SLID.

An opaque language is a with deep orthography, meaning there is an inconsistent and irregular relationship between letters (graphemes) and their sounds (phonemes). This makes decoding and spelling in such languages more challenging, as words are not always pronounced as they are spelled, and there are many exceptions to the rules. Example:

• English: Highly irregular spelling rules (e.g., ough in through, rough, thought).
• French: Silent letters are common, and pronunciation rules often depend on the word’s placement in a sentence (e.g., les amis sounds different than les arbres).

Opaque languages

A language with a transparent orthography, meaning there is a consistent and straightforward relationship between letters (graphemes) and their sounds (phonemes). In other words, what you see is what you say. Each letter or combination of letters almost always corresponds to the same sound, making it easier for learners to decode and pronounce words.Example:

• Spanish: Each letter has a predictable pronunciation (e.g., the letter "a" is always pronounced the same way).

shallow languages

VS

L-controlled vowel: is a vowel that is followed by an L in a syllable, causing the vowel to make a distorted sound that is neither long nor short