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Four(orfive)StepstoBe4erSpellingInstruc;on

BillKeeney,PhD,CALPDelawareValleyFriendsSchool

EnglishDeptChairDir.OfPedagogy&FacultyDevelopment

BillKeeneyasnorelevantfinancialornonfinancialrela;onshipstodisclose.

Bill.Keeney@dvfs.orgHandoutsandresourcesavailableath4p://goo.gl/EuuKsf

StructuredLiteracyInstruc0on

•  Explicit•  Systema0c

•  Rule-based

•  WhataretherulesoftheEnglishorthographicsystem?

•  Wehavetoknowwhattheyareifwearetoteachthem.

Mostpeople--includingReadingSpecialists--getspellingwrong

•  Whenweread,wegofromPrintèSoundèMeaning(automa0cally)

•  Whenwespell,wegofromMeaningèSoundèPrint

(Handoutp2)

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MORPHO-PHONEMICLanguage

Englishspellingisahighlyregular,orthographicsystembasedinamorphophonemicspellingsystemthat“takesprecedenceoverleNer-soundsimplicity”(Venetzky1999,9).MorphologicalAwarenessmakesauniquecontribu0ontoreadingandwri0ng—KenApel

Doesthissoundfamiliar?

“Sounditout”I’m|ˈbɛdɪŋ|itdoes.(AmericanHeritageDic;onary)

|ˈfæm(ə)li| =*<famly>or<fambly>

|ˈaɪ(ə)rn|or/ɔrn/=*<iorn>

|deɪ| =*<daey>

WeSayThingsEveryWhichWay,

•  allophonicvaria0on•  --AND,weocendon’tsaythingsthewaywethinkwedo.

•  Ticksinfrenssay,“Ahdintharya,butIkinfarya.”

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NOTGoingtowanderintowildoldwords

•  PhonologyandtheIPA•  Phones,phonemes

•  Allophones,accentsanddialects•  TheGreatVowelShic•  VowelDiphthongs&Glides:–  /eɪ//aɪ//doʊ//ju/

•  TheSchwaƏ

oral:meadow::spelling:garden

ortho=correct,regulargraphy=wri0ngInstruc0onthat•  Emphasizesandexposestheregulari0es•  RuleBased•  Structuralregulari0es

TreimanT6

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NOTaRule

•  “<i>before<e>…”– “excepta-er<c>,– “orwhenitsoundslike/eɪ/(akaā)asinneighborandweigh”

•  Thirty-threeviola0onsofthis“rule,”including<either>and<height>.

Now,thatisoneweird“rule,”andonethatwemightnotwanttoseizeholdof.

SPELLINGisREGULAR;PRONUNCIATIONVARIES

Xsightwords

Xredwords

Xirregularwords

XmisbehavingwordsHowdowordsbehave?

TeachREGULARITIES:StructuralMatrix

• say pay lay

• says pays lays• said paid laid

– (whydon’twesay“sayed”)

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Howdoyouspell_____?

1.  Whatdoesitmean?2.   Howisitbuilt?3.  Whatareitsrela0ves?

4.   Howisitpronounced

Handoutp1

WordAnalysis:Reading(syllable)VS.Spelling(morpheme)struc�turedlit�er�a�cyin�struc�0on

struct+urɇ+edliter+acyin+struct+ion

Handoutpage2

FivePrinciples

1.   Elements(morphemes)arestable--theynevercrossmorphemicboundaries(joints)andneverchangetheirspelling...

2.Wordfamiliessharecommonspellings3.Threechangesatthesuffixjoints--highlyregularandrule-driven.

4.   StablegraphemesinpredictablepaNerns5.   Wordswithsimilarmeaningwillhavesimilar

spelling

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FivePrac0ces

1.   Teachmorphemes(base,affix,connec0ves)usingwordssums

2.TeachWordFamiliesusingmatrices.3.   Teachthe“joints”usingtheflowchart.4.   Teachgraphemesandpredictable

graphotac0cs.5.   Teachstructuralsimilari0es,regardlessof

pronuncia0on.

MORPHEME

•  Aunitofmeaning(andofspelling)•  Thatcannotbefurtherdivided•  I.e.,itNEVERCHANGES

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MORPHEMES:base,affix,connec0vevowel(p3)

THEWORDSUM

prefix+BASE+suffixWordsarebuiltfromtheBASEoutwardsWordswithacommonBASEareinthesameFAMILY

Prac0ce1:TeachWordSums

prefix+BASE+suffix=>spelling(handoutp4) “getsre-wriNenas”

AnnounceSpellingbyLETTERNAME,Why?PauseatJointsbetweenmorphemes, Why?

“GetsRe-wriNenas…” Why?in+struct+ion=>instruc0on

THEWORDSUM

•  foot +ball =>football•  note+book =>notebook

•  house+ boat=>•  boat+house=>

•  Whatdotheymean?•  Whyisthe<th>notpronounced/ð/or/θ/

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THEWORDSUM

<lead>O.E.freebase“todirectorbeinchargeof”lead+s=>lead+ing=>lead+er=>mis+lead=>leader+ship=>stemvs.base

Bases

free bound twin<lead> <struct><vert/verse>

<cheer> <ject> <duct/duce>

Howdoyouspell…

•  |ɪnˈstrəkʃ(ə)n|•  |ˈstrək(t)ʃər|

•  Are<0on>and<ture>suffixes?

•  pressurevs.assure

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ACTIVITIES:BeaWordNerdorScien0st,aSpellingDetec0ve,

aLinguist•  PROVEIT!–  Linguis0csisascience– Orthographyisthefield–  ThebodyofevidenceisthewriNenrecord– Dic0onariesareourmainsecondaryresource• Note:Theycanbewrong!(see<–0on>above)

PROVEIT!

Onegreatresource:Etymonline:AnOnline EtymologyDic0onary ByDouglasHarperh4p://www.etymonline.com/

Minimalpairs:•  hatched,hatchet,hatcheck•  moth,mother(thanksJulieWolterW5)

•  villa,village,villain(no–geor–insuffixes)

EtymologyandMorphology

Hypothesis:<villa>+<-in>,+<-ge>Morphologicalproof:No<-ge>suffixHypothesis:<vill>or<ville>+-a,-ain,-age?Etymologicalproof:Etymon(Rootvs.Base)L.villa/O.F.villain&villagevillas/villains,villainous/villagersilly/saluteh4p://www.etymonline.com/

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SpellingErrorAnalysis

•  “visible”as“visble”--PA(syllablesegmenta0on)deficit;

•  “visible”as“vesible”--PA(sounddiscrimina0on)deficit.

•  “visible”as“visibl”--orthographicknowledgedeficit,

•  “visible”as“visable”--deficitinstorageandretrievaloftheorthographicwordimage(MOI)inlong-termmemory.

Howdoyouspell…?

•  <classified>as<calasified>

•  Yes,aPA,but…

•  HowdoyouSOLVEit?

•  <class>+-ify+-ed

Ac0vi0es:Inventwords(againJulieWolter)

micro(“small”) nom(“name”) ion(“ac0on”)eu(“good) free(“letloose”) ify(“processof”)un(“not”)dict(“say”) ia(“condi0on”)

•  micro+dict+ion=>sayingsomethingsocly•  un+free+ify=>makingsomeonelessfree•  eu+nom+ia=>thecondi0onofhavinga goodname

•  Anoteon“Isthataword?”

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LearnbyAnalogy(againLLEAD)

•  reverse=“turnback” research=?•  piglet(small) owlet(small)•  so,whatwouldbeatoilet?– Etymonline:(asmallclothesbag)

•  bucket?omelet?(commonroot:laminate)•  poet?asset?–  (aquickwordonfalseetymologies…)

WordStudy,Vocabulary,andEtymologies

•  Spellingisforwordsyoualreadyknow•  Nooneneedstospellawordtheydon’tknowthemeaningof.

•  Etymologyandwordstudycanhelpdevelop–  interestinwords– vocabulary

HowdoesthisinformandimproveourInstruc0on?

•  RegularityandPredictability•  Prac0cebuildingwords—inbothdirec0ons– Givesumandaskforspelling– Givespellingandaskforsum

•  LessonsandUnitsthathavestablespellingpaNerns

•  MorphemesmaNer—evenindecoding

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MorphemesMaNer—evenindecoding

Decodeandpronounce:•  reac☐•  reachvs.react

•  rea ch re�act

Teachthemtospellwordstheyalreadyknow

NOTAdhoc•  NewGSLh4p://www.newgeneralservicelist.org/– 3000words,92%ofwriNenwords

•  NewAWLh4p://www.newgeneralservicelist.org/nawl-new-academic-word-list/

•  83%ofcorpusof243Mwords

•  Arrangebystructure:morphemesandgraphemes

Prac0ce2:Teachwordfamiliesusingamatrix

prefix

h4p://www.neilramsden.co.uk/spelling/matrix/temp/index.htmlHandoutp5&6answersp7

base

suffix

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<lead>and<ject>

•  <lead>O.E.freebase“todirect,bein chargeof”–  (p.s.,youhavetoknowwhatitmeanstopronounceitcorrectly.)

•  <ject>L.boundbase“tothrow”

FindtheCommonBase

•  lead discover•  plead discount•  mislead coverage•  leader counter•  Challenge:leaden discus/discuss

GreatResource:TeachingHowtheWriNenWordWorksbyPeterBowers

TwoGreatTools

• TheWordSearcher(seeHandoutp.16)h4p://www.neilramsden.co.uk/spelling/searcher/index.html

• TheMini-MatrixMakerh4p://www.neilramsden.co.uk/spelling/matrix/temp/index.html

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Howcanthisinformtheirprac0ce?

•  |ˌkɑmpəˈtɪʃ(ə)n|=*<compu0shun>

•  compe00on=thestemiscompete•  Rela0veiscompe0tor

HowCanthisInformourInstruc0on?

•  Giveaspellingtestwithjustonebase•  Givethemamatrixandaskthemtospellasmanywordsastheycan

•  Givethemawordlistandhavethemcreateamatrix

•  Whatelsecouldyoudowiththis?

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Principle3:ThreeRegularSuffixRules

1.   Dropfinal–e2.   Final<y>changesto<i>3.   Finalconsonantdoubles

TeachasSuffixingRules1.Dropsingle,final,non-syllabic<e>beforeavowelsuffix. Ex.shamɇ+-ingàshaming

butshame+-fulàshameful2.Change<y>to<i>a-eraCwhenaddinganysuffix--excepti-suffixes Ex.buryi+-alàburial

butbury+-ingàburying3.DoublefinalconsonantinstressedV-Cbasewhenaddingavowelsuffix(1-1-1rule) Ex.defer(r)+-edàdeferred

butdefer+-mentàdeferment

orSuffixCheckerFlowChart(p8&9)

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VowelSuffixvs.ConsonantSuffix

•  move+s =>moves•  movɇ+ing=>moves– announce“no<e>”

•  movɇ+ed =>moved

•  move+ment=>movement

HowtoAnnouncetheChanges

•  happyi+ness=>happiness– announceas“ychangetoI”

•  hop(p)+ing=>hopping– “doublep”

•  hopɇ+ing– “noe”

=>hopefully?

HAPPINESSisawell-spelledword!

• <happy> <unhappy> • <happiness><happily>• <happen> <happened>Whatisthe“root”ofhappiness?

<hap>“event,occurrence”

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Howdoesthisimproveinstruc0on?

•  Breaksitdownintosimplesteps•  RevealspaNerns•  Introduceoneortwoconceptsata0me•  Prac0cebuildsconfidence

SeeHandoutp10&11forsampleexercises

Principle4:SpellingsarecreatedfromGraphemes,MORESOthanLeNers(alone)

SOUND SYMBOLoral visualreading wri0ngdecoding encodingphone leNerphoneme graphemeword(or“pronounced”) spelling

WordsthatmeansimilarthingswillbespelledsimilarlyREGARDLESSofPRONUNCIATION•  height•  weightSPELLEDthesame,MEANthesame,PRONOUNCEDdifferently

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Wordsthatmeansimilarthingswillbespelledsimilarly

•  he• she•  they•  themSPELLEDthesame,Meanthesame,PRONOUNCEDdifferently

Notonlyamorphemelevel,butalsoatgraphemelevel

Evengraphemescanhavefamilies•  tw:two,twin,twice,between•  wr:wrist,wring,wriggle,wrestle

PRACTICE4:TeachSTRUCTURAL Similari0es

•  here•  there•  where•  ere“There’sahereinthereandeverywhere.”SPELLEDthesame,MEANthesame,PRONOUNCEDdifferently

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TeachREGULARITIESofSTRUCTURE

•  be do go•  being doing going•  been done gone

•  ----- does goesWhynot<bene>?

Prac0ce5:Teachgraphemes,notleNers(alone)(handoutp12)•  Agraphemeisa1-,2-,or3-leNerstringthatrepresentsaphoneme

•  AlmostallofthephonemesinEnglishhavemul0plegraphemes—andwehavemoredigraphsthanleNers!

•  TeachGraphotac0cs:frequenciesandpaNerns

•  Teachposi0on:ini0al,medial,final

<b>

<b> i,m,f /b/ bread,table,rib<bb> i,m,f /b/ rubber

m,f // doubt

<mb> f// lamb,bomb

or/b/bombardment

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<ea>•  Whenyouareteaching/ē/,

“Thedigraph<ea>some0mesispronounced(orrepresents)/ē/.”

•  Whenteaching/ĕ/,

“Thedigraph<ea>some0mesispronounced(orrepresents)/ē/.”

•  Whenteaching/ā/,“occasionally,thedigraph

<ea>ispronounced(orrepresents)/ā/.”(9)

TEACHDigraphsandTrigraphsasonestring(seeFarrellT4)

• ch sh th qu

• ai ea oa

• ck tch ugh

GRAPHEMESpellingTest

<igh>•  s_________t r_________t •  n_________t t_________t

•  f_________t l_________t

•  m_________t br_________t•  s_________ h_________

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GRAPHEMICandPHONEMICAwarenessmatching

LeNers,Phonemes,Graphemes(handoutp.13)•  cat•  catch•  mate

•  might

TeachSpellingGraphemeMatrixesasyouteachPhonemes

/k/spelled<ck>infinalposi0on,insinglevowelbaseinmedialposi0on,inaccentedsyllable

ba_____ bu____etta_____ ta____lebla____ ne____si_____blo____du____

GiveONECONCEPTSpellingTeststhatEVERYONECANACE

Findfirstvowel,hastobeoneleNerbetween.

•  ba☐k“back”/bæk/

•  be☐k“beak”/bik/

•  ba☐k“bank”/baŋk/

Differen0atedspellingtests•  (Samefor<ch>/<tch>and<ge>/<dge>)

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Struct+urɇ+edLiter+acy

In+struct+ionStructuralRegulari0es

•  ComplexbutNOTcrazy(crazɇ+-y)•  Spellinghighlightsstructuralsimilari0esbetweensimilarwordswhetherwepronouncethemthesameornot.

•  Builtfromelementsthatneverchange– Exceptunderstrict,rule-boundcondi0ons

Acknowledgements

•  RealSpellingh4p://www.realspelling.fr/Welcome_to_Real_Spelling/Choose-New.html

•  GinaCookattheLEX(Linguist-EducatorsExchange)•  h4p://linguisteducatorexchange.com

•  PeteBowersofTheWordWorksLiteracyCentre•  h4p://www.wordworkskingston.com/WordWorks/Home.html

•  DouglasHarperofEtymonline•  h4p://www.etymonline.com/

•  NealRamsdenWordsearchandMini-MatrixMaker•  h4p://www.neilramsden.co.uk/spelling/index.html

Acknowledgements

•  MarciaHenryUnlockingLiteracy:Effec;veDecoding&SpellingInstruc;on

•  JanWasowiczSpell-LinksandSpelltalkListServh4p://www.learningbydesign.com/dr.-jan-wasowicz.html

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Handoutsandresourcesavailableat

•  h4p://goo.gl/EuuKsf•  bill.keeney@dvfs.org

Four(orfive)StepstoBe4erSpellingInstruc;on

BillKeeney,PhD,CALPDelawareValleyFriendsSchool

EnglishDeptChairDir.OfPedagogy&FacultyDevelopment

BillKeeneyasnorelevantfinancialornonfinancialrela;onshipstodisclose.

Bill.Keeney@dvfs.orgHandoutsandresourcesavailableath4p://goo.gl/EuuKsf