i know some words.ppt - georgia state...

I Know Some Words! Billie J. Askew

Reading Recovery and Early Literacy Conference

Floretta Thornton-ReidFloretta Thornton-ReidGeorgia State University

IntroductionIntroduction

Why?Why?

Working with words –l i d l i d d t disolving words, learning words, understanding

words, analyzing words does play an important role while learning to read and write Jones 2006role while learning to read and write. Jones, 2006

CautionsCautions

F d l i i• Focus on word learning is narrow.• Only one of the units and sources of

linguistic information.• Over-focus on word learning can impede g p

learning acceleration.Jones 2006Jones, 2006

Seeing Words You KnowRoaming Around the Known

“When a child knows that a word is a pattern of marks he begins to locatepattern of marks he begins to locate the patterns he knows.”

Clay, BL, p. 163

Seeing Words You Know Roaming Around the Known

“The child also locates readily those few words he has learned to writefew words he has learned to write without copy.”

Clay, BL, p. 163

The Task of Learning Words

Word learning is a i i l l isurprisingly complex issue.

Jones 2006, p.62


The moment of truth is the moment of input,how you attend,how much you care,how you encode,what you do with it,and how you organize it.y g

Clay, 2005, LLDI, Part II, flyleaf, quoting Squire, 1996


How well you access it dependson how well you stored it in theon how well you stored it in thefirst place.

Clay, 2005, LLDI, Part II, flyleaf, quoting Squire, 1996

The Task of Learning Words gLearning to look at print

Written language must be read in a certain direction (D);Symbols or letters have a particular orientation (O); Readers must attend to print in a particular sequence (S).sequence (S).

Clay 2002, OS, p. 22

Observing for DirectionalityObserving for Directionality

3 2 13 2 1

OrientationOrientation

aa aa a a aa AA AA AAaa AA

SequenceSequence

c n a

1 2 31 2 3

The Task of Learning WordsgExtending Meager Knowledge of Words

Have the child stand to your left at the boardHave the child stand to your left at the board, using magnetic letters the teacher demonstrates making can with the text visible to the child;then, the teacher asks the child to make can (withthen, the teacher asks the child to make can (with the text still visible) prompting and commenting as necessary;once the child can put can together correctly;once the child can put can together correctly; then, remove the text and say “make theword can.”

Clay, 2005, LLDI, Part Two, p.40 – 41

DirectionalityDirectionality

Child puts the letters down as follows:a c

2 1

Teacher immediately stops the child and says:

“You put the ‘a’ on this side of the ‘c’ .”(Tells the child what he did.)

“Does the ‘a’ go on this side of the ‘c’?”(Draws the child’s attention to looking.)

OrientationChild puts the letters down as follows:

a

Teacher immediately stops the child and says:

ac“You put the stick on this side.”You put the stick on this side.

“Does the stick go on this side?”

Sequenceq• Child puts the n first . The teacher

i di t l t th hild dimmediately stops the child and says:

• “You put the n first.”(This tells the child what he did )(This tells the child what he did.)

“D th fi t?”“Does the n come first?”(Draws the child’s attention to looking.)

Sequence• Child puts the letters as follows:

SequenceChild puts the letters as follows:

c a n1 2 3

Teacher says:

• “You put the n last.”(Tells the child what he did )(Tells the child what he did.)

• “Does the n come last?”(Draws the child’s attention to looking.)(Draws the child s attention to looking.)

The Task of Learning WordsExtending Meager Knowledge of Words

Children do learn a great deal about wordChildren do learn a great deal about word structure from reading and writing itself, so text exposure alone may account fortext exposure alone may account for substantial individual variation in word knowledgeknowledge.

Moats, 2000, p. 73

The Task of Learning WordsgExtending Meager Knowledge of Words

There is considerable evidence that words both spoken and written arewords, both spoken and written are remembered in relation to other words Each word is part of a network ofwords…Each word is part of a network of related meanings.

Moats, 2000 p. 72

The Task of Learning WordsTeacher’s Role

“Think how helpful it would be:p• If magnetic letters were stored away from the

working space and out of direct view of the llearner

• If the child worked at this or her eye levelIf th ki l d t l tt d• If the working space was clear and not cluttered, especially when a new task begins

• If things to be compared were placed close• If things to be compared were placed close together, with big spaces to separate things not being considered together.”

Clay, 2001, COT, p. 167

The Task of Learning WordsTeacher’s Role

“ teachers must introduce new…teachers must introduce new learning under conditions which

k th i ti tmake the orienting encounter clear, rather than confusing.”

Clay, 2001, COT, p. 158

The Task of Learning Words Teacher’s Role

“…new learning should be gpresented with visual clarity.”

Clay, 2001, COT, p. 158

The Task of Learning Words Teacher’s Role

“Teachers must ensure that the child’s visual attention is directed where itvisual attention is directed where it needs to be, and must find ways to

t ‘ d i ’ b h i ”prevent ‘wandering eye’ behaviour.”Clay, COT, p.167y p

Scale of KnowingScale of KnowingHigh Attention

New

Only just known

Successfully problem solved

Easily produced but easily thrown

Recognized in most contexts

Known in many variant forms Experience

Minimal Attention

Learning More About WordsBreaking Letter by Letter

• Seems to occur early• Quick workQuick work• Familiar words and letters

Clay, 2005, LLDI, Part 2, p.42

Learning More About Words Adding a Final Inflection

• Use a previous text context• Quick workQuick work• Teacher demonstrates


Learning More About Words Breaking Into Two Parts

• Teacher demonstrates• Consistent use of onset and rimeConsistent use of onset and rime• Ask the child to watch

Clay, 2005, LLDI, Part 2, p.44-45

Taking Words Apart in Reading Early

• Use a previous text context• Quick workQuick work• Teacher demonstrates


Taking Words Apart in ReadingOnset and Rime

Clay, 2005, LLDI, Part 2, p.142 - 143

Taking Words Apart in ReadingTaking Words Apart in Reading

How does taking words apart inisolation at the magnetic boardisolation at the magnetic boardrelate to what happens in reading.


The Role of WritingThe Role of Writing

“Control over directional behaviour in reading,supplemented by practice in writing messages,pp y p g g ,compels children to observe each letter in turn and makes them attend to order ”and makes them attend to order.

Clay 2001, COT, p. 173y , , p

Th R l f W itiThe Role of Writing

One way of remembering ay gword in all its detail is to beable to write it.

Cl 2005 LLDI P t T 40Clay, 2005, LLDI, Part Two, p.40

The Role of WritingThe Role of Writing

Att d t th f i fAttend to the forming ofletters that are confused.

Clay, 2005, LLDI, Part Two, p.30

SummarySummary

“A network of knowledge gathersA network of knowledge gathers around each word that a child knows…”

Clay, COT, p. 24

SummarySummary

Substitutions are not mere guessing.

Clay, BL, p. 250

SummarySummary

“Knowing many different wordsKnowing many different words enlarges one’s chances of getting to new words…”

Clay COT p 24Clay, COT, p. 24

SummarySummary

Children “ must acquire a varietyChildren …must acquire a variety of approaches and develop flexibility in dealing with new wordswords…

Clay, BL, p. 249

SummarySummary

One must be drenched in words literallyOne must be drenched in words, literally soaked in them, to have the rights ones form themselves into the proper pattern atform themselves into the proper pattern at the right moment.

H t CHart Crane

Final ThoughtFinal Thought

Perhaps what words do I teach isPerhaps what words do I teach is not the most important question.

paraphased from Clay, COT, p. 2

[email protected] [email protected]

ReferencesClay, M.M. (2005) Literacy Lessons Designed for Individuals, Part One and Part

Two, Auckland, NZ: Heinemann EducationClay, M.M. (2002). An observation survey of early literacy achievement. Auckland,

NZ H i Ed tiNZ: Heinemann Education.Clay, M.M. (2001). Change over time in children’s literacy development. Auckland,

NZ: Heinemann Education.Clay, M. M. (1991). Becoming literate: The Construction of inner control.Clay, M. M. (1991). Becoming literate: The Construction of inner control.

Auckland, NZ: Heinemann Education.Jones, N. (2006). What’s the word? The interface between theory, research and

teaching in literacy learning. Journal of Reading Recovery.M t L (2000) S h t i t B lti MD P l H B kMoats, L. (2000). Speech to print. Baltimore, MD: Paul H. Brookes.

i know some words.ppt - georgia state...

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