Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

READ 4350-- Developmental Word Knowledge

Words Their Way Chapter 1
by

Kristin Bonner

on 22 April 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of READ 4350-- Developmental Word Knowledge

Chapter One: Developmental Word Knowledge
Kristin Bonner & Kati Deel

The Braid of Literacy
"When purposeful reading, writing, listening, and speaking take place, vocabulary is learned along the way." (Pg.1)

Humans naturally seek order and compare/contrast
Students expand vocabulary by comparing one concept with another

Word study
occurs in hands on activities
Reflect base cognitive learning processes
Compare and contrast by categorizing word features and discovering similarities and differences
Why Word Study?
Two Purposes:

1. Develop a general knowledge of English spelling through exploration
Discover regularities, patterns, and rules of orthography needed to spell
2. Increase specific knowledge of spelling and meaning of individual words
Basis for Developmental Word Study
How Do We Determine Word Knowledge?
Stages of Spelling Development
1. Emergent Spelling
2-5 Years Old
Not been exposed to formal teaching
Ranges from random marks to letters that bear relationship to sound
Considered prephonetic
Overview: Stages of Spelling Development
One-to-one relationships between letters and sounds
What Does Word Study Look Like?
During word study, words and pictures are sorted
Students examine, differentiate, and make critical judgements about speech sounds, word structures, spelling patterns and meanings.
Stages of Spelling Development
Relationships between letter patterns and sounds
Sophisticated connections between meaning units as they relate to sound and pattern
Stages are marked by broad shifts in types of spelling errors made and changes in the way words are read
3.

Within Word Pattern Spelling
Have automatic knowledge of letter sounds and short vowel patterns
Move away from sound by sound approach and include patterns or chunks of letter sequences
Ambiguous Vowels & Homophones

Stages of Spelling Development
5.

Derivational Relations Spelling
Students examine how many words may be derived from base words and word roots
Words study in this area expands knowledge of a wide vocabulary
Refer to this level as
generative



Stages of Spelling Development
4. Syllables and Affixes Spelling
Students are expected to spell many words with more than one syllable
Recognize patterns where syllables meet & meaning units such as affixes
Three Layers:
Alphabet
Match letters or letter pairs to sounds in order to create words
Pattern
Guide groupings of letters and provide consistency
Meaning
Groups of letters have meaning,
Prefixes, Suffixes, Roots, Morphemes
Ex: photo in photograph, photographer, and photographic
2.

Letter Name Alphabetic Spelling
Beginning of conventional reading and writing
Write using sound letter matching
Phonemes


Early Stage
Beginning and ending sounds
This stage considered
semiphonetic
Digraphs
Middle to Late Stage
Spell some high frequency words correctly
Considered to have full phonemic awareness
Stages of Spelling Development
Synchrony of Literacy Development
"When teachers conduct word study with students, they are addressing learning needs in all areas of literacy because development in one area relates to development in other areas." (pg. 15)
Emergent & Beginning
Emergent Readers
Efforts at reading and writing are more pretend than real
May "read" from memory
Often called
Prereading
Prealphabetic Phase
Children show only beginning understanding of alphabet
Transitional
Transitional Readers

Move into word pattern spelling stage
Consolidate single letter-sound units into larger chunks
Work toward mastering
onset, rime, phonograms
Consolidated Alphabetic Phase
Reading supported by familiarity with frequently occurring letter pattern units
Intermediate & Advanced
These two periods generally accompanied by increased problem solving skills
Students have more automatic word recognition
Writing reflects more sophisticated, content oriented vocabulary
Growth in vocabulary and spelling knowledge is directly correlated with the amount of reading and writing the student is engaged in
Five Stages of Readers
1. Emergent
2. Beginning
3. Transitional
4. Intermediate
5. Advanced
Beginning Readers
Starting to use systematic letter-sound matches to identify and store words in memory
Partial Alphabetic
Phase
Require support in the form of predictable and memorable texts
Intermediate Readers
Read most texts with good accuracy and speed both orally and silently
Begin reading in genres
Advanced Readers
"Have a broader experience base that allows them to choose from a variety of reading styles to suit the text and their purposes for reading." (pg. 18)
Words Their Way
Development of word knowledge follows a developmental continuum throughout the course of a students school years.

"Fit instruction to what our students are using but confusing" (pg. 21)
Orthographic understanding is revealed in their uncorrected writing







Instruction must be sensitive to two tenets:
1. Students' learning is based their developmental or instructional level
2. Students' learning is based on the way they are naturally inclined to learn
Comparing and contrasting word features
Reading
Oral language
Stories
Writing




Words Their Way demonstrates how
orthographic
knowledge can lead to the lengthening and the strengthening of the literacy braid.
"Word knowledge accumulates as students develop orthographic understandings at the alphabetic, pattern, and meaning levels in overarching layers of complexity" (pg. 7)

Observing how students spell words helps teachers teach withing the child's
Zone of Proximal Development


Full transcript