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English Languages Arts. Language & Word Study
Transcript of English Languages Arts. Language & Word Study
Word Study is the integration of phonics, spelling, and vocabulary instructions of English orthography.
It teaches student how to look close to words
It helps to discovers the regularities and conventions
It takes the places of traditional spelling and vocabulary approaches: Skill instructions, scope and sequence.
English Language Arts: Language and Word Study
English phonemes and graphemes
Strategies to improve language fluency in the classroom
Create hands on activities such as the word work
Studying the alphabetical layer help examine the relationship between letters and sounds
Matching single letters to pairs of letters ( e.g., ch)
Teaching them pattern layer help see beyond the single or paired letter- sound for larger pattern
Studying the meaning layer help understand the English spelling system.
Teaching to examine each layer of the orthography help see the regularities patterns and derivations of English words.
Stages of developmental spelling (Alphabet--Pattern--Meaning)
Emergent Reading Stages
(Emergent Spelling Stage) Pre-K-- mid 1st grade)
Students are not yet reading conventionally
Not exposed to formal reading
Learn to recognize and write letters
Play with the sounds in letter and words
Start to match picture card to the words that represent their names
Beguining Reading Stage
( Letter Name- Alphabetic) K- to mid 2nd grade. Level A
instructed formally in reading
Apply Alphabet principles to consonants
Able to represent most short-vowels pattern, consonant digraphs and blend
Transitional Reading Stage
( within Word Pattern) K- to mid 4th grade. Level B
Spell most single syllable, short vowel
Move from sound to sound to approach to letter to include pattern.
Intermediate Reading Stage (Level C&D)
( Syllable and Affixes) 3rd grade to 8 grade
Able to spell most one-syllable and short and long syllable
Focus on multisyllabic words and pattern
Sort by specific vowel combination
Learn how syllable are divided examples:( Cli/ mate, Re/ act, sup/ply and hun/dred.
( Derivational Realtions) 5th grade to 12. (Level E)
Spell most words correctly
Learn to sort words by pattern and meaning
Will learn common prefixes and suffixes
learn about the classical polysyllabic words
A grapheme is the basic unit of written language, corresponding in most cases to the letter
There are 28 fundamental graphemes.( Lowercase letters, Hiphen, apostroph)
Another 26 Capital letters
the syntactic or contextual grapheme ( punctuation marks)
A Phoneme is the basic unit of spoken language.
It is a speech sound as it exists in the mind of the speaker
The word SUN has three phonemes: S/ U/ N
Developmental aspects of spelling
The Alphabet layer is based on relationship between letters and sounds
For exmple c/a/t for cat
The pattern layer overlies the alphabet layer because there is not always a single sound for each letter. ( For example final e loke in cape. the silent e
The meaning layer focuses on groups of letters that represent meaning directly. For example prefix ( re) and suffix( think)= rethink
Tips for implementing word study
Assess students word knowledge by using assessment tools( informal spelling inventories and students independent writing)
Use a Homogeneous Small-Group Approach to Instruction
Teaching word in guided reading group
Separate word study lessons for each developmental spelling level
Carve Out Time to Prepare for Word Study Instruction
Teach Word Knowledge, Not Just Words
Make a Word wall for their sight
Use Dolch - Sight vocabulary Word
Demonstrate How Word Study Can Be Used During Reading and Writing
Teach Strategies That Support Students' Use of Word Study Instruction
Strategies that support Word Study
Say the word slowly and listen for the sounds you hear (initial sound, middle sound, final sound)
Say the word slowly and listen for any parts you know (
Clap the syllables and write letters for each part you hear
Use words you know (fun and silly to funny)
Use names you know (William to will)
Use a rhyming word (rain to train)
Use word families to spell related words
Think about different spelling patterns that can spell the sound you hear (out vs. down)
Try it on a practice page and see if it looks right
Use a resource in the classroom (chart, word wall, book, dictionary, calendar, words you've already written)
Home Economics. (n.d.). - National Council for Curriculum and Assessment. Retrieved from http://www.ncca.ie/en/Curriculum_and_Assessment/Post-Primary_Education/Junior_Cycle/Syllabus_change/Home_Economics/?print=1
DSylvia5340Portfolio - LiveBinder. (n.d.). DSylvia5340Portfolio - LiveBinder. Retrieved from http://www.livebinders.com/play/play?id=754307
By Mamadou Traore
During this part 8c work , I mostly used my experiences as an assistant Teacher in my classroom. I had the opportunity to assist and teach language and word study to most of the students in the classsroom. I also read couple articles to reinforce my knowledge on the importance of language and word study for early learners.
Development of Phonemic Awareness
the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992; see References)
A strong predictor of children who experience early reading success.
Phonemic awareness is NOT phonics.
Phonemic awareness is AUDITORY and does not involve words in print
Examples of Phonemic Awareness Skills
Sound and Word discrimination: What word doesn't belong with the others: "cat", "mat", "bat", "ran"? "ran"
Rhyming: What word rhymes with "cat"? bat
Syllable splitting: The onset of "cat" is /k/, the rime is /at/
Blending: What word is made up of the sounds /k/ /a/ /t/? "cat"
Phonemic segmentation: What are the sounds in "cat"? /k/ /a/ /t/
Phoneme deletion: What is "cat" without the /k/? "at"
Phoneme manipulation: What word would you have if you changed the /t/ in cat to an /n/? "can"