Grades4-5
Implemen0ngaComprehensive
LiteracyFramework
ModuleTwo
WordStudy:Phonics,Spelling,and
VocabularyInstruc0on
1
LearningObjec0ves
Ø  Examineasystema0candengagingapproach
aimedatexploringthesound,paMern,and
meaningrela0onshipsamongwords.
Ø  Makediscoveriesabouthowwordsworkand
generalizeunderstandingsaboutreading,
spelling,andwri0ngmoreefficiently.
Ø  Examinethecon0nuumofphonics
instruc0on,includingmorphology.
Ø  Considerhowwordstudyinstruc0onimpacts
learning.
2
AlignmenttoTESS
Domain1:PlanningandPrepara0on
Domain2:TheClassroomEnvironment
Domain3:Instruc0on
Domain4:ProfessionalResponsibili0es
3
Implemen0ngaComprehensive
LiteracyFramework
4
H1
ComprehensiveLiteracyFramework
Ø KnowledgeofStudents
Ø HighQualityTeaching
Ø LiteracyCurriculumbasedonthe
CommonCoreStateStandardsfor
EnglishLanguageArtsandLiteracy
Ø Evidence-BasedResearch
Ø FederalandStateLaws
H1
5
Fluency
Text
Comprehension
Vocabulary
Systema0c,
Explicit
Phonics
Phonemic
Awareness
Wri0ng
Essen/al
Elementsof
Literacy
Instruc/on
Speaking
and
Listening
6
H1
Mul0-TieredSystemofSupport
7
RTIArkansasModel
H1
Suppor0veLearningEnvironment
8
H1
LeadershipandSustainability
9
H1
ComprehensiveAssessmentSystem
10
H1
CoherentInstruc0onalDesign
11
H1
ExplicitInstruc0onandthe
GradualReleaseofResponsibility
TeacherModeling
! 
StudentResponsibility
! GuidedPrac/ce
! Collabora/vePrac/ce
! IndependentPrac/ce
TeacherSupport
IDo
YouWatch
H2
IDo
YouHelp
! Applica/on
YouDo
IHelp
YouDo
IWatch
12
ExplicitInstruc0onandthe
GradualReleaseofResponsibility
TeacherModeling
! 
StudentResponsibility
! GuidedPrac/ce
! Collabora/vePrac/ce
! IndependentPrac/ce
TeacherSupport
IDo
YouWatch
H2
IDo
YouHelp
! Applica/on
YouDo
IHelp
YouDo
IWatch
13
ModeloftheFourPartMental
ProcessingSystem
Marilyn Jager Adams, Beginning To Read, 1991
Context Processor
Meaning
Processor
Orthographic
Processor
Phonological
Processor
Print
Speech
14
phron0stery
Some0mesIgotothephron0stery.
Atthephron0stery,Icanbroadenmy
understandingoftheworld.
Defini0on:Aplaceorestablishmentfor
thinking,studying,orlearning.
15
BigWordsComeFromLiMleWords
16
17
ReadingFounda0onalSkills(K-5) RF.4.3andRF.5.3
UsecombinedknowledgeofallleMer-sound
correspondences,syllabica0onpaMerns,
andmorphology(e.g.,rootsandaffixes)to
readaccuratelyunfamiliarmul0syllabic
wordsincontextandoutofcontext.
18
CCSSp.15
LanguageStandardsK-5
L.4.2dandL.5.2e
Spellgrade-appropriatewordscorrectly,
consul0ngreferencesasneeded.
19
CCSSp.28
WhatisWordStudy?
Ø Thinkabouthowyouwould
definewordstudy.
Ø Sendinyourdefini0onviaPadlet.
20
WJpp.4-5
OrthographicKnowledge
“Thosewhosetouttorememberevery
leMerofeverywordwillnevermakeit.
Thosewhotrytospellbysoundalonewill
bedefeated.Thosewholearnhowto‘walk
through’wordswithsensibleexpecta0ons,
no0ngsound,paFern,andmeaning
rela0onships,willknowwhattoremember,
andtheywilllearntospellEnglish.”
-TeachingSpelling,2ndedi0on,E.Henderson
21
WJp.8
OralLanguageandVocabulary
“…butlearnersalsoneedtobeabletoretrieve
wordsfrommemorythatcorrespondtothe
orthographicinforma0onandthatmakesense;
therefore,thewordsneedtobepartofstudents’
lexicons.”
“…andtounderstandatextreadershavetohave
asophis0catedgraspoflanguageandwelldevelopedbackgroundknowledge.”
-
WJ,p.8
-Dickinson,Golinkoff,&Hirsh-Pasek,2010
22
Reading,Wri0ng,andSpelling
Connec0ons
Ifreadingandwri0ngareessen0allytwo
sidesofthesamecoin,whyisitthatwecan
onencorrectlyreadwordsonthebasisof
limitedinforma0on,buthavetrouble
accuratelyspellingthesameword,as
evidencedbythepreviousdemonstra0on?
23
WJpp.11-12
Spellingvs.WordStudy
Ø  Thinkaboutthedifferences
betweentradi0onalspellingand
wordstudy.
Ø  Postonedifferencebetweenthe
twoapproachesviaPadlet.
24
Howdoeswordstudyrelate
totheCommonCoreState
Standards?
25
WJp.253
The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001)
LANGUAGE COMPREHENSION
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
Skilled Readingfluent execution and
coordination
of word
SKILLED READING:
fluent execution and
recognition
andof text
coordination
word
recognition and text
comprehension.
comprehension.
COMPREHENSION
WORD RECOGNITION
PHON. AWARENESS
PHONICS
FLUENCY
26
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
“Skilled reading is print driven.”
Speech to Print, Louisa Moats
27
“The identification of syllables and how
they join together becomes very
important to students in about third
grade, when they must independently
decode words of greater length…If they
are aware of syllable units and where
to divide them, however, they can read
words such as detective, insulation, and
accomplishment with no trouble.”
- Louisa Moats, Speech to Print, pp. 100-101
CCSSAppendixA,pp.21,22
28
ApproachesforDecodingLonger
Mul0syllabicWords
Ø Usingsyllabletypesanddivision
principles
Ø Iden0fyingaffixesorwordparts
Ø Usingflexiblesyllabica0onstrategies
-TeachingReadingSourcebook,page261
29
SixSyllableTypes
Syllables
Closed
VowelConsonante
Open
VowelTeam
Vowelr
FinalStable
H3
30
ClosedSyllablePaMern
Asyllablewithashortvowelspelled
withasinglevowelleMerendinginone
ormoreconsonants.
Ø dap-ple
Prac/cewords:
print,absent
Ø hos-tel
stack,magnet
Ø bev-erage
CCSSAppendixA,p.21
31
“Withoutastrategyforchunking
longerwordsintomanageable
parts,studentsmaylookatalonger
wordandsimplyresorttoguessing
whatitis-oraltogetherskippingit.
FamiliaritywithsyllablepaMerns
helpsstudentstoreadlongerwords
accuratelyandfluently.”
-“SixSyllableTypes,”Moats&Tomlin
32
Vowel-Consonant-eSyllablePaMern
Asyllablewithalongvowelspelledwith
onevowel+oneconsonant+silente
Ø com-pete
Prac/cewords:
make,remote
Ø des-pite
hope,stampede
33
CCSSAppendixA,pp.21,22
OpenSyllablePaMern
Asyllablethatendswithalong
vowelsound,spelledwithasingle
vowelleMer.
Ø pro-gram
Prac/ceWords:
Ø ta-ble
he,migrate
my,react
Ø re-cent
CCSSAppendixA,p.21
34
VowelTeamSyllablePaMern
SyllablesthatusetwotofourleMersto
spellthevowel
Prac/ceWords:
Ø beau-0-ful
coat,betray
Ø train-er
strain,rowdy
Ø con-geal
Ø spoil-age
CCSSAppendixA,p.21
35
Vowel-rSyllablePaMern
Asyllablewither,ir,or,ar,orur
Vowelpronuncia0ononenchanges
before/r/
Prac/ceWords:
Ø in-jur-ious
her,seizure
Ø con-sort
first,kerchief
Ø char-ter
36
CCSSAppendixA,p.21
Consonant-leSyllablePaMern
Anunaccentedfinalsyllable
containingaconsonantbefore/l/
followedbyasilente
Ø drib-ble
Ø bea-gle
Ø lit-tle
H4
CCSSAppendixA,p.21
Prac/ceWords:
steeple,carna0on
humble,rejec0on
37
Generaliza0onsforWordDivision
Thethreeprinciplesareuseful
andagoodstar0ngpoint,but
therearemorethanthreethat
studentsneedtolearn.
38
H5
CCSSAppendixA,pp.21-22
DecodingMul0syllabicWords
Closed
VCorCVC
Open
CV
Silente
VCe
Vowel
Team
Mul3syllabicWord
humor
consent
combine
bugle
ailment
boasRul
absurd
invita/on
Vowel
R
FinalStable
Syllable
39
DecodingMul0syllabicWords
Closed
VCorCVC
Open
CV
Silente
VCe
Vowel
Team
Vowel
R
Mul3syllableWords
hu mor
con sent
com bine
bu gle
ail ment
boast ful
ab surd
in vi ta /on
FinalStable
Syllable
40
CollegeandCareerReadiness
AnchorStandards
Model
WordStudyLesson
onSyllableDivision
Strategy:VCV
ApproachesforDecodingLonger
Mul0syllabicWords
Ø  Usingsyllabletypesanddivision
principles
Ø  Iden/fyingaffixesorwordparts
Ø  Usingflexiblesyllabica0on
strategies
-TeachingReadingSourcebook,page261
42
StructuralAnalysis
“Structuralanalysisisaword
iden0fica0onskillthatinvolvestheuse
ofprefixes,suffixes,rootwords,the
“words”incompoundwords,andthe
apostrophesincontracBonstoidenBfy
unfamiliarwords.”
-PhonicsandStructuralAnalysisfortheTeacherofReading,BarbaraJ.Fox
WJ,pp.146-147,394,398,400
43
MorphologyTerminology
Morpheme:Thesmallestunitofmeaning
inaword.
CommonMorphemes:
Ø Compoundwords:doghouse,buMerfly
Ø Wordroot:inspector,phonics
Ø Baseword:unlikely,light,house
Ø Prefix:re-,un-,dis-
Ø Suffix:-able,-ive,-ly
44
Prefixes
Gravesrecommendsthatteachersprovide
explicitinstruc0oninthemostfrequentlyused
prefixes.White,SowellandYanagihara
suggestteachingprefixesintheorderoftheir
frequency.
Theseresearchersfoundthattwentyprefixes
accountforabout97percentofthethe
prefixedwordsinprintedschoolEnglish.Four
prefixes(un-,re-,in-,anddis-)accountfor
about58percentofprefixedwords.
-White,Sowell,andYanagihara
WJpp.310-311,CCSSAppendixB,pp.63,71
45
Suffixes
Theessen0alfunc0onofasuffixisto
indicatethepartofspeechofapar0cular
word.Whenitcomestounderstanding
whatawordmeans,thesuffixistheleast
importantcomponent.
Onlyafewsuffixesmeritintensivescru0ny.
Rasinski,Padak,Newton,andNewton(2008)
WJpp.311-312,324-331
46
Limita0onsofAffixes Ø Someprefixesarenotconsistentin
meaning.
Ø Some0mestheremovalofwhatappears
tobeaprefixleavesnomeaningfulroot
word.
Ø Some0mestheremovalofwhatappears
tobeaprefixorasuffixleavesaword
thatisnotobviouslyrelatedinmeaningto
thewholeword.
47
GreekandLa0nRoots
Ø  Awordrootisawordpartthatmeans
something.Whenarootappearsinside
aword,itlendsitsmeaningtotheword
andhelpscreatetheword’smeaning.
Ø  Wordsthatcontainthesamerootalso
sharemeaning.Wecallthesecognates.
Ø  Therootconveyssoundandmeaning.
~GreekandLa0nRootsKeystoBuildingVocabulary,Rasinski,etal
WJpp.341-352;CCSSAppendixB,pp.63,71
48
GreekandLa0nWords
“ManywordsinEnglishhavebeen
borrowedfromtheGreekandLa0n
languagesandsharecommonroots.
Asaresult,familiesofwords
abound.”
-Ganske,WordJourneys
49
WJ,pp.236-241
WordSpokesAc0vity
Cursive
Wri0ng
Computer
Cursor
Concur
Incur
Debt
Cur
Currency
River
Current
Current
Events
50
FromGreekandLaBnRoots,pp.27-30,77
ApproachesforDecodingLonger
Mul0syllabicWords
Ø  Usingsyllabletypesanddivision
principles
Ø  Structuralanalysis:Iden0fying
affixesorwordparts
Ø  Usingflexiblesyllabica/on
strategies
51
FlexibleStrategyforReadingBigWords
1.  Circletheprefixesandsuffixes.
2.  Underlinethevowelsinthe
uncircledpart(s)oftheword.
3.  Readthewordbypartsorsyllables.
4.  Readthewholewordandconfirm
itspronuncia0on.
-TeachingReadingSourcebook,p.309
52
ContextClues
Studentsbenefitfrombeingexplicitly
taughthowtousecontextcluesasa
word-solvingstrategy.
-AdaptedfromGanske,WordJourneys
53
WJp.147
54
StagesofSpelling
1. 
2. 
3. 
4. 
5. 
Emergent–pp.30-35
LeMerName–pp.35-37,157-176
WithinWordPaMern–pp.37-41,177-198
SyllableJuncture–pp.41-47,199-223
Deriva0onalConstancy–pp.47-50,224-241
55
WJ,pp.30-41,44-50
Ac0vity:Iden0fytheSpellingStages
1.  Readthewri0ngsamplesdisplayed
aroundtheroom.
2.  Iden0fythespellingstageofeachwri0ng
sampleandwriteitonthes0ckysideofa
s0ckynoteandplaceonthesample.
3.  Jus0fyreasonsforthechoicebyusing
thecharacteris0csofeachfeature.
4.  Debrief.
56
LiteracyDevelopment
Alphabetè
Emergent
Early
PaMernè
Transi0onal
(K)(K-1)(Gr1-2)
Meaning
Self-Extending
Advanced
(Gr2-4)
(Gr4&up)
Pre-KtoK
Ktomiddle
of1st
Emergent LeMerName
1stto
middleof
3rd
mid3rdto
mid5th
mid5thup
Within
Word
PaMern
Syllable
Juncture
Deriva0onal
Constancy
Legend:ReadingStageGradeRangeSpellingStage
57
TheVocabularyStrategy
1.  Lookforcontextcluesinthewords,phrases,andsentences
surroundingtheunfamiliarword.
2.  Lookforword-partclueswithintheunfamiliarword.
A. 
B. 
C. 
D. 
E. 
Trytobreakthewordintoparts.
Lookattherootword.Whatdoesitmean?
Lookattheprefix.Whatdoesitmean?
Lookatthesuffix.Whatdoesitmean?
Putthemeaningsofthewordpartstogether.Whatisthemeaningof
thewholeword?
3.  Guesstheword’smeaningusingsteps1and2.
4.  Tryoutyourmeaningintheoriginalsentencetocheckwhetheror
notitmakessenseincontext.
5.  Usethedic/onary,ifnecessary,toconfirmyourmeaning.
-AdaptedfromTeachingReadingSourcebook
CCSS,pp.27,29
58
EstablishingaPredictableStructure
59
WJpp.114-119
“Aconversa0onal,ratherthan
interroga0onal,tonecangoalong
wayinencouragingstudentstobe
ac0vepar0cipants.”
-WordJourneys2ndEdi0on,p.123
60
WJpp.122-123
AppropriateandEngagingInstruc0on
“Althoughchildren’swordknowledgeis
enhancedbyopportuni0estoreadand
write,teacher-guidedinstruc0onand
prac0cefacilitatestudents’detec0onof
paMernsinwordsandhelpthemto
internalizetheirunderstandings.”
-Wanzek,Vaughn,Roberts&Fletcher,2011
61
WJpp.108-110
GuidedWordWalk
crumb
bo
bomb
Co
columnist
solemnity
columnists
62
WJpp.119-122
Sor0ngVaria0ons
1. 
2. 
3. 
4. 
5. 
6. 
7. 
ClosedSorts(pp.110-111)
OpenSorts(p.112)
Wri0ngsorts(pp.123-124)
Blind,orNo-PeekSorts(P.124)
SpeedSorts(p.125)
WordHunts(pp.125-128)
ConceptSorts(pp.128-130)
63
WJpp.110-130
WordStudyNotebooks
Silentconsonants
condemn
column
bomb
crumb
solemn
Soundedconsonants
condemna0on
columnist
bombard
crumble
solemnity
64
WJpp.130-138
NotebookAc0vi0esandGame
Applica0ons
Teach,Teach,Trade
65
WJpp.130-142
DecodablePassages
Ø Passageswithtargetedspelling
paMern
Ø Teachermodelsfluentreading
Ø Studentsprac0cetobecomefluent
Ø WordshavepaMernspreviously
taught
hMp://freereading.net
66
Evalua0ngaWordStudyCycle
Ø  Observa0on
Ø  QuizOp0ons
Ø  Transferto
Wri0ng
WJpp.142-144
Forma0veAssessments
Ø DSA(encoding)
Ø Observe/analyzestudents’wri0ng
(encoding)
Ø Phonicsscreeners(QPA)
Ø DIBELS(analyzingORF)
Ø Observe/analyzestudents’reading
68
SampleSchedule
Ø  Monday:Teacher-guidedWord
Walk(p.121)
Ø  Tuesday:BuddySort(p.124)
Ø  Wednesday:WordHunt(p.125)
Ø  Thursday:SpeedSort(p.125)
Ø  Friday:Assessmentquiz
WJp.116
69
OtherReadingandWri0ng
Connec0ons
Ø Usementortextsforreadingorlistening
acrossgenres.
Ø Allowstudentstowriteacrossgenres.
Ø Allowstudentstowriteinresponseto
texts.
Ø Teachwri0ngskillsandprocesses.
Ø Increase0meforwri0ng.
Dorffman&Cappelli(2007,2009,2012)TheWriBngStudyGroupofthe
NaBonalCouncilofTeachersofEnglish(2004)GrahamandHebert(2010).
70
“I’dliketodoword
study,butIteach
severalclassesand
haveonlyalimited
0mewitheach.”
~WordJourneys,p.250
WJ,pp.250-253
StrugglingReaders
Olderstrugglingreaders/spellersmayneed:
Ø Basicphonicsinstruc0oncoupledwith
phonemicawareness
Ø Instruc0oninwordaMackskillsfor
singlesyllablewords
Ø Instruc0oninwordaMackskillsformul0-
syllabicwords
-TeachingReadingSourcebook,p.194
72
ArkansasDyslexiaLaw
AssessingtheSixRequiredAreasinGrades3-6
Test
Phonological Sound
Awareness
Symbol
(Blending/
Recogni/on
segmen/ng)
Alphabet
Principle
ORF
X
X
X
DSA
X
X
X
AR-RAN
Decoding
(BlendingPhonics)
Rapid
Naming
Encoding
(Segmen/ng
/Phonics)
X
X
X
Link:
hMp://www.arkansased.org/divisions/learning-services/curriculum-andinstruc0on/dyslexia
73
DevelopmentalSpellingAssessment(DSA)
“TheDSAenablesteacherstoreadilyand
confidentlyiden0fychildren’sstagesof
spellingdevelopment,highlightspecific
strengthsandweaknessesinfeatural
knowledgesoinstruc0oncanbe0mely
andappropriate,andmonitorprogress
over0me.”
-WordJourneys,KathyGankse
WJpp.53-79,81-100
74
AdvancedStudents
“Theirreadingabili0esdevelopnaturally,
withoutformalinstruc0on,inhome
environmentswhereliteracyisvaluedand
languageusageisencouraged.”(Durkin,1966)
“Theyhavebeenimmersedinaprint-rich
environmentandhave‘puzzled-out’for
themselveshowtoread.”(Teale,1982).
75
Cognates
“ForthoseSpanish-speakingELLswho
areliterateintheirfirstlanguage,
muchoftheirna0velanguagereading
skillscanbeappliedtotheirreadingin
thesecondlanguage.”
-TeachingReadingSourcebook,p.62
76
77
78
~MichaelGraves,WordJourneys,page18