LETRS:
Where
Practice Becomes
Everydayto
Practice
Teachers,
notBest
programs,
teach children
read.
Module 1
The Challenge of Learning to Read (for all grades) with Carol Tolman
Foundations
Introduction
and Literacy
(all grades)
Module
2
TheAn
Speech
Sounds to
of Language
English: Phonetics,
Phonology,
and Phoneme Awareness (for all grades)
The
Challenge
of
Learning
to
Read
(for
all
grades)—Carol
Module
1
Module 3
grades)
Spellography for Teachers: How English Spelling Works (for allTolman
Module42
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Sounds
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all grades)
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Spellography
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Getting
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(forSpelling
all grades)
with
Marcia
Davidson
Module64
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(for allwith
grades)
Module
3 Word:
is a stepping
into the
deeper,
more
content
of the 12 regular LETRS
Digging
for Meaning:
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Text Comprehension
(for
all comprehensive
grades)
Nancy
Hennessy
modules. It is professional development for teachers of reading who are beginning to implement the
Module
4 is aWord
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the deeper,
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of instruction)
the 12 regular LETRS
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Module 7
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and
the
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(forinstruction.
Grades K-2;
remedial
components
and principles
of scientifically
based
reading
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a combination
of lecture,
modules.
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is
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development
for
teachers
of
reading
who
are
beginning
to implement the
with Susan
whole-Hall
and small-group activities, video demonstrations, review sessions, and linkages to core reading
components and principles of scientifically based reading instruction. Through a combination of lecture,
programforcomponents,
participants
are introduced
to information
about
children learn to read; the
Module 8
Assessment
and
Early Intervention
(for Grades
K-3)
with
Carriehow
Hancock
whole- andPrevention
small-group
activities,
video demonstrations,
review
sessions,
and linkages to core reading
importance of oral language, phoneme awareness, phonics, fluency, vocabulary, and comprehension in
program
components,
participants
are introduced
information about how children learn to read; the
Module 9
Teaching
Beginning
Spelling
Grades
K-3;toremedial
reading
instruction;
andand
howWriting
to put (for
LETRS
concepts
to work ininstruction)
the classroom.
importance of oral language, phoneme awareness, phonics, fluency, vocabulary, and comprehension in
Decoding
(for
Grade
3–adult),
Carol Tolman
Module 10Reading
Big
Words:
Syllabication
and
Advanced
reading instruction; and how to put LETRS concepts to work in the
classroom.
and
Louisa
C.
Moats
The Mighty Word: Building Vocabulary and Oral Language (for all grades)
Module 4
Module 5
all grades)—Marcia
Davidson
Getting
Up to 10
Speed:
Developing
Fluency (forneeds
LETRS
Module
addresses
the instructional
of students in grade
3 and beyond who must
consolidate
their
skill
in
reading
and
spelling
multisyllabic
words.
The
module
addresses five major
Module 6
Digging for Meaning: Teaching Text Comprehension (for all grades) —Nancy Hennessy
topics, including the reading brain, word origin and why it matters, instruction of the regular syllable
Module 7
Word Study,and
and morphological
the Alphabeticinstruction,
Principle (for
Grades
K-2; remedial
instruction)
Teaching
patterns
in Phonics,
English, morphemes
and
implementation
of classroom
—Susan
Hall
instruction in advanced decoding skills. Participants learn to identify words from Anglo-Saxon, Latin,
and
Greek origins;
the six regular
syllable
types in English;
routines
for teaching
syllabication; word
(for Grades
K-3)—Carrie
Hancock
Module 8
Assessment
for Prevention
and Early
Intervention
building and word analysis with prefixes, roots, and suffixes; and models for effective instructional
Module 9
(for Grades
remedialininstruction)
Teaching
Beginning
Spellingand
andWord
Writing
routines.
The
LETRS Phonics
Reading
SurveyK-2;
is included
the Appendix.
Module 10
Reading Big Words: Syllabication and Advanced Decoding (for Grade 3-adult)
Module 11
Writing: A Road to Reading Comprehension (for Grade 3-adult) with Joan Sedita
Module 11
Writing: A Road to Reading Comprehension (for Grade 3-adult) —Joan Sedita
Module 12
Using Assessment to Guide Instruction (for Grade 3-adult)
Module 12
Using Assessment to Guide Instruction (for Grade 3-adult)
Supplemental Modules:
Supplemental Modules:
• LETRS Interactive CD Series—CD-ROM/print module sets are also available for selected modules.
CDthe
Series—CD-ROM/print
module
sets arepractice
also available
for selectedof
modules.
•The
LETRS
CDs Interactive
complement
print modules, providing
additional
and reinforcement
specific
The CDs and
complement
concepts
skills. the print modules, providing additional practice and reinforcement of specific
concepts and skills.
• ParaReading: A Training Guide for Tutors—Deborah Glaser
• ParaReading: A Training Guide for Tutors
• LETRS for Early Childhood Educators—Lucy Hart Paulson, Louisa Moats
• LETRS for EC Educators—Lucy Hart Paulson
• Teaching English Learners: A Supplemental LETRS Module for Instructional Leaders—
•María
LETRS
for ELL
Educators—Maria
Aurguelles,
Elena
Argüelles,
Scott Baker,Elena
Louisa
Moats Scott Baker
Module
Reading
BigWord:
Words:Building
Syllabication
and Advanced
(Second
Module 10
4 The
Mighty
Vocabulary
and OralDecoding
Language
(SecondEdition)
Edition)
Foundations
Titles in the Language Essentials for Teachers of
Reading and Spelling (LETRS®) Series by Louisa C. Moats
Titles in the Language Essentials for Teachers of
An Reading
Introduction toand
Language
and Literacy
(all grades),
Deborahby
Glaser
and Louisa
Moats
Spelling
(LETRS)
Series
Louisa
C. C.Moats
Module 10
Second Edition
Tolman
Moats
(800) 547-6747 • www.soprislearning.com
Mod10Cvr2.indd 1,3
Carol Tolman
Louisa C. Moats
5/28/13 12:58 PM
About the Authors
Carol Tolman, Ed.D., was awarded a doctorate in Educational Psychology from
American International College and has been a literacy consultant at the state, district,
and school levels for more than 11 years. Prior to earning her doctorate, Dr. Tolman
was a Special Educator with more than 25 years of experience in public schools at the
elementary, middle, and high school levels and within the juvenile justice system. She
spent 12 of those years designing and implementing an innovative, exemplary program
for academically challenged public high school students. Her current roles as National
Literacy Consultant and National LETRS Trainer allow her to travel widely, presenting to
Departments of Education and state, district, and school leaderships in states as diverse as
Wyoming, West Virginia, Kansas, Pennsylvania, Texas, and New Hampshire. In addition
to spearheading many successful literacy initiatives throughout the country, Dr. Tolman
created and delivers the curriculum for Foundations of Reading 401 for the Massachusetts
Licensure Program through Janet Stratton’s The Reading Institute in Williamstown, MA. In
collaboration with National LETRS Trainer Nancy Hennessy, Dr. Tolman provides LETRS
Trainer of Trainer (TOT) workshops, preparing others for the rigorous study involved in
becoming a Local LETRS Trainer. She also conducted a four-year project for the Maryland
Department of Education supporting literacy knowledge to Maryland professors.
Currently, Dr. Tolman holds the position of President of the LETRS Leadership Board
(LLB).
Dr. Tolman is the author of the complete series of LETRS Presenter’s Kits. Along with
Louisa Moats, Carol co-authored LETRS Module 1, Second Edition, and LETRS Module 10,
Second Edition. Some of Dr. Tolman’s additional publications include: the article Working
Smarter, Not Harder, published in International Dyslexia Association’s Perspectives; an
on-line literacy course created for the Maryland Department of Education; and on-line
professional development presentations for LETRS On-Line. Her audiences have all given
her nothing but the highest praise for her knowledge, presentation style, and teaching
ability.
During her “down time,” Dr. Tolman can be found reading Scientific Studies of Reading,
the dictionary, or an (occasional!) People magazine (life is all about balance, after all!).
And, when not consulting or writing, you may find Carol hugging her family, running
in the woods with her beloved golden retrievers, swooshing down the slopes (or her
driveway!), riding her horse, kayaking a river, climbing a mountain, or swaying to the
latest Steven Tyler medley…the only thing you will not find her doing is napping!
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Louisa Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school
faculty member, and author of many influential scientific journal articles, books, and
policy papers on the topics of reading, spelling, language, and teacher preparation.
After a first job as a neuropsychology technician, she became a teacher of students
with learning and reading difficulties and earned a Master’s degree at Peabody College
of Vanderbilt. Later, after realizing how little she understood about teaching, she
earned a doctorate in Reading and Human Development from the Harvard Graduate
School of Education. Dr. Moats spent the next 15 years in private practice as a licensed
psychologist in Vermont, specializing in evaluation and consultation with individuals of
all ages and walks of life who experienced reading, writing, and language difficulties. Dr.
Moats spent one year as resident expert for the California Reading Initiative; four years
as site director of the NICHD Early Interventions Project in Washington, DC; and ten
years as research advisor and consultant with Sopris Learning.
Dr. Moats was recently a contributing writer of the Common Core State Standards.
In addition to the LETRS professional development series, she has authored and
coauthored books including Speech to Print: Language Essentials for Teachers; Spelling:
Development, Disability, and Instruction; Straight Talk About Reading (with Susan Hall),
and Basic Facts About Dyslexia and Other Reading Problems (with Karen Dakin).
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Table of Contents for Module 10
Introduction to LETRS® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Content of LETRS Modules Within the Language-Literacy Connection. . . . . . . . . . . 5
Overview of LETRS Module 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Chapter 1: How the Brain Reads. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Essential Question: Exactly how does the brain read?. . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Learner Objectives for Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Warm-Up Exercise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Proficient Reading Depends on Many Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Figure 1.1: Multiple Layers of Language Processed During Reading. . . . . . . . . . . . . . . 9
Lessons from Eye-Movement Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Figure 1.2: What the Eye Sees During Fixations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Exercise 1.1: Eye-Movement Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Areas of the Brain Involved in Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
How a Good Reader Reads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Figure 1.3: Brain Systems Necessary for Word Recognition. . . . . . . . . . . . . . . . . . . . . 13
Figure 1.4: The Four-Processor Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Jobs of the Processors in the Reading Brain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
The Job of the Phonological Processor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
The Job of the Orthographic Processor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
The Job of the Meaning Processor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
The Job of the Context Processor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
The Simple View of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Figure 1.5: Four Processors for Word Recognition and the Simple
View of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Figure 1.6: Tolman’s Hourglass Figure Outlining the Instructional Progression
for Decoding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Progression of Phonological Skills: Top of the Hourglass. . . . . . . . . . . . . . . . . . . . . . . 22
Progression of Orthographic Skills: Bottom of the Hourglass. . . . . . . . . . . . . . . . . . . 22
Exercise 1.2: Essential Question Revisited: Exactly how does the brain read?. . . . . . 23
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Chapter 2: Word Origin and Why It Matters. . . . . . . . . . . . . . . . . . . . . . . . 25
Essential Question: Where do words come from, and why should we care?. . . . . . . 25
Learner Objectives for Chapter 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Figure 2.1: Tolman’s Hourglass Figure Outlining the Instructional Progression
for Decoding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Table 2.1: Etymology, Multisyllabic Word Reading, and Morphology
in the Common Core State Standards (CCSS). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Warm-Up Exercise: Match It. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Why Teach Word Origin?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Word Origin in English and the Richness of English Vocabulary. . . . . . . . . . . . . . . . 31
Table 2.2: Characteristics of English Words According to Language of Origin. . . . . 32
Exercise 2.1: Finding Anglo-Saxon, Latin, and Greek in English. . . . . . . . . . . . . . . . . 33
Teaching Etymology: What, When, and Why? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Table 2.3: Suggested Progression of Word Study Through Grades 1–12,
with Typical Grade Levels of Emphasis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Why Knowledge of Word Origin Is Helpful: Some Examples . . . . . . . . . . . . . . . . . . . 35
Exercise 2.2: Connecting Etymology to Your Classroom Instruction. . . . . . . . . . . . . 37
Chapter 3: Orthography: Multisyllabic Words. . . . . . . . . . . . . . . . . . . . . 39
Essential Question: What do students need to know about multisyllabic
words, and why? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Learner Objectives for Chapter 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Figure 3.1: Tolman’s Hourglass Figure Outlining the Instructional Progression
for Decoding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Table 3.1: Multisyllable Word Work and the Common Core State
Standards (CCSS). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Warm-Up Exercise: Multisyllabic Words and Classroom Content. . . . . . . . . . . . . . . 41
Why Teach Syllable Types?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Figure 3.2: Semantic Map of a Partially Known, or “Shallow,” Word in
the Mental Lexicon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Figure 3.3: Semantic Map of a Well-Known Word in the Mental Lexicon. . . . . . . . . 43
Six Common Syllable Types. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Closed Syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Table 3.2: Closed Syllable Patterns in Single-Syllable and Multisyllable Words. . . . . 45
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Exercise 3.1: Closed Syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Exercise 3.2: Identifying Closed Syllables in Longer Words. . . . . . . . . . . . . . . . . . . . . 46
Vowel-Consonant-e (VCe) Syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Exercise 3.3: Identifying Vowel-Consonant-e (VCe) Syllables. . . . . . . . . . . . . . . . . . . 47
Exercise 3.4: Vowel-Consonant-e Syllables in Longer Words. . . . . . . . . . . . . . . . . . . . 48
Open Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Exercise 3.5: Open Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Exercise 3.6: Identifying Open Syllables in Longer Words . . . . . . . . . . . . . . . . . . . . . . 49
Vowel Team Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Exercise 3.7: Vowel Team Syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Exercise 3.8: Identifying Vowel Team Syllables in Longer Words. . . . . . . . . . . . . . . . . 51
Spelling and the Position of a Vowel Sound in a Word . . . . . . . . . . . . . . . . . . . . . . . . . 52
Table 3.3: Vowel Team Spellings by Position of Vowel Sound . . . . . . . . . . . . . . . . . . . 53
Vowel-r Syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Exercise 3.9: Identifying Vowel-r Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Exercise 3.10: Vowel-r Syllables in Longer Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Consonant-le Syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Exercise 3.11: Consonant-le (C-le) Syllables in Longer Words. . . . . . . . . . . . . . . . . . . 56
Simple and Complex Syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Table 3.4: Simple and Complex Syllables (All Syllable Types) . . . . . . . . . . . . . . . . . . . 57
Odd and Schwa Syllable Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Exercise 3.12: Identifying the Schwa Vowel in Longer Words . . . . . . . . . . . . . . . . . . . 58
Table 3.5: Summary of Six Types of Syllables in English Orthography. . . . . . . . . . . . 59
Figure 3.4: Memory Tricks to Support Students’ Memory of Syllable Types . . . . . . . 59
Exercise 3.13: Practice Sorting and Combining Syllables . . . . . . . . . . . . . . . . . . . . . . . 60
Principles of Syllable Division for Reading Longer Words . . . . . . . . . . . . . . . . . . . . . . . . . 61
Three Useful Principles for Syllabication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Basic Procedures for Reading Big Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Exercise 3.14: Dividing Words into Syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Exercise 3.15: Using Syllable Division Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Best Practices for Syllable Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Exercise 3.16: Revisit the Warm-Up Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
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Some Accent Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Special Final Syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Table 3.6: Final “Odd” Syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Syllabication for Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Three Spelling Rules for Adding Suffixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Exercise 3.17: Which Ending Rule?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Don’t Forget to Build Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Table 3.7: Fluency Drill Examples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Exercise 3.18: Essential Question Revisited: What do students need to know about
multisyllabic words, and why?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Chapter 4: Morphology: Meaningful Word Parts. . . . . . . . . . . . . . . . . 73
Essential Question: What is “morphology,” and why should it be taught?. . . . . . . . . 73
Learner Objectives for Chapter 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Figure 4.1: Tolman’s Hourglass Figure Illustrating the Instructional Progression
for Decoding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Warm-Up Exercise: Are You a Word Detective?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Morphology and the Common Core State Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Table 4.1: CCSS Pertaining to Morphology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Exercise 4.1: Multisyllabic Words and the Root Morph . . . . . . . . . . . . . . . . . . . . . . . . 78
Figure 4.2: Word Web with Morph Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Why Teach Morphology? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Figure 4.3: Constituent Binding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Types of Morphemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Figure 4.4: Classes of Morphemes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Exercise 4.2: Four-Square Definition of Morpheme. . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Table 4.2: Common Latin Roots. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Table 4.3: Common Greek Roots or Combining Forms . . . . . . . . . . . . . . . . . . . . . . . . 87
Exercise 4.3: Playing Memory with Latin Morphemes. . . . . . . . . . . . . . . . . . . . . . . . . . 88
Affixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Table 4.4: Common Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Table 4.5: Common Suffixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Exercise 4.4: Sort It Out!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Figure 4.5: Classes of Morphemes, Elaborated. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
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Discovering Chameleon or Assimilated Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Table 4.6: Chameleon Prefixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Derivational Suffixes: Marking Part of Speech. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Table 4.7: Derivations and Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Exercise 4.5: What Part of Speech?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Which Words Are Most Difficult to Read and Spell?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Table 4.8: Examples of Words with No Change, with Spelling Changes, and with
Phonological Changes Occurring When Suffixes Are Added to Base
Words or Roots .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Gauging Difficulty Levels of Derived Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Exercise 4.6: Recognizing Shifts in Sound and Spelling in Morphologically
Complex Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Should We Teach Division of Words by Syllable or Morpheme?. . . . . . . . . . . . . . . . . . . 103
Figure 4.6: Tolman’s Hourglass Figure Illustrating the Instructional
Progression for Decoding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Exercise 4.7: Syllables and Morphemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Exercise 4.8: Essential Question Revisited: What is “morphology,” and why
should it be taught?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Chapter 5: Putting It All Together. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Essential Question:
What should advanced word study look like in the classroom?. . . . . . . . . . . . . . . . . 105
Learner Objectives for Chapter 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Figure 5.1: Tolman’s Hourglass Figure Outlining the Instructional
Progression for Word Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Scope and Sequence of Skills for Advanced Word Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Table 5.1: Scope and Sequence for Teaching Word Study with Emphasis on
Morphology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Classroom Activities: Principles of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Classroom Instructional Activities for Word Study. . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Exercise 5.1: Applying Syllable-Division Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Exercise 5.2: Using Classroom Text to Work with Syllable Types. . . . . . . . . . . . . . . . 111
Syllable Spelling Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Table 5.2: Syllable Spelling Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Exercise 5.3: Instruction with Morphemes: Morphological
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Word-Family Maps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Figure 5.2: Morpheme Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Exercise 5.4: Latin Etymology as a Bridge to Meaning. . . . . . . . . . . . . . . . . . . . . . . . .114
Matrixes and Word Sums. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Figure 5.3: Matrix and Word Sum, Sign. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Figure 5.4: Matrix and Word Sums Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
The Content of Decoding and Word Study Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Exercise 5.5: Comparison of Classroom Instructional Practices with
Lesson Plan Format. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Teacher Resources and Instructional Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Appendix: LETRS Phonics and Word Reading Survey®. . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
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Introduction to LETRS®
LETRS® (Language Essentials for Teachers of Reading and Spelling) is professional
development for educators who are responsible for improving K–12 instruction in
reading, writing, and spelling. The content of LETRS is delivered in a series of 12 core
modules in book format. Each module in the series focuses on one topic, with the
topics aligned to be delivered in sequential training. Thus, one book for use in the
course of training—and later as a professional reference—is provided for each module.
Each module is typically delivered in a one- to two-day presentation by a national or
local district trainer who has met the rigorous LETRS trainer certification guidelines
developed by Dr. Moats and her colleagues.
LETRS modules are used for both in-service training and for undergraduate and
graduate courses in reading and literacy. They can also be resources for any educator
charged with improving the language and literacy skills of students. LETRS is designed
so that participants will understand:
1.
How children learn to read and why some children have difficulty with this aspect
of literacy;
2.
What must be taught during reading and spelling lessons and how to teach most
effectively;
Why all components of reading instruction are necessary and how they are
3.
related;
4.
In what ways the Common Core State Standards (CCSS) can be implemented
with programs, curricula, and instructional practices aligned with research;
5.
How to interpret and respond to individual differences in student achievement;
and
6. How to explain the form and structure of English.
LETRS modules are designed to be delivered in sequence, but flexible sequencing
is possible. In sequence, the modules build on overview concepts and introductory
content, and then on phonology, phoneme awareness, and the writing system
(orthography) of English (Modules 1–3). Next, the modules progress to topics in
vocabulary, fluency, and comprehension instruction (Modules 4–6). Later modules
(7–9) target reading instruction for the primary grades and include this module on
teaching spelling and writing. The final series (Modules 10–12), designed for educators
who work with students at grade 3 and above, addresses advanced phonics and word
study; comprehension, writing, and study skills in content-area reading; and assessment
of older students.
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A presenter CD-ROM accompanies each LETRS module, providing a PowerPoint®
presentation that supports, extends, and elaborates module content. The presentation
slides are designed to be used by professional development personnel, higher education
faculty, consultants, reading specialists, and coaches who have a strong background
in the concepts and who have been trained and
certified to present LETRS.
LETRS is not a reading instruction program, and
LETRS modules do not substitute for programspecific training. Rather, LETRS complements and
supports the implementation of programs aligned
with scientifically based reading research (SBRR).
LETRS also demonstrates how the Common
Core State Standards (CCSS) can be interpreted
and applied in accordance with scientific reading
research. A complete approach to improving
reading instruction must include:
LETRS also
demonstrates how the
Common Core State
Standards (CCSS) can
be interpreted and
applied in accordance
with scientific reading
research.
a. selection and use of core and supplemental instructional materials;
b. professional development on how to use the materials;
c.professional development that leads to broader understandings of why certain
practices are desirable;
d. classroom coaching and in-school supports;
e. an assessment program for data-based problem-solving; and
f.strong leadership.
A comprehensive, systemic approach with these elements will support a Response to
Intervention (RTI) initiative.
We recommend that teachers who have had little experience with or exposure to
the science of reading and research-based practices begin with LETRS Foundations
(Glaser & Moats, 2008). LETRS Foundations is a stepping stone into the regular LETRS
modules. Other related resources have been developed to support LETRS professional
development, including:
■■ LETRS Interactive CD-ROMs for Modules 2, 3, 4, 7, and 8 (developed with a grant
from the Small Business Innovation Research [SBIR] program of the National
Institute of Child Health and Human Development [NICHD]), which provide
additional content and skill practice for topics often considered challenging to
implement and teach in the classroom.
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Introduction to LETRS®
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■■ ParaReading: A Training Guide for Tutors
(Glaser, 2005)
■■ The Reading Coach
(Hasbrouck & Denton, 2005)
■■ Teaching English Learners: A Supplementary LETRS Module
for Instructional Leaders (Arguelles, Baker, & Moats, 2010)
■■ LETRS for Early Childhood Educators (Paulson &
Moats, 2009)
■■ Teaching Reading Essentials (Moats & Farrell, 2007), a series
of video demonstrations used extensively by LETRS trainers
throughout the delivery of training
■■ LETRS Courses Online: Three online professionaldevelopment courses based on LETRS are now available
from Sopris Learning/Cambium Learning. These are selfinstructional courses.
■■ Sopris has also partnered with the American College of Education (ACE) to
develop three online graduate and professional-development courses, CI 571,
572, and 573. These three constitute the Moats Reading Academy series. LETRS
modules are the basis for the courses’ organization and content. Students may
enroll for professional development credits, for a certificate in literacy instruction,
or for a master’s degree in Curriculum and Instruction. Contact www.ace.edu for
current information.
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Introduction to LETRS®
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LETRS Foundations of Reading Instruction
Foundations of Reading Instruction offers educators the opportunity
to access approximately 18 hours of instruction online. This course
includes video lectures by Dr. Louisa Moats and national LETRS
trainer Dr. Deborah Glaser; online exercises and activities; and links
to recommended resources, relevant research, and online text from
LETRS Foundations. Specific topics include oral language, vocabulary,
comprehension, phonemic awareness, phonics, fluency, assessment,
progress monitoring, and effective teaching recipes.
LETRS Modules 1–3: Literacy Instruction: Phonology,
Phonics, and Spelling
The course teaches how children learn to read; explains
why some struggle and fail; and develops the necessary
understanding of phonemic awareness, phonics and word
study, and spelling. It provides more than 30 hours of online
course content and is based on video lectures by national
LETRS trainer Dr. Carol Tolman and LETRS creator Dr.
Louisa C. Moats, video modeling of instruction, online exercises and activities, links to
recommended resources, relevant research, and excerpts from the LETRS Interactive
CD-ROM series.
LETRS Modules 4–6: Literacy Instruction:
Vocabulary, Comprehension, and Fluency
The course focuses on the knowledge required for
effective instruction in vocabulary, fluency, and reading
comprehension. It emphasizes the interconnectivity of all
elements of reading instruction and provides more than 30
hours of video lecture by LETRS creator Dr. Louisa C. Moats,
video modeling of instruction, online exercises and activities,
links to recommended resources, relevant research, and excerpts from the LETRS
Interactive CD-ROM series.
The following chart represents a fundamental idea in LETRS that language systems
underlie reading and writing, and that students’ difficulties with reading and writing are
most effectively addressed if the structures and functions of language are taught to them
explicitly, cumulatively, and systematically. We ask teachers to learn the terminology of
language systems and to recognize that language is an important common denominator
that links reading with writing, speaking, and listening comprehension.
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Introduction to LETRS®
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Content of LETRS Modules
Within the Language-Literacy Connection
Organization of Language
Components of
Comprehensive
Reading Instruction
Phonology
Morphology
Phonological
Awareness
2
2
Phonics, Spelling, and
Word Study
3, 7
3, 7, 10
3, 7, 10
Fluency
5
5
5
5
5
Vocabulary
4
4
4
4
4
6
6
6, 11
9, 11
9, 11
9, 11
9, 11
8, 12
8, 12
8, 12
8, 12
Text Comprehension
Orthography
6
Written Expression
Assessment
8, 12
8, 12
Semantics
Syntax
Discourse
and
Pragmatics
Etymology
3, 10
4
Note: Numbers represent individual modules in the LETRS series.
Overview of LETRS Module 10
LETRS Module 10 addresses the instructional needs of students in grade 3 and beyond
who must consolidate their skill in reading and spelling multisyllabic words. The
module addresses five major topics, including the reading brain, word origin and
why it matters, instruction of the regular syllable patterns in English, morphemes and
morphological instruction, and implementation of classroom instruction in advanced
decoding skills. Participants learn to identify words from Anglo-Saxon, Latin, and Greek
origins; the six regular syllable types in English; routines for teaching syllabication; word
building and word analysis with prefixes, roots, and suffixes; and models for effective
instructional routines. The LETRS Phonics and Word Reading Survey is included in
the Appendix.
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Introduction to LETRS®
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3
Chapter
Orthography:
Multisyllabic
Words
3
Chapter
Essential Question:
What do students need to know about
multisyllabic words, and why?
Learner Objectives for Chapter 3
■■ Connect multisyllabic word reading and spelling to the Common Core
State Standards
■■ Understand the role of syllable recognition in word recognition and spelling
■■ Recognize and classify the most common syllable types found in English
■■ Learn how to teach decoding of multisyllabic words
■■ Review spelling conventions for adding suffixes
■■ Consider a scope and sequence for teaching multisyllabic word recognition
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Orthography: Multisyllabic Words
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Figure 3.1: Tolman’s Hourglass Figure Outlining the Instructional Progression for Decoding
Phonological Awareness
Instructional
Progression
for Decoding
Sentences
Words
*Syllables
*Onset-Rime
*Individual
Phonemes
Connect letters
and sounds
1:1
Teach letter names
Graphemes
Digraphs, Trigraphs
Vowel Teams
Blends
Word Families
Inflections
Syllable Types
Morphemes
Roots/Affixes
Word Origin
Chapter 3: Syllable
Type
Orthography
* Steps most supported by research in phonology
to improve reading and spelling skills
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Orthography: Multisyllabic Words
© 2011 Dr. Carol Tolman [email protected]
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Table 3.1: Multisyllable Word Work and the Common Core State Standards (CCSS)
Reading Foundational
Skills Standards
Grade 3
Grade 4
Grade
5+
Phonics and Word
Recognition
3. Know and apply grade-level phonics and 3. Know and apply grade-level phonics and
word analysis skills in decoding words.
word analysis skills in decoding words.
c. Decode multisyllable words.
a. Use combined knowledge of all
letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic
words in context and out of context.
Language Standards
Grade 3
Grade 4
Conventions of
Standard English
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
f. Use spelling patterns and generalizations (e.g., word families, positionbased spellings, syllable patterns,
ending rules, meaningful word parts)
in writing words.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
d. Spell grade-appropriate words
correctly, consulting references as
needed.
3
Chapter
Grade
5+
Warm-Up Exercise: Multisyllabic Words and Classroom Content
Brainstorm a list of multisyllabic words that are most closely associated with your classroom
subject matter. Which of these words might your students have the most difficulty reading?
Spelling? Be ready to share examples of your words.
Multisyllabic Content Words
Difficult to Read?
Difficult to Spell?
Example: Mediterranean Sea
yes
yes
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Orthography: Multisyllabic Words
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Why Teach Syllable Types?
During the warm-up exercise, you may have discovered that some students who are
fluent and accurate when reading or spelling single-syllable words actually struggle with
longer, less-familiar words. The hourglass figure (Figure 3.1) represents why this might
be the case: Reading longer words depends on phoneme awareness, basic phonics, and
other knowledge about word structure. The precursor skills may not be well established
in 2nd, 3rd, or 4th graders who begin to stumble on bigger words. Also, the concepts
and strategies necessary to decipher those words may not have been thoroughly taught
and practiced. In this chapter, we will ensure that you know the concepts and strategies
for teaching multisyllable words and are ready to impart them to students!
In previous chapters we explored the idea that English orthography is a deep, complex
form of written language that represents both sound and meaning. English spelling is
morphophonemic: it spells both sound-symbol relationships and meaningful parts of
words (morphemes). The deep nature of English orthography requires that students
know and can rapidly recognize various linguistic structures within a word if they are
to recognize, remember, and retrieve the word with maximum accuracy and efficiency.
The term Lexical Quality (LQ) has been used by Charles Perfetti (2007) to describe the
nature of a stored word image. A high-quality representation of a word in memory is
recalled faster and more accurately than a word image that is partial or poorly specified.
If you have read or learned the material presented in Module 4 of LETRS, you may have
drawn a graphic organizer depicting the network of information stored about a poorly
known word in comparison to a well-known word. The difference between “shallow”
word knowledge and “deep” word knowledge can be depicted as a sparse network of
associations versus a rich network of associations that includes knowledge of a word’s
structure (see Figures 3.2 and 3.3).
Figure 3.2: Semantic Map of a Partially Known, or “Shallow,” Word in the Mental Lexicon
Solar System
sun
eight planets
formed long ago
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Orthography: Multisyllabic Words
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