6/18/2013
“But I didn’t learn any of these rules when I went to school – how do you expect me to teach them?”
Spelling‐Related Teacher Knowledge: The impact of Professional Development
Even though teacher knowledge and practices are important influences in children’s learning to spell, many teachers do not have sufficient knowledge to make informed instructional decisions
to make informed instructional decisions. Teachers must understand the structure within words, such as phonemes, syllables, prefixes and suffixes....as well as rules.
Dr Lorraine Hammond [email protected]
Senior Lecturer, Edith Cowan University
President: Learning Difficulties Australia What makes Professional Learning effective?
Factors impacting on the effectiveness of PL:
‐the teachers’ receptivity to PL ‐the content
‐the perceived need for the the perceived need for the
professional development
‐and whether or not there are supports in place to allow the teachers to make sustainable changes in their teaching. “Knowledge Calibration”
“Results indicated that while teachers demonstrated limited knowledge of ... phoneme awareness and phonics, the majority of these teachers evaluated their knowledge levels quite positively”(p.139). They term this knowledge calibration which is the ability or awareness to which is the ability or awareness to
determine what you do know and what you don’t know. In their research they found that overall the teachers were “poorly calibrated in the domains of phoneme awareness and phonics” (Cunningham, et al. 2004, p.140).
Carreker, S., Joshi, M. & Boulware‐Gooden, R. (2010). Spelling‐related teacher knowledge: The impact of professional development on identifying appropriate instructional activities. Learning Disability Quarterly, 33(3), 148‐158.
Why do teachers change? Openness to new instructional techniques may depend on a number of factors including a teacher’s perception of his or her abilities to learn the material, external and internal motivation, the extent of training provided, perceived importance of i i
id d
i di
f
the training, and the extent to which teachers’ individual philosophy of literacy development is compatible with approaches being taught (Smith, 2008, p.3). Smith, B. (2008, May 10). Results back principal’s return to instruction. The Age. Retrieved from http://www.theage.com.au
The School Majella Catholic Primary School is situated approximately 10kms north of the CBD of Perth in a suburb with a low social economic index. Many families live in poverty and the school provides breakfast and lunch for many children and their parents. Total Students: 197
Male: 107 / Female: 90
Nationalities: 19
African Origins: 103 (mostly Sudanese) Number of ESL Students: 160
Number of different Languages: 33
Cunningham, A.E., Perry, K.E., Stanovich, K.E., Stanovich, P.J. (2004). Disciplinary Knowledge of K‐3 Teachers and their Knowledge Calibration in the Domain of Early Literacy. Annals of Dyslexia, 54 (1), 139 ‐167
1
6/18/2013
Teachers
Explicit instruction “is instruction that is
concrete and visible. The teacher
explains new concepts and strategies in
clear and concise language. Explicit
instruction involves modeling and
explaining concepts and skills using many
examples. Teachers provide a high level
of support
pp as students p
practice and apply
pp y
newly learned concepts.”
Leading for Reading Success: An
Introductory Guide for Reading First
Coaches. National Center for Reading
First Technical Assistance, 2005.
Systematic, relentless, engaging, successful
Professional Learning
Knowledge: Spelling Pre‐
cursors + Explicit Instruction 1. Defined scope of the project: Teaching Spelling Explicitly Through Coaching
2. Initial PL for all staff 3. Informal observation of 5 teachers 4. Spelling and Explicit Instruction Survey
5. Plan PL to target teachers’ needs
6. Demonstration of explicit instruction
7. Review Survey Results then ongoing PL for all staff 8. Observations and coaching begin for 5 teachers 9. Monthly observations and coaching continue (three completed so far)
10. Post: Spelling and Explicit Instruction Survey
Students
1. Pre: South Australian Spelling Test (Jan)
2. Post: South Australian
Australian Spelling Test (Dec)
Spelling and Explicit Instruction Survey
Spelling precursors and rules
How to teach explicitly
Demonstration + Coaching
Spelling and Explicit Instruction Survey Spelling and Explicit Instruction Survey How many phonemes (distinct speech sounds) are in each word? The first important step in designing a lesson sequence to teach a spelling rule is a. Assess the spelling ability of your students
b. Analyse
y p
pre‐requisite skills of the rule
q
c. Find a list of words that demonstrate the rule d. Find the exception(s) to the rule straight (5) eighth (2) know (2)
How many spoken syllables are in each word? manipulate (4) enabling (3) pebble (2)
l
( )
bl ( )
bbl ( )
A syllable is:
Knowledge and Application
a. the same as a rime
b. a unit of speech organized around a vowel sound
c. a sequence of letters that includes one or more vowel letters
d. equivalent to a morpheme
2
6/18/2013
Why is there an 'e‘ at the end of words ending in 'ple, ble, tle‘ such as little, pebble, dabble ?
What did you need to know to understand the rule? • How to break words into syllables
• How to break syllables into H t b k ll bl i t
phonemes
• Long and short vowel sounds
• The jobs of ‘e’
• Syllable types See http://www.spalding.org for more information
The Jobs of ‘e’ Explicit Instruction is systematic
#1 Silent ‘e’ bake, time, code, cute
(to make the vowel preceding it say its name)
#2 Silent ‘e’ love, give, true, blue
(to prevent us from ending an English word in a v or a u)
#3 Silent ‘e’
#3 Silent e chance, bodice, charge, allege
chance bodice charge allege
(to make c say s or g say j)
#4 Silent ‘e’ lit tle dab ble pad dle pud dle
(to prevent us from having a syllable with no vowel)
#5 Silent ‘e’ are, nurse, raise, bye, ewe, owe, cause
(Odd job ‘e’ and sometimes a remnant of Old English) Instruction focuses on critical content
- This means teaching the skills,
strategies, vocabulary terms, concepts
and rules that will empower students to
spell any word.
We need to be word detectives
manipulate
man – ip – u – late (syllables)
cvc + vc + v + CVCe (PA + rule)
What will you
teach?
Syllables
Phoneme
segmentation
Letter names
& sounds
Consonants
Long/short
vowels
Rule: CVCe
(Magic e)
See http://www.spalding.org for more information. The basis of any spelling curriculum Alphabet, letters, consonants, vowels, long vowels, short vowels, phoneme segmentation, syllable, onset‐rime, phonemes, digraphs, trigraphs, blends, prefix, suffix, morphemes, silent letters, homophones, schwa, synonyms, antonyms. Automaticity :The worked-example effect
A seminal series of studies on chess players demonstrated
that expert players perform well even in ‘blitz’ games (which
are usually played in five minutes) because they are not
actually puzzling through each move. They have tens of
thousands of board configurations, and the best move for each
configuration, stored in long term memory. Those
configurations are learned by studying previous games for 10
years or more. Expert players can play well at a fast pace
because all they are doing is recalling the best move, not
figuring it out.
Who needs to
understand this
spelling vocabulary?
Why?
(Clark, Kirschner & Sweller, 2012, p.9)
3
6/18/2013
Do you use a spelling list?
How do you teach these words?
Systematically teach students to look
for the parts of words that will help
them to spell the word
drawn
haunted
breed
fortune
applaud
knowing
word - phonemes - syllables
majTina_word_phonemes_syllables
drawn
drawn
drawn
haunted
breed
haunted
breed
haunt/ed
breed
fortune
applaud
applaud
ap/plaud
fortune
for/tune
4
6/18/2013
knowing
knowing
know/ing
Please spell the following words
1.
2.
3.
4.
5.
What is the spelling rule?
Applying your knowledge
Year 3
When adding a suffix beginning with
a vowel (e.g. ‘er’, ‘est’) to words of
one syllable which have one short
vowel followed by one consonant,
always double the consonant before
adding the suffix (e.g. plan=
planning, skip= skipped).
1. What do
students need
to know to
apply this rule?
2 What
2.
Wh t order
d will
ill
you teach it?
Not sure about suffix/prefix? Google it!
http://www.prefixsuffix.com/rootchart.php
Images Images
We call these morphemes too, because they are a unit
of meaning and they change the meaning of the word.
http://eps.schoolspecialty.com/downloads/articles/prefix-suffixwordlist.pdf
Break it down...
Year 3
When adding a suffix beginning
with a vowel (e.g. ‘er’, ‘est’) to
words of one syllable which have
one short vowel followed by one
consonant, always double the
consonant before adding the suffix
(e.g. plan= planning, skip=
skipped).
Examples
Non Examples
Examples and
Non Examples
sit+er=sitter
it
itt
pat+ing=patting
shop+er =shopper
V
boat+ing = boating
read+er = reader
jump = jumping
Spelling and Explicit Instruction Survey An advantage of group unison responding is
a. All students get practice on every item
b. It allows students to begin to respond when they are confident in their answer
c It gives the teacher the opportunity to give
c. It gives the teacher the opportunity to give detailed explanations to why certain responses are correct
d. If students don’t know the answer they can hear the correct answer from their peers
Exception: If the word ends with two or more consonants, or if the
final consonant is preceded by two vowels instead of one.
5
6/18/2013
Spelling and Explicit Instruction Survey During the review stage of an explicit instruction lesson
a. Teachers instruct students to pack up and quickly transition to the next lesson
b Teachers monitor students when they b.
T h
it t d t h th
begin independent practise
c. Teachers check for understanding and review lesson concepts
d. Teachers state the learning objective of the lesson
Teachers need an overview of what is expected at each stage of an Explicit
stage of an Explicit Instruction lesson. If you coach...
If you observe teachers, develop a form to comment on the elements of
the elements of Explicit Instruction. Rule 1: Doubling rule
• Coaching is not performance management
• Your understanding of the literacy knowledge, rule or strategy and explicit instruction principles must be strong • Provide positive, specific and targeted Pro ide positi e specific and targeted
feedback
• Identify specific strengths and weaknesses
• Identify and provide support and be prepared to model what you propose
• Allocate time to debrief after the lesson
• Be prepared to be coached yourself...
Adding the suffix ‘ing’ to words
1.. wedding
(one syllable word + one vowel +
followed by one consonant = double the consonant)
2.weeding
(two vowels, don’t double)
3.welding
(two consonant, don’t double)
Rule 2: Drop the silent 'e' when adding a
suffix (ed, est, en, ing,er) that begins with
a vowel.
4. waving
(drop the silent ‘e’ when adding ing)
5. wrestling (drop the silent ‘e’ when adding ing)
Creating a high performing school the place of explicit instruction, an evidence‐based approach to improving school outcomes
A ‘how to’ Professional Learning Day for School Leaders and Teachers
Dr Lorraine Hammond, Greg Sullivan Principal of Dianella Heights PS and Ray Boyd Principal of West Beechboro PS Date: Friday 30th August 2013
Time: 9.30am – 3.00pm
Venue: Parramatta Leagues Club
www.ldaustralia.org
6