1. EDC 424 Spring 2014 JMaggiacomo Development of Orthographic Knowledge

2. The Braid of Literacy Exploration of orthographic knowledge leads to the lengthening and strengthening of the literacy braid.

3. Invented Spelling: A window into developing Word Knowledge Charles Read (1971) investigated preschoolers’ invented spellings and discovered that their attempts were not random displays of ignorance and confusion, but a systematic, phonetic logic to preschooler’s categorizations of English speech sounds. Edmund Henderson and his colleagues at the University of Virginia (1990) developed an instructional model to complement this development called Word Study.

4. Why is Word Study important... provides active exploration of how to examine words to discover the regularities, patterns and conventions of English orthography needed to read and spell. increases specific knowledge of words- spelling and meaning. helps to develop fast, accurate recognition of words and their meanings in text as well as fast, accurate production of words in writing. This allows them to focus their attention on making meaning.

5. The Purpose of Word Study The purpose of word study is to examine words in order to reveal consistencies within our written language system and to help students master the recognition, spelling, and meaning of specific words.

6. Three Layers of English Orthography Layer 1- Alphabet Layer 2- Pattern Layer 3- Meaning

7. Alphabet Our spelling system is alphabetic because it represents the relationship between letters an sounds. /s/-/a/-/t/= “sat”

8. Pattern the Pattern layer overlies the Alphabetic layer. move beyond single letter-sound match-ups and search for patterns that guide the grouping of letters. there is a consistencies in patterns that guide the grouping of letters. Example: CVC, CVCe, VCCV

9. Meaning groups of letters can represent meaning directly (prefixes, suffixes, Greek and Latin roots). By building connections between meaning parts and their derivations we enlarge our vocabulary.

10. Three Functional Levels What is absent Students’ orthographic knowledge is defined by three functional levels that are useful guides for knowing when to teach what... What they can do independently What they use but confuse This is where instruction is most helpful. ZPD

11. Let’s build the Stages....

12. Five Stages of Spelling Development Stage 1: Emergent Spelling Stage 2: Letter Name-Alphabetic Spelling Stage 3: Within Word Pattern Spelling Stage 4: Syllables and Affixes Spelling Stage 5: Derivational Relations Spelling Bear, D. R. et. al. (2004) Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction. Upper Saddle River, New Jersey: Pearson Education Inc.

13. Stage 1: Emergent Spelling a child who has not had formal reading or writing instruction o-5 years of age most toddlers and preschoolers and Kindergarteners at BOY acquire directionality, speech-to-print match

14. Stage 2: Letter Name- Alphabetic Spelling child is now formally taught to read 5-8 years of age Kindergarten- 1st grade-MOY 2nd grade use the name of letter in combination with the alphabetic principle when they spell

15. Early Letter Name- Alphabetic Apply the alphabetic principle primarily to consonants often spell first sound and last sound of one-syllable words consonants- noise, vowels-music IS= “ice”

16. Middle to Late Letter Name-Alphabetic Spelling Students can spell many high- frequency words correctly but also makes spelling errors typical of a students in this stage Students are also learning to segment both sounds in a consonant blend and begin to represent the blends correctly By the end of this stage, students are able to consistently represent most regular short vowel sounds, digraphs, and consonant blends because they have full phonemic segmentation

17. Stage 3: Within Word Pattern Spelling Reading Vocabulary of 200-400 words have automaticity of letter sounds and short-vowel patterns 7-10 years of age EOY 1st grade-2nd, 3rd and 4th grade lasts longer due to vowel pattern systems

18. Because basic phonics features have been mastered, within word pattern spellers work at a more abstract level than Letter Name - Alphabetic spellers. During the Within Word Pattern stage, students first study the common long-vowel patterns and then less common patterns such as the VCC pattern in cold or most. Students must also consider the Meaning Layer to spell and use

19. Stage 4: Syllables and Affixes Spelling This stage is typically achieved in the Upper Elementary and Middle School grades, when students are expected to spell many words of more than one syllable. 9-14 years of age This is when students consider spelling patterns where syllables meet meaning units such as affixes.

20. Stage 5: Derivational Relations Spelling Middle-High School, and College-Adulthood continues when individuals read and write according to their interests builds on and expands vocabulary spell most words correctly students examine how words share common derivations and related roots and bases

21. Early derivational relations spellers spell most words correctly. Frequent errors have to do with the reduced vowel in derivationally related pairs. Students spelling errors often have to do with using but confusing issues of consonant doubling in absorbed prefixes, the convention of changing the last consonant of a prefix to the first consonant of the root word.

22. http://bcove.me/kk3o50lf

23. Words Their Way Bear, D. R. et. al. (2004) Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction. Upper Saddle River, New Jersey: Pearson Education Inc.