October 2, 2012: Skilled word reading; The Structure of English
Orthography part two and Morphology CUI 4500 Instruction
Slide 2
Skilled Word Reading Printed Word recognition Language
Comprehension x 2 domains
Slide 3
5 principles for understanding English orthography Orthography
We spell by language of origin. We spell by phoneme- grapheme
correspondence. We spell position of phoneme or grapheme in a word.
We spell by letter order and sequence patterns, or orthographic
conventions. We spell by meaning (morphology) and part of
speech.
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We spell by position of a phoneme- Consonants
Slide 5
Most phonemes are regular but some Are spelled by Where the
phoneme is placed What other sound comes before or after it
beginningmiddleend
Slide 6
Word Sorts We are going to pass out a set of word sorts for
this section. Follow the directions on the top card in the sort. Be
ready to explained what you discovered through the sort.
Slide 7
FLOSS Rule We often double F, L,S and Z at the end of
one-syllable words with a short stressed vowel
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FLOSS Rule Why dont we double these words?
Slide 9
/f/- f, ff, ph, gh Which /f/ spelling do we use when we hear
/f/ in a word? Single letter F when you hear it at the beginning of
a word. Never FF or GH Fan Fun FF after a stressed short vowel
Cliff Staff PH is only used in words of Greek origin and can be in
any position GH is only used in words of Anglo Saxon origin and is
typically found at the end of a word. [
Slide 10
/k/- c, k, ck, tch Which /k/ spelling do we use when we hear
/k/ in a word? We use the letter c for /k/before letter a, o and u
We use the letter k for /k/ before letter e, I and y, after long
vowel, diphthong or vowel team or when it is part of VCe pattern We
the letters ck for /k/ after an accented short vowel
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/k/- c, k, ck, tch Why dont these words follow the rule?
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/s/ S or C Which /s/ spelling do we use when we hear /s/ in a
word? /s/ when followed by e, I or y is spelled with a C /s/ when
followed by a, o, or u is spelled with a S
Slide 13
/s/ S or C Why dont these words follow the rule? Words that use
the C to represent the /s/ sound come from what language of
origin?
Slide 14
/j/ J or G Which /j/ spelling do we use when we hear /j/ in a
word? /j/ when followed by e, I or y is spelled with a G /j/ when
followed by a, o, or u is spelled with a J; J can be spelled with e
or i as well (jest, jilt, subject)
Slide 15
/j/ G or J Words that use the G to represent the /j/ sound come
from what language of origin?
Slide 16
/ng/ N or NG Which /ng/ spelling do we use when we hear /ng/ in
a word? /ng/ before a /k/ or /g/ sounds is spelled with an N /ng/
when alone at the end of a word is spelled with NG
Slide 17
/ch/ CH or TCH Which /ch/ spelling do we use when we hear /ch/
in a word? We use tch at the end of an accented short vowel CH
occurs after a long vowel, diphthongs or consonants
Slide 18
/ch/ CH or TCH Why dont these words follow the rule?
Slide 19
/n/ N, KN, or GN Which /n/ spelling do we use when we hear /n/
in a word? We use N to spell the /n/ sound most of the time. We use
KN at the beginning of some anglo saxon words We use GN at the
beginning or end of some anglo saxon words
Slide 20
/g/ G, GH, GUE Which /g/ spelling do we use when we hear /g/ in
a word? We use G to spell the /g/ sound most of the time. We use GH
at the beginning of some Anglo Saxon words We use GUE at the end of
French-derived words
Slide 21
/ j / J, DGE, GE Which /j/ spelling do we use when we hear /j/
in a word? We use J to spell the /j/ sound at the beginning of
words. J can never be used at the end of a word. We use DGE at the
end of words after an accented short vowel. We use GE after long
vowels, diphthongs, unaccented vowels (schwa), or other
consonants.
Slide 22
When is Q /kw/ or /k/ When does q say /kw/ or /k/ ? We use QU
to say /kw/ in all English Words We use Q in all foreign
words.
Slide 23
We spell by position of a phoneme- Vowels
Slide 24
English words cannot end with
Slide 25
Long Vowels: ALL Open syllables are spelling with
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Long Vowels: ALL R- Controlled vowels are spelling with
Slide 27
Vowels: Optional Medial Position Long Vowel Spelling
Slide 28
Very uncommon spellings
Slide 29
Generalizations About Spelling Patterns The letters j, y, and i
are almost never doubled. The letters j and v never end words. Many
consonants are doubled before suffixes beginning with vowels.
Consonant digraphs (sh, th, wh, ch, sh, ng, ph, gh) are never
doubled. Some word families have unexpected long vowel sounds
(e.g., bind, kind, cold, most).
Slide 30
Exercise: Explain the Spellings 1.hatchet 6. caught 2.rind 7.
have 3.cygnet 8. fullest 4.guest 9. knapsack 5.playground10.
chlorophyll We will review ideas on the following slide. p. 49
Slide 31
Exercise 5.1: Explain the Spellings 1. hatchet -tch spells /ch/
directly after an accented short vowel. 2. rind A word family (ind)
violates spelling rules for long vowel sounds that have a long
vowel sound spelled with a single letter in a single syllable;
others are: int, ild, old, and ost. 3. cygnet /s/ can be spelled
with a c before the letters y, i, or e. 4. guest The letter u is a
marker that makes the g say its hard sound /g/. 5. playground Two
compound words keep their spellings as if they were individual
words.
Slide 32
Exercise 5.1: Explain the Spellings 6. caught The augh is a
four-letter grapheme for /au/. It is an old Anglo-Saxon spelling
when gh was used to represent guttural /ch/. 7. have No word in
English ends in the letter v. 8. fullest The base word full follows
the F, L, S doubling rule; -est is a morpheme with a stable
spelling. 9. knapsack The kn- is a silent-letter spelling that
occurs at the beginning of some old Anglo-Saxon words; the -ck
occurs right after a short vowel. 10. chlorophyll This is a Greek
word with ch- for /k/, ph for /f/, and y for / /. It has two
meaningful parts: chloro and phyll.
Slide 33
Silent E- six reasons in English 1. (cake) The e makes the
vowel say its name 2. (have)English words do not end in the letter
V 3. (chance; change) The e lets the c say /s/ or g say /g/ 4.
(little) Every syllable must have one vowel; final stable 5.
(house) Indicates that this is not a plural 6. (are) No
jobhistorical spelling
Slide 34
The letter E at the end of a word. timehave chanceblue
chargelittlegivealike arelikecomelive latefivehouselove
someapplenineface ridewhiteracepage dancebravehouse wire
tiresidemore milecare
Slide 35
Why Teach Syllables? To chunk unfamiliar words accurately and
quickly: reincarnation, accomplishment To distinguish similar
words: scarred scary ripping ripening slimmer slimy To remember
spelling: written, writing grapple, maple misspelled, accommodate
p. 50
Slide 36
Spoken and Written Syllables Are Different The syllable breaks
that seem natural in speech do not guide conventions for dividing
written syllables. Say these words aloud. Where do you hear the
syllable boundaries? bridle riddle table tatter even ever p.
50
Slide 37
Six Syllable Types 1. Closed pet, cats 2. Vowel-Consonant-e
slide, scare, cute 3. Open ri-pen 4. Vowel Team teeth 5. Vowel-r
car, bird, her 6. Consonant-le ap-ple
Slide 38
od aketoesawno baypopberupeoot wortmitfleformbet
dlewarcapbeeote klefurpergudgle oattlesomuchough pefewpoitaeap
supawikediraph ipeoopbletlelos vowgleletwedcar Discovery of
Syllables
Slide 39
Closed Syllable 50% of all syllables in the English Language
The vowel is closed off by another consonant, therefore it makes
the short vowel sound yet, mind, cat, sim*ple
Slide 40
dod aketoesano bapoberupeoot wortmitfleformbet dlewarcapbeeote
klefurpergudgle oattlesomuchough pefewpoitaeap supawikediraph
ipeoopbletlelos vowglelewedcar Discovery of Syllables
Slide 41
Open Syllable The vowel is free to run off because a consonant
isnt blocking it, therefore it makes the long vowel sound me, he,
de*sign, re*view
Slide 42
dod aketoesawno baypopberupeoot wortmitfleformbet
dlewarcapbeeote klefurpergudgle oattlesomuchough pefewpoitaeap
supawikediraph ipeoopbletlelos vowgleletwedcar Discovery of
Syllables
Slide 43
Vowel Team Syllable The vowel is a vowel diagraph, trigraph or
quadigraph say, sign, view, room
Slide 44
dod aketoesawnor baypopberupeoot wortmitfleformbet
dlewarcapbeeote klefurpergudgle oattlesomuchough pefewpoitaeap
surpawikediraph ipeoopbletlelos vowgleletwedcar Discovery of
Syllables
Slide 45
Bossy R Syllable The vowel is controlled by an r R colored
phonogram er, ir, ur, wor, ear, or and ar her, first, nurse, works,
early, car, or
Slide 46
dod aketoesawno baypopberupeoot wortmitfleformbet
dlewarcapbeeote klefurpergudgle oattlesomuchough pefewpoitaeap
supawikediraph ipeoopbletlelos vowgleletwedcar Discovery of
Syllables
Slide 47
Final Stable Syllable -le ending little, puddle, middle
Slide 48
dod aketoesawno baypopberupeoot wortmitfleformbet
dlewarcapbeteote klefurpergudgle otetlesomuchough pefewpoitaeap
supawikediraph ipeoopbletlelose vowgleletwedcar Discovery of
Syllables
Slide 49
Magic E Syllable The vowel is followed by a single consonant
and a silent e cake, lake, make
Slide 50
Leftovers: Odd and Schwa Syllables A syllable with a schwa
(empty) vowel sound is found in the unaccented syllable, typically
in an affix (prefix or suffix). Sample words with schwa: gar-bage
a-bove ac-tive wag-on Sample words with odd spellings: con-science
par-tial fur-ni-ture Frequent review, word walls, and multisensory
techniques are needed to teach these syllables.
Slide 51
Some Accent Guidelines Accent: The stress/vocal emphasis placed
on one or more syllables in a multisyllabic word. Accent the first
word of an Anglo-Saxon compound. Accent the root in a Latin-based
word. Accent the syllable before -tion. Accent the syllable two
syllables before suffixes -ate, -age, or -ity. Accent the first
syllable to make a noun; second syllable to make a verb in some
words. p. 58
Slide 52
Spelling Rules for Adding Endings: Consonant Doubling Rule 1
snap snapped, snapping Consonant Doubling Rule (1-1-1 Rule):
1-syllable word 1 vowel Ends in 1 consonant Double the final
consonant when adding a suffix that begins with a vowel. ends in
one consonant one-syllable word, one vowel double the final
consonant before adding suffixes that begin with a vowel p. 61
Slide 53
Spelling Rules for Adding Endings: Drop Silent e Rule 2 scare,
extreme scaring, scared, scary extremely Base word ends with a
silent e. Drop that final e when adding a suffix that begins with a
vowel. silent esuffix begins with a vowel suffix begins with a
consonant silent e p. 61
Slide 54
Spelling Rules for Adding Endings: Change Y to I Rule 3 dry
prey dried preyed drying preying Base ends in y. The y is preceded
by a consonant. Change the y to i before adding a suffix (except
-ing). root ends in y before a consonant change y to i before
adding a suffix (except -ing) root ends in y before a vowel p.
61
Slide 55
How do we teach these concepts Controlled Word Lists Word Sorts
Words their Way
Slide 56
We spell by meaning
Slide 57
Classes of Morphemes FreeBound content function prefixes roots
suffixes inflections derivations base words and compounds
grammatical glue words
Slide 58
Free and Bound Morphemes Free Morphemes Base words that stand
alone without another morpheme: people, coffee A compound is two
free morphemes combined into one word: daylight, firefighter Bound
Morphemes Prefixes, roots, suffixes, and combining forms:
un-re-pen-tent Bound morphemes must be in combination with other
morphemes to make a word. They cant stand alone.
Slide 59
What to Teach? Most common prefixes: in un mis dis fore re de
pre a Most common roots: duct fic fer tent tend tens mit miss cap
ceit ceive cep cept cip ten tain tim sist sta stat stit pon pose
pound plic ply graph ology (these roots account for more than
100,000 multisyllable words) Most common suffixes: hood ion ship y
s es ed ing er or ible able From Henry, M. (2003). Unlocking
Literacy. Baltimore, MD: Brooks Publishing Company.
Slide 60
Historical Layers of English Morpheme Structures Anglo-Saxon
Layer (grades 13) compounds inflections base words suffixes odd,
high-frequency words Latin, French (Romance) Layer (grades 46)
prefixes roots suffixes Latin plurals Greek Layer (grades 68)
combining forms plurals p. 66
Slide 61
Exercise: Build as many words as you can with these word parts:
re geo earth tract bio ex worm able quake port logy graphic The
parts of words that combined came from the same base language of
English: Quake, earthquake, earthworm=AS Export, report, extract,
retractable=Latin Geology, geographic, biology=Greek
Slide 62
Two Types of Suffix Morphemes inflectional: learned early do
not change a words part of speech a fixed set or class of words
change tense, number, and degree (-ed, -s, -er) derivational: added
to a root (usually from Latin) mark part of speech or grammatical
role (compare, comparison, comparative, comparatively)
Slide 63
Past Tense Inflections /d//t//d/New syllable? moved vowed
stalked hissed shifted mended We will check answers on the
following slide. p. 67
Exercise : Identify the Ending Sound(s) of Plurals /z//s//z/New
syllable? moves vows sticks maps kisses pitches We will check
answers on the following slide. garages networks hairbands p.
68
Slide 66
Exercise: Identify the Ending Sound(s) of Plurals /z//s//z/New
syllable? movesxno vowsxno sticksxno mapsxno kissesxyes pitchesxyes
garagesxyes networksxno hairbandsxno
Slide 67
Derivational Suffix Morphemes NounsAdjectivesAdverbs -ment -ity
-tion -ful -ous -al -ly Can you think of words that fit into these
categories? p. 70
Slide 68
Exercise: Distinguishing Syllables From Morphemes
WordMorphemes# Syllables preventpre-vent (2)2 televisetele-vise
(2)3 1. biography 2. unable 3. rented 4. smiled 5. chairs 6.
received 7. assist 8. commentary 9. antidemocratic We will check
answers on the following slide. p. 71
Synthetic vs Analytical SyntheticAnalytical -direct instruction
of the sounds -taught in a systematic manner -each one building on
the next -discovery based instruction of the sounds -taught in the
context of meaningful tasks -each one building on the next
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Assignments, Reading, and Next Class
Slide 73
Assignment Exit Slip Due at the end of class Linguistics Test
Next Class Study Guide on the Wiki Page
Slide 74
Readings Cain Chapters 3 and 5
Slide 75
The skilled comprehender, the development of reading
comprehension, Blueprint for Reading Comprehension Instruction,
Linguistics Test part 1 (phonology, orthography and morphology)
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