Word Recognition









 
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Letter Name Alphabetic Stage, in this stage is where students begin to learn words and read text.  They begin to read and write in a conventional way.  This is the stage students begin to read their own writing and others.
The letter name stage needs careful scaffolding:
Starting with
  1. Picture sorts
  2. Word families
  3. Sight words




Dictations help in letter name stage so students can focus on writing the sounds instead of trying to remember what they are trying to write.
Word Racer Game, Build word recognition skills and social skills with this fun reading game.
Word Racer Game, Build word recognition skills and social skills with this fun reading game.  I have used this in class for the last 4 years and the children love it.
For the Classroom

 I thought this was a wonderful idea.


 Last week our words were "double o" words.  As spelling practice one day, we used Froot Loops for the OO's.

 Double "oo" words spelled with Fruit Loops


rainbow writing roll and spell freebie
rainbow writing roll and spell freebie



 Carlo Likes Reading - good for word recognition - "tags" on items in the illustrations -
Carlo Likes Reading - good for word recognition - "tags" on items in the illustrations -


From The Readings and Discussions of: 
Words Their Way: Silver/Fifth Edition by Donald R. Bear, Shane Templeton Marcia Invernizzi. (2012)

Words Their Way describes the process of literacy as threads of a braid.  These threads begin to intertwine and bond creating a strong bond of literacy skills.

Threads of Literacy:
  • Orthography (growing knowledge of spelling)
  • Reading
  • Oral Language
  • Stories
  • Writing
The author of the book base their word study on humans natural interest in finding order, comparing and contrasting, and paying attention to what remains the same despite minor variations.

Word Study comes from three decades of research exploring developmental aspect of word knowledge with children and adults. It is based on reoccurring (clusters) orthographic principles studied
  1. Errors dealing with the alphabetic match of letters and sounds (FES for fish).
  2. Errors dealing with letter patterns (SNAIK for snake), POPING for popping)
  3. Errors dealing with words related in meaning INVUTATION for initiation) a lack of recognition that invite provides the clue to the correct spelling.
Word Study: (Efficient and effective instruction) using student’s spellings as a guide, teachers can efficiently differentiate effective instruction in phonics, spelling, and vocabulary.

Word Study teaches student how to look at words so that they can construct an ever deepening understanding of how spelling works to represent sound and meaning. This type of instruction requires 10 to 15 minutes a day.

Purpose of Word Study
  1. General knowledge of English spelling (active exploration, examine words, generalize, patterns, conventions)
  2. Increase specific knowledge of words (the spelling and meaning)
Words Their Way book is designed to help students explore and learn about words their way, instruction must be sensitive to two fundamental beliefs:
  1. Students’ learning of phonics, spelling, and vocabulary is based on their developmental or instructional level or zone of proximal development (ZPD) (Vygotsky, 1962), students can build on what they already know.
  2. Students’ learning is based on the way they are naturally inclined to learn: through comparing and contrasting word features and discovering consistencies.
Word Study
  • Students experimenting with alphabetic match of letters and sounds. Teachers can contrast aspect of the wring system that relate directly to the representation of the sound (bed, leg, net, neck)
  • Students experimenting with patterns, teacher contrast patterns as they relate to vowels (ay: play, day, tray way) are compared with (ai: wait, rain, chain, maid)
  • Students experimenting with conventions of syllables, affixes (prefixes/suffixes) and other meaning units, teachers can help students become aware of the stability of these elements across variations.  Students will see words with similar meanings are often spelled the same. (admiration is spelled with an (i) because it comes from admire.
Stages of Orthographic Knowledge (3 functioning levels)
  1. What student do correctly-an independent or easy level
  2. What student use but confuse – an instructional level at which instruction is most helpful.
  3. What is absent in students’ spellings – a frustration level in which spelling concepts are too difficult.
These stages help with scope and sequence of word study.

Students will build from what is known to what is new rather than rote memorization.  Word Study is active, and by making judgments about words and sorting words according to similar features students construct their own understandings about how features work.  Active, thoughtful practice helps student internalize word features and become automatic in using what they have learned.

Emergent Spelling Stage 1st
It encompasses the writing efforts of children who are not year reading conventionally and in most cases have not been exposed to formal reading instruction. (random marks to letters with relation to sound). Emergent stage is prephonetic (little if any direct relationship between a character on the page and the sound). Letters in their own name is where they begin to pay attention to sounds.

Letter Name – Alphabetic Spelling (3) Stages
This is the 2nd stage in development and encompasses that period of time during which students are formally taught to read, typically the kindergarten and first grade years and on into the middle of second grade (ages 5-8).  Typically use the names of letters as cues to sounds.
Divided into:
*Early (alphabetic principle primarily to consonants)(lacks spacing) Semiphonic: b/c only some of the sounds are represented.
*Middle ( shows mastery of beginning and ending consonants) Spells high frequency words// uses vowels, long vowels that say their name, but silent letters are absent.
*Late(represent most regular short vowel sounds, digraphs, and consonant blends b/c they have full phonemic awareness.

Preconsonantal nasals (n and m in bunk and lump)

Within Word  Pattern Spelling Stage 3rd
Students can read and spell many words correctly because of their automatic knowledge of letter sounds and short vowel patterns. (typically begins as students transition to independent reading toward end of 1st grade though can continue onto 4th grade {ages 7 – 10}).  This stage last longer because of vowel pattern system of English orthography is extensive.  (Homophones are also in this stage)

Syllables and Affixes Spelling Stage 4th
This stage is achieved in the upper elementary and middle grades, when student are expected to spell many words of more than one syllable.  Students consider spelling patterns where syllables meet and meaning units such as affixes (prefixes and suffixes). (9-14 years old and many adults can be found in this stage). Inflected endings (ed, ing). Principle of syllable juncture to keep vowel short in (LITTEL – little, SUMER – summer).

*** Open Syllable refers to syllables that remain open because they end with a long vowel sound. (humor)

** Closed Syllable refers to syllables that are closed by a consonant or consonants, resulting in short vowel sound. (summer, camper)

Derivation Relations Spelling Stage (5th and final)
Some may reach this stage as early as 4th and 5th grade most derivation relation spellers are found in middle school, high school and college and continues on into adulthood.  This comes from when students examine how many words can be derived from base words. Word study in this stage builds on and expands knowledge of wide vocabulary including thousand or words of Greek and Latin origin.  This is referred to as the generative level of spelling and vocabulary instruction because student explore and learn word formation processes or morphology of English.  They are able to generate knowledge.

Synchrony of Literacy Development
This harmony in the timing of development is known as the synchrony of reading, writing, and spelling development.

Emergent Readers (prereading) read pictures, familiar texts from memory, they are not reading in the conventional sense.

Beginning Readers are starting to use systematic letter – sound matches to identify and store words in memory.

Transitional Readers and spellers move into the within word pattern spelling stage (chunks, consonant digraphs and blends are internalized) followed with word families or phonograms.

Intermediate and Advanced Readers are called syllables and affixes and derivational relations. (This stage they can solve abstract problems and reflect meatcognitively on experiences).  They are relatively automatic word recognition, leaving their minds free to think as rapidly as they can read.

Synchrony of Spelling and Reading
Correlations between spelling and various measures of word recognition and decoding have been reported (first grade through college) as students were asked to spell words.  These studies reported correlations ranging from .68 to .86.
**Students’ spelling attempts also provide a powerful medium for predicting reading achievement.

Integrated Phonics, Spelling, and Reading Instruction
Henderson (1981) Word Study because he was convinced that understanding how children learn to spell words could also provide insight on how they read them.  Categorizing written words through:
Word Sorts
Word Hunts
Writing Sorts
enables learners to sort out the relationships between these different types of information.

Instruction should begin where students are using but confusing.  We find this by looking at their uncorrected writing.  Using spelling inventories can guide where to place students and pace the content of word study instruction.
Words Their Way
Chapters 5 and 6

In chapter 5 Letter Name Alphabetic Stage, Lara and I discussed in this stage is where students begin to learn words and read text.  They begin to read and write in a conventional way.  This is the stage students begin to read their own writing and others.
The letter name stage needs careful scaffolding:
Starting with
  1. Picture sorts
  2. Word families
  3. Sight words
Lara and I found that concept of a word (COW) is very important in this stage and is mentioned several times in the book. Letter name students now have concept of a word.  They can finger track and not lose their place when they come to two syllable words. Listed below are the two concept levels of (COW)

Two Concept of Word Levels
  1. Rudimentary concept: Students can point and track memorized text using their   knowledge of  consonants as clues to word boundaries. This level will still get of track with two syllable words and often have to return to the beginnings of a sentence using memory.
  2. Full concept: Students will track or point more accurately while reading they will self correct without starting over.
We also discussed the confusion between high frequency words and sight words.  Lara pointed out that many of these words overlap, and it makes sense that students do not need to learn them in different ways.
We want to make sure in our class we focus on modeling writing for our students in letter naming stage to help them develop concepts about print. Lara is excited to see inventive spelling in practice since this will be her first year teaching first grade. I told her she would be able to understand most of what they are writing about.  However, I sometimes have to ask for clues to get the gist of their writing.  WTW talked about how invented spelling is very important at this stage.  It is important to allow our students to write about things that are important to them. Writing for authentic purposes such as, letters to friends or telling about personal events help students gain understanding of phonemic awareness. Dictations help in letter name stage so students can focus on writing the sounds instead of trying to remember what they are trying to write.
Lara and I are anxious to put many of these ideas into practice during our teaching day. We have been working with a reading specialist this year and have already put into practice using sophisticated synonyms as often as possible.  We want to use words such as, admirable, disperse, replenish, gracious instead of regular words.  Our principal’s deep love of vocabulary has also brought this type of talk to the forefront at our school.
I discussed with Lara that I was guilty of letting my students copy  sentences and spelling words, but WTW says copying sentences has little value at letter name stage. This is a practice I will discontinue. I plan to concentrate more on letting my students do more dictation and writings with a purpose. Chapter 5 in WTW is full of activities and games to use with students in the letter naming stage.

Chapter 6
Word Study for Transitional Learner in the Within Word Pattern Stage

Orthographic development and word study in this stage helps students build on their knowledge of the sound layer of  English orthography and explore the pattern layer.
Lara and I enjoyed the reference to the Wright Brothers to explain readers in within word pattern have taken flight but were limited in their elevation of reading.  It does not take much to get them frustrated.  Within word students may be found in late first grade, but mostly found in 2nd, 3rd, and early 4th grade.  Teachers need to provide time for them to practice reading in their instructional level and independent level.  WTW says that to propel them into the next stage they need repeated readings and timed repeated readings.   Reader’s theater, and poetry readings will also help promote fluent expressive reading.
Lara and I talked about how important we felt about how writing and reading go hand in hand.  Within word writers are more fluent with writing skills and this allows students to concentrate on their ideas.  We know this is an exciting time for students and teachers to see the complexity of their stories develop.
Our school has a big focus on vocabulary.  Lara and I want to make sure our students understand that vocabulary word study is to get to the meaning of the word. It is not about spelling the word.  We want our students to have word consciousness or word awareness.  WTW states that even though students in word pattern stage can read multisyllabic words but they should not be expected to spell them.  This stage also needs to continue hearing and using sophisticated language.  Read-alouds, word sorts, and concept sorts provide opportunities to discuss new words and focus on multiple meanings.  Homophones will be encountered a great deal in this stage.  Lara and I loved the idea of creating a Homophone collection for the classroom.

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WIKI Developed by:
Erica Jones
&
Tracy Mcabee
 Word Study
Word study has many components to it that must be understood to be an effective reading teacher. The areas that we will look at are early literacy concepts, phonological awareness, letter-sound relationships, spelling patterns, high frequency words. The information below is taken from Fountas and Pinnell The Continuum of Literacy Learning. This information is found throughout the book and I have tried to consolidate the information into one spot for easy reference. I tried to focus on those items that are introduced and used in Pre-K – 1st grades.
Early Literacy Concepts
Students have some awareness of written language before they can read. Almost all children notice print in the environment. The child’s name is a very important word that helps them begin to understand print concepts. Many students enter Kindergarten with a good grasp of these concepts, but if they do not, explicit instruction is needed to help them become oriented to early literacy. Below are some principles of Early Literacy Concepts:
Using left to right directionality of print “We read and write from left to right”
Distinguishing between print and pictures “We read the print to find out what the words say”
Recognizing one’s name “Your name has letters in it” “Your name starts with a capital letter. The other letters are lower case”
Understanding the concept of letter “A letter has a name and shape”
Understanding the concept of word “A word is a group of sounds that mean something”
Locating the first and last letters of words in a continuous text “You can find a word by looking for the first letter”
Phonological Awareness
Phonological awareness is a broad term that refers to both implicit and explicit knowledge of the sounds in language. It includes the ability to hear words (word awareness), rhymes (rhyme awareness), syllables (syllable awareness), onsets and rimes (onset and rime awareness), and individual sounds (sound awareness).
There are multiple parts to phonological awareness. There is phonemic awareness that refers to the ability to identify, isolate, and manipulate individual sounds (phonemes). Phonics is also part of phonological awareness. Phonics refers to teaching children to connect letters and sounds in a word. Below are some principles of Phonological Awareness:
Hearing and saying syllables- “You can hear and say the syllables in a word [to-ma-to]”
“Some words have one syllable [cat]”
Segmenting words into phonemes- “
You can say each sound in a word [c-a-t]”  
Hearing and saying beginning phonemes in a word- “You can hear the first sound in a word  c-a-t]”
Hearing and saying ending phonemes in a word- “You can hear the last sound in a word [c-a-t]”
Hearing and recognizing word boundaries- “You can hear words in a sentence if you stop after each one [I-have-a-cat]”
Hearing and saying rhyming words- “Some words have end parts that sound alike. They rhyme [cat, sat]”
Hearing and generating rhyming words- “You can make rhymes by thinking of words that end the same [I can fly in the ____]”
Hearing and segmenting onsets and rimes- “You can hear and say the first and last parts of a word [ c-at, cat: pl-ay, play]”
Letter –Sound Relationships
We know that there are 26 letters in the alphabet, upper and lower case, and about 44 phonemes. Learning the connections between letters and sounds is basic to understanding written language. Students must learn that letters often appear together, for example, cr, bl, fr.
Recognizing and using beginning consonant sounds and the letters that represent them. “When  You know the sound, you can find the letter”
Recognizing similar beginning consonant sounds and the letters that represent them. “ Words can start with the same sound and letter [big, box]”
Recognizing similar ending consonant sounds and the letters that represent them.“Word can end with the same sound and letter [cat, fat]”
Recognizing and using letters that represent two or more consonant sounds at the beginning of a word: c, g, ch [car, city; get,gym; chorus, chat]
Recognizing and using consonant sounds represented by consonant digraphs: sh, ch,wh "you can hear the sound of a consonant digraph at the beginning or ending of a word”
Hearing and identifying short vowel sounds in words and the letters that represent them. “ In some words, a sounds like the a in apple”
Recognizing and using short vowels in the middle of words (CVC) “Some words have one vowel between two consonants [cat] and the sound of the vowel is short”
Recognizing and using long vowel sounds in words “You can hear and say the vowel in words like make, pail, day”
Spelling Patterns
Students need to be able to recognize and find patterns in words. In CVC words, the vowel is usually short. However, in CVCe words, the vowel is usually a long sound. You will hear the term word families used when discussing spelling patterns. This term usually refers to rimes, or the endings of words. For example, -at, -am, -ot.
Recognizing and using simple phonograms with a VC pattern: -an, -at, -it, etc “You can look at the pattern you know to help you read the word”
Recognizing and using phonograms with a vowel-consonant-silent e (VCe) pattern“Some words  have a vowel, a consonant, and a silent e. The vowel sound is usually the name of the vowel [a in make, e in Pete]
High Frequency Words
Students need to know a large number of high frequency words. Automatically recognizing high-frequency words allows students to concentrate on understanding and solving new words.
Recognizing and using high frequency words with one or two letters: I, is, in, at, my, we, to, etc.
Locating and reading high frequency words in continuous text “When you know a word, you can read it every time you see it”
Recognizing high frequency words with 3 or more letters: the, and, but, she, would, could, etc.
"For Word Study to be effective, teachers and students alike must become word detectives (Leipzig, 2000, p. 2)."
Go with what you know. Work from strengths and builld from that. 
Word Study Embedded in Reading and Writing
(Framework outlined as provided in Dr. McGill-Franzen's Kindergarten Literacytextbook, p.29 plus additional resources for sharing)
Classroom routines
* Name work
   Interactive Wall(s) Ideas
     - Have a reminder for students to always place their name on their work
     - Students' Names Listed in Alphabetical Order
 
     - Students' names matched up with their pictures
 
     - Wall sign up for tasks
     Center Ideas
     - Making Names With Cut-up Letters
     - Copy and Reconstruct Names Into a Friend's File
     - Group Names That Start With Same Letter
       * Letter links activity idea:http://letterlinks.highscope.org/Doc/Activities.aspx
     - Group Names That Have The Same Beginning Sounds
             
          Guided Practice: (Activity/Game Ideas) p.172

     - Play Name Lotto
     - Play a Memory Game
       * Make your own personalized classroom memory game with pictures of your students (click on picture above to access information on how to make these yourself)
     - Name Hunts
          > Hunt for words/labels that start with like names
          > Hunt for names with particular numbers of letters
          > Hunt for names with particular letter clusters
          > Hunt for names according to particular clues ("I Spy")
            * I Spy Printables: http://www.scholastic.com/ispy/parentsteachers/
      - Name Graphs
          > Make a name graph according to number of letters
            
          > Make a name graph according to number of syllables
     
- Name Sorts
          > Sort names that start the same way
          > Sort names that end the same way
      
  * Wall words work
    
     - Visual supports
        > Alphabet Chart (And they don't always have to be just on the wall)
        > High Frequency Words List
        > Names and words from books read
          * This site lists strategies and even suggests some children's literature for its use > http://www.readingrockets.org/strategies/word_walls/
        > Environmental Print (e.g., McDonalds, Wal-Mart, etc.)
          * This can be fun and you can be as creative as you want. Here is just one example:
              
* Sorting
      - Name Sorts
       > Sort names that start the same way
       > Sort names that end the same way
* Hunting
    - Name Hunts
       > Hunt for words/labels that start with like names
        > Hunt for names with particular numbers of letters
        > Hunt for names with particular letter clusters
        > Hunt for names according to particular clues ("I Spy")
          * I Spy Printables: http://www.scholastic.com/ispy/parentsteachers/
 
           
Teaching strategies
* Sound stretching
     - Elkonin Boxes (Also known as sound boxes).. work great. Click on picture below for free templates or make your own.)
* Thinking aloud
* Prompting
      - Chants,Rhymes, & Songs found in books [p. 175] (read-alouds or group readings):
       * Shared Reading Texts Suggested by Dr. McGill-Franzen (p. 233)
          > Big books or poems
          > Weather charts
          > Calendar charts
          > Predictable charts
          > Drawings with captions
          > Diagrams with labels
          > Maps
          > Songs
          > Rhymes
          > Chants and other enlarged or copied texts on chart paper
          > Dictated, interactive, and shared writing
          > Individual or class books
          > Children's murals or collaboratively made murals
*** Top 100 books for children
>>NEA's list from teachers: http://www.nea.org/grants/13154.htm
>> Scholastic's list for Parents & Child: http://www.scholastic.com/100books/
     - Patterned charts (structured responses to read-alouds or shared readings)
        * Interactive read-alouds lesson ideas: http://www.interactivereadalouds.com/components.aspx
        * 
  
- Web Site with Multiple Lessons/Activites Ideas for Word Work
- Article on 10 Great Word Walls
- Basic Alpha Knowledge
- Letter Patterns
- PALS (Phonological Awareness Literacy Screening):
_ Phonemic Activities Ideas
- Pinterest Word Study Search results
 Video (some of the observed literacy instruction):  http://dl.dropbox.com/u/40714019/IMG_0465.3gp
Just a few pictures linked....
Other ideas for spelling Ms. Billen shared in class:
Use with spelling words/words their way
-Bananagrams and Scrabble-
Each person gets 21 tiles, each individual makes words. When you make a work you say, "split" and everyone has to get another tile. This would be good for a fun friday activity.
-Make Your Onset Cards 
(used for alphabetic and orthographic stage) I like this better than a word wall.  It could be used as a whole group or small group station.
-Word Sort Go Fish
Choose one word sort family to play this game.  Give each player 2 "cards"/ Put the remainder of the cards in a pile on the desk.  The goal is to get as many pairs of like words as possible.  You begin by asking your partner, "do you have a long i word that has "igh" in the word?"  If your partner does, they will give it to you-if they don not they will say go fish.
Word Sort Memory Game
Choose one word sort family to play this game.  Turen all of the cards over- face down.  The goal is to get as many pairs of like words as possible.  
Word Walls
In kindergarten, start with students' names.  Magnetic word wall allows kids to take a word off the wall and take back to their seat and use.  Very effective.
References:
Fountas, I. C., Pinnell, G.S. (2012). The continuum of literacy learning grades prek – 8, 2nd ed. Portsmouth: Heinemann
Leipzig, D. H. (2000). The knowledge base for word study: What teachers need to know.Scientific Studies of Reading, 11(2), 105-131. Retrieved on February 24, 2013, fromhttp://www.readingrockets.org/article/80/
McGill-Franzen, A. (2006). Kindergarten Literacy: Matching Assessment & Instruction. NY: Scholastic.
McKenna, M.C. (2009) How to plan differentiated reading instruction: Resources for Grades K-3, Guilford Press

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