Download Johnson summit wordwork handout

The Essentials of Word Work
Pat Johnson
When Vulnerable Readers Thrive
2014 Summit: Series Two
[email protected]
Catching Readers Before They Fall: Supporting Readers
Who Struggle, Johnson & Keier,
One Child at a Time: Making the Most of Your Time with
Struggling Readers, Johnson
www.stenhouse.com
 Demonstrate and teach word solving principles
with whole group or small group lessons.
 Provide opportunity for students to apply the
principles – hands on work with words in applicable
activities.
 Teach for, prompt for, and reinforce problem
solving while readers are processing continuous
text.
When Readers Struggle, p. 242
“Remember, word solving is about learning
how to connect words in ways that
generate more word knowledge. Word
learning will be useless unless children
can use the information while writing and
reading.”
Fountas & Pinnell
Word Matters, p. 99
My top eight list of important
things to think about when
working with words:
Children need to use a balance of their
sources of information when solving
words on continuous texts.
Sources of Information:
woods
forest
Meaning
Word Solving
Syntactic
look
looks
book
took
Visual
f in d
find
 An ELL child might place a lot of weight on
visual analysis.
 “Another child who has strong oral language
skills … may try to avoid the tedium of the
careful analysis of print in reading and
attention to detail in writing. And their
avoidance behavior requires astute
detection.”
Marie Clay
Literacy Lessons 2, p. 168
Also be aware of:
 Child who looks up and away rather than trying to
solve.
 Child who has a “learned confusion” and thinks
there are 2 alternatives and that either response will
do. You must help him learn what is OK and what is
not OK.
 Child who did pretty well sounding letter by letter,
but never moved onto chunks.
It isn’t always about accuracy –
sometimes it’s about taking on a part of a
word solving strategy or strategic
behavior.
“Struggling readers tend to appeal
rather than work actively at words.”
Fountas & Pinnell
When Readers Struggle
p. 261
Adapted from Schulman, Guided Reading in Grades 3-6
Pinnell & Fountas, Guiding Readers & Writers, 3-6
Johnson, One Child at a Time
“…the teacher’s job is not delivering
knowledge, but arranging for the
problem to be manageable, sustaining
the child’s problem-solving attempts
emphasizing flexibility.”
Peter Johnston
“Revolutionary Contributions”
The Journal of RR, Fall, 2007
Students need to be flexible when
word solving.
“We do not want the brain to specialize in
learning one response for each symbol.
Why? Because English is not like that. It
is more important that the beginning
reader adopt a different stance: ‘It might
be this, or it could be that.’ ”
Marie Clay
Literacy Lessons 2, p. 123
What would happen if children are
inflexible and think that ‘a’ either
says short a or long a:
am
again
stain
mall
hard
bean
saw
caught
animal
anyway
said
“…children should be flexible enough to try
something else when their first trial is
unsuccessful, and that they need a growing
repertoire of what the most likely possibilities
may be.”
Billie Askew
Voices on Word Matters, p. 149
Teachers need to be thinking about the
concepts of how words work
14 Principles of how words work:
1. Initial letters can be changed.
go/so look/book make/take
2. Final letters can be changed.
cat/can
bed/bet hot/hop beat/bean
3. Letters can be added to the ends of words.
look/looks play/playing stay/stayed
the/them
teach/teacher you/your
4. Words can be put together.
in + to = into dog + house = doghouse
5. Initial letters can be upper or lower case.
the/The
Here/here is/Is
Principles of how words work:
6. . Middle letters can be changed.
dad/did
sat/sit
got/get ripe/rope
7. Letter clusters at the beginnings of words can be
added or changed.
play/stay sing/thing stamp/champ
8. Letter clusters at the ends of words can be
changed.
will/with must/much back/band
9. Letter clusters in the middle can be changed.
sheet/shirt pail/peel
chirp/champ
Principles of how words work:
10. Letters can be added to the front of words or
word parts.
am/ham or/for up/cup
it/spit
11. Some words sound the same but are spelled
differently.
here/hear
to/two/too
12. Some words are spelled the same but sound
different.
read/read
record/record
Principles of how words work:
13. Words can be read through analogy.
stump
st op j ump
crack
cry
back
trail
tr ee
m ail
14. Letters can be added at the beginning and at the ending of
words or letter chunks.
at
splat
splatter
stand understand understanding
eat
tr eat
tr eat ing
am
champ champion
ar
art smart smartest
Child makes analogies on his own:
“Before the teacher can allow the child to
think of another word and then make
the change himself, he must be working
with considerable independence. She
has to prepare the ground carefully for
that independence.”
Marie Clay
LL2, p. 144
Learning how words work could be
done entirely on the words the
child already knows. Do not
hurry into new territory.
Most supportive level:
Notice the different concepts:
book
can
up
look
cat
cup
Teacher gives both words and does so both
orally and visually.
Slightly less support from teacher:
go
has
_and
shirt
Teacher gives the two words orally, but
only one is visual.
Much less support:
look
play
must
_or
Teacher asks the question.
Child must initiate the word.
car_
Least amount of support:
• When reading continuous text, the child must
make the analogy.
st
am p
“The habit of linking needs to start early.”
Lee Skandalaris
We want kids to say, “this is like that.”
•
•
•
•
•
“I have that word in my other book”
‘brother’ – that’s like Brian’s name
This story is like that other book
Hey, ‘shoe/too’ – they rhyme
That has ‘and’ in it --- standing
There are different levels of
knowing a word.
We cannot assume that a correctly
read word is known in all its
detail.”
Clay, LL2, p. 46
When does a child really know a word?
•
•
•
•
•
•
New word
Only just known
Successfully problem-solved
Easily produced but easily thrown
Well-known and recognized in most contexts
Known in many variant forms.
Marie Clay
Literacy Lesson Two, p. 46
Instruction on “word work” is
woven throughout the day.
Balanced Literacy Approach
To-With-By
Modeled Writing
Shared Writing
Interactive Writing Independent Writing
Teacher
Students
Read Aloud
Shared Reading
Guided Reading
Independent Reading
Word work opportunities throughout the day:
•
•
•
•
•
•
•
Mini-lessons for word study
Morning Message
Shared Writing/ Interactive Writing
Centers/Stations
Writing Workshop
Shared Reading
Before, during, after Guided Reading
“Writing can contribute to the building
of almost every kind of inner control
of literacy learning that is needed by
the successful reader.”
Marie Clay
Understanding how the brain works
helps with teaching words.
“We can’t get inside and rewire a brain, but we
can arrange things so that it gets rewired. If
we are skilled, we can set up conditions that
favor this rewiring, and we can create an
environment that nurtures it.”
James Zull
The Art of Changing the Brain
So what about high frequency words?
“Struggling readers… generally have a lower
repertoire of words that they can
recognize effortlessly and their word
solving is inefficient, slow, and tedious.”
Fountas & Pinnell
When Readers Struggle, p. 261
“By the end of first grade, children
should be able to write 50-100 words
quickly and accurately and to use
their knowledge of spelling patterns
to produce many more words, which
may be correct or nearly correct.”
Fountas & Pinnell
Word Matters, p. 89
Develop a way to study words:
• Look at the word; use your eyes. (teacher can
say it and run finger under it.)
• Run your finger under it as you say it slowly
(coordinating L-to-R)
• Close your eyes and see it.
• What do you hear at the beginning? (using
ears.)
• Look again (child scans without help.)
• Now try writing it here (not copying.)
•
•
•
•
•
Arrange for repetition
Arrange for over-learning
Practice reconstructing with magnetics
Introduce tracing
Use games
“Games in general have little value, but designed
specifically for a particular child and used for a
brief period of time they may help to increase the
items that a child remembers.”
LL2, Clay, p. 176
Other sources - Word Matters:
• Chapter 14 – How to set up routines in your
classroom for a word study system – choosing
words, spelling buddies, activities with word
learning, look/cover/say/check, buddy tests, etc.
• Appendix 34 – lists of mini-lessons on word
solving strategies, saying words slowly, using
resources, giving a buddy test, etc.
• In When Readers Struggle - Chapter 12, Building
and Using a Repertoire of Words – activities for
working with words.