Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Word Work at Mid and High Text Levels Dr. Lea M. McGee, Emeritus Marie Clay Chair of Reading Recovery and Early Literacy, The Ohio State University Word Work ALWAYS follows from something recently read or written. The child may have read or written the word with some or no support, but this word presents an opportunity for the child to learn more about how many other words work like this one. It is not about learning this word, but about learning how this word works and that other words work the same way. Word Work teaches children how words work “When the child’s series of lessons ends and he is reading text of appropriate level he should be able to solve a multisyllabic word (one that is new, not yet familiar, or unexpected) within continuous text without slowing up too much and by working flexibly with word parts and cluster of letters from an awareness of how words work.” (p. 126) Learning how letters make up words (2nd, p. 73-75) Step 1, Step 2, and Step 3 Attending to words in isolation (2nd, p. 155-164) The aim is to have him know about how words work and be able to use this awareness while reading texts and while writing. (p. 155). Attention to words in isolation can occur anywhere in the lesson (p. 155) and should emerge from, and be related to, current work (e.g., yesterday’s words in reading or writing). (p. 155) EARLY LEARNING (p. 157-160) Looking for similarities Learning to substitute an initial letter (two words: no go) Changing the first letter (three words: me he we; had sad dad) Changing the onset and retaining the rime (back, sack, pack) Retaining the onset and changing the rime (she shop shout) LATER LEARNING (p. 160-164) Getting to new words by analogy (you know can, make ran) Linking new words to words he knows (do you know a word that looks like this? do you know a word that sounds like this?) (Choose words very carefully so that sound clusters and spelling clusters match precisely) The 2nd Edition does not address using multisyllabic words during word work. However, the book does present a GRADIENT OF DIFFICULTY WHEN WORKING WITH WORDS IN ISOLATION which can be used with multisyllabic words: Child breaks a word into two parts using a teacher’s model Child breaks a word into two parts in more than one way Child breaks two words apart in the same way Teacher introduces new words (unknown) for the child to break apart to increase flexibility (adapted from p. 156) Child thinks of words to break and construct (p. 161) Clay, M. (2016). Literacy Lessons Designed for Individuals (2nd. Edition), Portsmouth, NH: Heinemann. Three phases of word work: An Overview Early word work (reading at text levels 0-5/6/7) shows children that KNOWN words are comprised of letters which are arranged in a particular order from leftto-right, first to last; and words can be broken into parts (only the teacher knows these parts are familiar inflectional endings and onset/rime). Intermediate word work (reading at levels 6/7 through 11/12) helps children learn to break and hear parts of KNOWN words. Children find and use patterns of letter clusters and word parts in known words to break and construct familiar and unfamiliar words. Advanced word work reading at levels 12/12 through 18/20) helps children break, solve and construct UNKNOWN, unfamiliar words using their in-the-head knowledge of words and parts and letter clusters. That is, ultimately in reading children must look at unknown words and select certain parts to use to problem solve. Ultimately in spelling children must learn to go beyond listening to individual phonemes (letter-by-letter listening) to hearing word parts or locating in memory a word that sounds like the word to be spelled and using that word or its word part to spell the unknown word. Early word work procedures: procedures Early word work procedures are used with all children during early lessons after letter work. Early word work always uses known words and teacher demonstrations are always provided. Step 1: 1a 1b Step 2: 2 words are made up of letters in left to right order I can take words apart (into letters) OLD, p 42-43, 2ND, p 73 (I can) construct words with letters OLD, p 140-141, 2ND (teacher presents a known word, then scrambles the letters for children to construct left to right) words can be broken into base and inflectional endings I can take words apart (into base and inflectional endings) OLD, p 4344, 2ND, p. 73-74 Getting ready for intermediate word work: go to the chalk board and write looking Step 3: words can be broken into 2 parts 3 I can break a words into two parts -- teacher demos onset rime break but accepts any break made by the child. Children do not articulate the sounds in word parts. Instead, this procedures focuses on flexible, visual breaking of words into two parts, OLD, p 44-45, 2ND p. 74-75 (more emphasis is placed on helping the child say the sounds associated with the letters and letter clusters used in the word parts in the 2nd edition). In the 2nd edition the following procedures are called EARY LEARNING Looking for similarities: teacher shows two letter rhyming words (no go; we me) and asks the child to construct the words, read them and say what is alike and different Getting ready for intermediate word work: go to the chalk board and write no, now write go Learning to substitute the initial letter: The teacher constructs no and go, then constructs another copy of go and demonstrates taking the g away and putting the letter n in its place while reading no. Teacher gives the child the g and asks him to change the word to go, then gives the child the n and asks him to change the word back to no. Getting ready for intermediate word work: Go to the chalk board and write me, we, he Changing the first letter: The teacher presents models of three words (he me we: had sad mad). The teacher constructs one of the words in the set (he) below the model words and demonstrates changing the first letter to make another word in the set (we). The teacher hands the child another letter and has the child change the first letter to make a new word (me), and read it. In another lesson repeat with another set of three words Getting ready for intermediate word work: Go to the chalk board and write had, mad, sad Intermediate/Mid Level word work procedures: procedures Intermediate/Mid Level word work begins when children have grasped the concept of changing first letter to make word family words (they read words easily when presented with a letter to change one familiar rhyming word). Intermediate word work always begins with a known word. Teachers may provide a single demonstration and always provide feedback to children’s attempts. Changing the onset and retaining the rhyme continues in intermediate word work as children encounter more word families in their reading and writing. Teachers increasingly use onsets that are comprised of consonant clusters and digraphs. OLD, p. 142-143; 2ND, p. 160. The teacher presents three model words (back, sack, pack). The teacher and child read the words. Then the child hears and says the part that is the same. [Note, most children DO NOT immediately say the rime word part, most notice only the ending phoneme. Teachers may have to break the model words and have the child break the model words multiple times before the child is able to retain the rime ack. Once the child can retain the word part ack, then] The teacher constructs that word part ack. The teacher says one of the words (back) and hands the child the letter b to construct it while the teacher says it. Continue through the three-word set. Enhance intermediate word work by having children remember a word they worked on and write it on the chalk board. Getting to new words by analogy with something you know is an extension of changing onset and retaining the rhyme. In intermediate learning, the teacher says a known word in a rhyme family (you know the word can, child writes can) and suggests another word in that family ORALLY (use can to write ran—what letter would you need to change?). The children changes can to ran. The teacher may support by helping the child locate the letter to change, isolate the new beginning sound, and linking that sound to a letter [Note, at this level of word work the child should find changing the first letter easy]. Retaining the onset and changing the rime. [Note, in the 2nd book this procedure is presented as early learning. My experience has shown that this is difficult and can best meet the needs of children during mid or later learning.] Teachers introduce 2-3 words that have the same consonant cluster (br, bl, cr, cl) or digraph (ch, sh, th). I suggest using words that have the same vowel sound (brag, brat, bran; shin, chick, chill). The teacher writes the target blend or digraph (br), demonstrates saying the cluster or digraph sound, then writes the rime (at) of the first word and pronounces the rime. The child reads the word. The teacher writes the cluster or digraph of the second word and has the child pronounce the sound. The teacher writes the rime of the second words and the child says its sounds then the word. The teacher follows the same procedures for the third word [brat, brag, bran; chin, chick, chill]. Enhance word work by having children remember a word they worked on and go to the chalk board and write it. Changing and adding inflectional endings. The teacher asks the child to write a word he knows, “Write look. Change it to looking”. Next the teacher has the child change the word to to looks, and finally has the child change the word to looked (use words with regular inflectional endings). Another procedure is to write look and ask children to add something to the end to make different word, to make still another different word. OLD, p. 43-44 modified. 2ND, p. 160. Enhance word work by having the child remember a word he wrote and write it on the chalk board. Multi-syllable word work Intermediate word work with multi-syllable words leads to flexibility in breaking and solving. Words come from recently read texts or from the child’s writing. Breaking two syllable words into two parts. The teacher presents a word (using magnetic letters or written on the whiteboard), “Here is the word you know, rabbit (teacher says the word). Clap it. Say it. Break it (make sure parts orally spoken correspond to the breaks in the word the child shows). If the word lends itself, then child will be asked to break it in a different way (rabbit can be broken in ra bbit, rab bit, rabb it). Advanced Level word work procedures: recommended procedures Advanced word work begins when children have demonstrated success with much intermediate word work. Advanced word work begins with a recently read or written word that IS NOT orally introduced by the teacher. Children may also be asked to generate their own examples of words following a pattern. Solving unknown one syllable words (successive solving) Say, “you will figure out a new word”. Write the first letter, have children say this sound (of the first letter), write the first two letters, have children say these two sounds together, write the first three letters, have children say these three sounds together, etc. s, st, stu, stuck; s sc scr eam. (OLD, P. 173) Breaking two syllable words with the same syllable pattern. The teacher presents a word recently read or written (Floppy) pronouncing the word and has the child divide the word and say the parts (make sure parts orally spoken correspond to the breaks in the word the child shows) then read the word. The teacher presents another word recently read with this pattern but does not pronounce it (muddy) and the child repeats the actions and solves the word (support the child in saying the parts especially by voicing vowel sounds). The teacher presents a third word read recently (soggy) and the child repeats the actions. In another lesson, the teacher may present as a third word a word using the pattern the child has not recently seen for solving (puppy, buddy or the set such as under, after, Skipper, roller coaster). OLD P. 131. ) Building flexibility in solving words with blends Blends come in families (such as the s blends sp, sw, sn, sl, sm, sc, scr: the r blends br, dr, gr, fr, cr, pr, tr; the l blends bl, cl, fl, pl, sl,) The teacher presents a recently read word in a blend family without saying it for the child to solve. The teacher may ask the child to think of another word with this blend or present another words in the blend family. Spelling words with blends and digraphs Teachers present a familiar word with a blend or digraph and have the child write it by first spelling the blend then the remainder of the word (thin). The child is asked to think of another word that begins with the same first sounds and to spell it. Finally, the child is asked to spell a multisyllabic word with the same blend (thimble). Using patterns to write words The teacher presents Use columns on the white board (one for teacher one for child). Teacher writes a word and child writes a word that looks like teacher’s word, the teacher adds something to her/his word, and the child must add the same part to his/her word.