What a wonderful experience to listen to Joy's analysis of how our pupils learn about words. I have tried her programme see but found this second session certainly answered questions I had regarding my 'Phoenician' spellers.
Her points:
Why are there such differences in the way people acquire literacy skills? Some people are good readers and good spellers
Some people are good readers but inaccurate spellers
Some people find both reading and spelling a struggle
Some people are good readers but inaccurate spellers
Some people find both reading and spelling a struggle
How do people learn to read and spell a complex alphabetic language like English?
You need to know:
You need to know:
What the learner brings to the task
What exactly is involved in carrying out the task
Baron and Strawson in 1976 and Rebecca Treiman in 1984 studied the individual differences that exist in students’ reading and spelling styles. They introduced the terms “Chinese” and “Phoenician” to describe the differences that exist in the strategies students use to read words.
‘Chinese’ readers are described as those who rely on word-associations to read words; they rely on recalling the visual images of known words to read unfamiliar words.
‘Phoenician’ readers are described as those who rely more on spelling-sound rules to read unfamiliar words. They rely more on knowing the connections between sounds and letters to sound out words, rather than recognising whole word images.
‘Phoenician’ processors seem to learn more readily from sounds to print; they get meaning from what words sound like. They may ‘read aloud’ in their heads and write words sound by sound. ‘Chinese’ readers are described as those who rely on word-associations to read words; they rely on recalling the visual images of known words to read unfamiliar words.
‘Phoenician’ readers are described as those who rely more on spelling-sound rules to read unfamiliar words. They rely more on knowing the connections between sounds and letters to sound out words, rather than recognising whole word images.
My questions...
Retention? Connection? Processing? Learning words –don’t write the way they tell me. What can I do? I have 6 phonetic hage spellers
This on her website: Bucket List
Sight word knowledge
Knowledge of alphabetical codeKnowledge of spelling
-system of English
Spelling our way to reading c.f. reading our way to spelling
Predictable high frequency words to decode
TEACH VOCABULARY EVERY DAY
A FEW CORE WAYS OF OPERATING:
Poor retention is an outcome of a problem –what is going on –the child needs a different way to learn Br....e -Need to work with syllables?
Whole -chairSound
Part -ch air
Whole Write our words down –Chinese would be a picture -with us we could use a code
based on how we record what we say not how it is written
Image Sounds right but looks wrong
Part – grapheme
Whole meaning -morphemes
Structure
Part –spelling conventions ist for occupations–dentist, greatest, fastest –est for adjectives.
Rules –y to ies double consonants hopped
Look at working with whole words c.f. sounds of wordsSpelling Errors Analysing spelling errors
Ask about your child’s work…Is every sound in this word?
hage –how does this make hungry? Understand the process behind this.h a _ / g_ e clap syllables and sounds hangre
Does the word look right?
USE Elkonin boxes
Word detective game - sounds belong to words not letters – letters belong to sounds.
thay … th/ay we need to use an ey how would you brain remember? Write it in a different colour because it is only for this word. They give them a bookmark –put 1 to 10on it –get child to find everything and they can fix it.
Choose one high frequency word in the writing –give time talk about and change.
PROOFREADING!
Bucket 5 –full stops and capital letters
Chinese Phoenician -pesudowords –left brain activity
Visual memory
Phonemic awareness
Read to learn or write through exposure to language but not print
You have to learn how
Right brain learning can be taught. Barron and Strawson –have preference for one side or an other
Be more accurate in non fiction!! Information – adding facts to our prior knowledge, if you get the wrong message, you are in trouble. Insist on accuracy of reading with non fiction, c.f. fiction
Most fit into the sounds right looks wrong category.
Not a good plan to give errors to find re proof reading Find words with a long a sound in a library book.
The Won I’d Dough c.f. The One eyed Doe.
SUS –in the back words that in back of the book–reversing will get Phoenicians succeeding !
Don’t teach silent letters.
Get new SUS
schwa
Teaching Vocabulary P5 –incorporate into PLANNING
Class programme that integrates everything –vocab, phonological awareness, morphological awareness etc..
Count sounds in words ..Elkonin boxes
Able to write an ow sound sh sound
Later on they can write 2 sounds
TASK FOR KIDS DAILY IN SMALL GROUPS Every day write down every sound in English
3 WORDS THAT START WITH SH shut ship shot
End with sh push hush gnash
sh in the middle – no suffixes motion action notion
use the SUS activity book grids
Beginning
|
Shell
Charlotte
Sure
sugar
| |
Middle
| ||
end
|
Circle the sh sounds
Sh has anyone got another one that does not start with shThink it say it
Look at P5 FOR VOCAB PRISCILLA VAIL
Cards words soup game
During Silent reading time 1 card per person per day
Kids write word on card with definition on back
Groups of 4–competition the team has to give a definition of the word when it is pulled out - without using the word groups with long a sound looks like in the word, of prefix, suffix,
Allcock English Spelling Dictionary – sounds and rules
http://www.spelling.co.nz/professional-development/teacher-support-materialTeach whole class not groups THEN Select activities to suit the students
Practice –need at least 2 practice sessions a week or those with skill may not
Use Elkonin boxes –look at activities for the class again…too transformational for top kids
TEACH TO THE GAPS
GAPS ANALYSIS TEST
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