Structured Word Inquiry: Developing Literacy and Critical Thinking by Scientific Inquiry About How Spelling Works 1

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Structured Word Inquiry: Developing literacy and critical thinking by scientific inquiry about how spelling works 1

Structured Word Inquiry The Joy of Understanding Spelling

struct + ure/ + ed → structured in + struct + ion → instruction Peter Bowers & Lyn Anderson Instruction which builds understanding of word structure as a tool for investigating SWI Workshops the the interrelation of spelling an meaning. Jan 30 & Feb 6, 2016 @ The Nueva School

Two Guiding Principles of Structured Word Inquiry A model of English orthography from www.realspelling.com The primary function of English spelling is to represent meaning. The conventions by which English spelling represents meaning are so well-ordered and reliable that spelling can be investigated and understood through scientific inquiry. Scientific inquiry is necessary to safely guide spelling instruction and understanding. Scientific inquiry is the only means by which a learning community can safely accept or reject hypotheses about how spelling works. Click here for a full draft document expanding on these ideas, including definitions of key concepts and terms.

Process of “Structured Word Inquiry” 1) Prompt learners with an interesting spelling question. (e.g., why in ?) 2) Strategically present a set of words that makes the relevant pattern more salient. 3) Help learners hypothesize a solution from carefully presented evidence. 4) Guide testing of learners’ hypotheses and identify the precise convention that explains the original question. 5) Practice the identiﬁed pattern with appropriate tools (e.g., word sums, ﬂow charts).

See more on structured word inquiry, and the difference between “teacher-led inquiry” and “inquiry-led teaching” at this link.

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What is crazy -- the English spelling system, or our typical systems for teaching spelling? Consider the frustration experienced by the student in this story. The teacher does the best his training allows as he tries to help his student deal with yet Cursing our crazy spelling system seems like a natural another “irregular” spelling. Imagine the consequences for learning when such response to Robb’s story about the struggle to learn and experiences are repeated over and over. teach reading and spelling in English. It would be so much easier if we just had a reliable, logical spelling system! “Know More Explosions” Ironically, it turns out that our spelling system does meet these exact criteria. Unfortunately this assertion seems Excerpt from a Grade 4 teacher’s email absurd in light of the instruction most of us have received. My program is for junior students identified with behaviour It is important to recognize, however, that the common problems, problems which make their full-time participation assumption of English spelling as an unreliable, in "standard" classrooms problematic for everyone involved. exception-riddled system is a hypothesis that can be Most of our students have ADHD identifications, often coinci- tested. dent with LDs and other difficulties, and virtually all of them The science of spelling: Scientific inquiry of the conven- read more than two grade levels lower than they should. In tions of English spelling provides plenty of evidence that many instances, the students' behaviour difficulties and their language deficits pose a chicken-and-egg question. our spelling system is an extremely reliable and ordered system for representing the meaning of words to English In a guided reading session I was doing with a burly and ea- speakers. (e.g. Carol Chomsky, 1970). ger Grade 4 student reading at PM 9, the student pointed to the work "know" and asked what it said. Knowing my stu- There is obviously much more to spelling than morphol- dents, I prepared him for my answer with "OK, this is going ogy. However, scientific analysis of English spelling makes to blow your mind, but . . . ." When I finished with "It says it clear that we cannot make sense of our spelling system /no/," he didn't miss a beat. He tore the book off the table without morphological understanding. and flung it across the room. And then he started: "It does Orthographic morphology is the conventional system by not f*#!ing say 'no!' " - giving the whole class a language which spoken morphemes are written. Instruction can di- lesson as he tore a path toward the classroom door - " rect the attention of learners to this concrete representa- says /k/ and says /w/, so it does not say f*#!ing 'no' !" tion of the meaning structure of words. Students can use How am I supposed to learn this sh*!t when the rules morphological knowledge gained through instruction to change? f*#!ing says /k/!" define words they were not taught, but which are morpho- After the student de-escalated - and being told that logically related to words that they were taught. (Bowers & says /night/ DIDN'T help, I promised him I'd find out Kirby, 2010). However, teaching morphology is not only why that word is pronounced as it is. about showing learners how bases and affixes can be Robb used to learn new vocabulary. Click here for lessons investigating the spelling of inspired by Robb’s story.

www.WordWorksKingston.com & www.wordsinbogor.blogspot.ca Structured Word Inquiry: Developing literacy and critical thinking by scientific inquiry about how spelling works 4 Touching on the Research Meta-Analyses & Reviews of Morphological interventions Research has long emphasized the importance of letter-sound knowledge for literacy development (e.g., Adams, 1990; Ray- ner et al., 2001). There is an enormous amount of research showing that instruction which explicitly teaches grapheme- phoneme correspondences and phonemic awareness is more effective that “whole word” based instruction which does not emphasize the internal structures of words. That evidence, however, says nothing about the effect of teaching about morphology, or the interrelation of morphology and phonology. Nevertheless, many researchers and research models rec- ommended not addressing morphology until later years. In her seminal 1990 book, Adams wrote, “Although teaching older readers about the roots [base morphemes] and suffixes of morphologically complex words may be a worthwhile challenge, teaching beginning or less skilled readers about them may be a mis- take” (p. 152). The following 20 years of research largely behaved as though The best evidence is that we should teach how the writing system there was clear evidence supporting this hypothesis. In 2010 works from the start. See a teacher friendly review of the research meta-analyses of morphological interventions were finally here. conducted (Bowers & Kirby, 2010; Goodwin & Ahn, 2010; 2012) to test that assumption. The exact opposite was found. It makes sense that learning letter-sound correspondences would be facilitated by a fuller understanding of how they operate within Not only did morphological instruction help students in gen- the morphological frame. As linguist Richard Venezky pointed out eral, less able and younger students gained the most long ago, "the simple fact is that the present orthography system from morphological instruction. Devonshire, Morris, & is not merely a letter-to-sound system riddled with imperfections, Fluck (2013) Conducted an intervention with 5-7 year olds that but, instead, a more complex and more regular relationship compared an experimental group with instruction of the inter- wherein phoneme and morpheme share leading roles" (Venezky, relation of morphology, phonology and etymology with word 1967, p. 77). sums and matrices to best practice phonics like instruction. They found significant effects on standardized measures of Teachers need to know about more than morphology to explain reading and spelling for the experimental group. There is no these spellings, but establishing the morphological structure of a research evidence showing that phonology needs to be taught word is a necessary part of that process, even for base words. before morphology.

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Is really an irregular spelling? Links to Structured Word Inquiry Videos Typically instruction leads children to believe that is one of many irregular spellings they have to memorize. In contrast, the word Click here for a tutorial video showing is treated as regular. how beginners can use the Word Micro- See how the matrix and word sums below make sense of these spell- scope to guide an investigation through ings by providing a concrete representation of the interrelation of a stud of the word . structure and meaning of the and word families. Click here for an inspiring video on Lyn Anderson’s “Beyond the Word” Blot. It ing A morphological matrix for do shows 5-year-old students investigating and es the word and some of its go ne surprising relatives in Etymonline.

Click here for a video of a tutoring session with a 7-year old investigating the Word Sums for and meaning-spelling connections between do + ing → doing go + ing → going words with the matrix and word sum. do + es → does go + es → goes go + ne → gone Click here for an inspiring video / post do + ne → done from a Grade 5 public school with students describing their experience learning through structured word inquiry. See With these linguistic tools, children can be introduced to as a WW Update on this post here. an ingenious spelling because it marks its meaning connection to its base with a consistent spelling. The spelling structure of these Click here to see Etymonline author word families is a brilliant opportunity to show children why it is useful Douglas Harper discuss an investigation that most letters (graphemes) can represent more than one pronun- with Pete linking with many ciation. Only in this way could the spelling of and use surprising relatives. So rich! the same spelling of the base! Instead of adding it to a list of irregular words, teachers who under- Click here for a Grade 7 student ex- stand morphology can use the spelling of a word like to in- plaining his understanding of the politi- troduce children to the ordered way their spelling system works. cal world through linguistic analysis of the word . “Teachers who consider English a chaotic and unprincipled writing system likely foster a similar view among their students. Such pupils may not look for patterns in the system because they believe that few exist • Explore a bank of videos of structured word inquiry in class- to be discovered. Teachers who appreciate the writing system can help rooms at this YouTube page. students find its patterns, fostering a positive attitude about spelling” • See the process of SWI investigations (inc. videos) at THIS Treiman and Kessler (2005, p. 133) NEW ARCHIVE.

www.WordWorksKingston.com & www.wordsinbogor.blogspot.ca Structured Word Inquiry: Developing literacy and critical thinking by scientific inquiry about how spelling works 6 The word matrix (www.realspelling.com) The morphological matrix is Interrelation of graphemes a map of the interrelation of structure and and morphemes s meaning of written word families ing The word matrix represents members of an ortho- un ed graphic morphological word family. Such word families in share a connection in both structure and meaning. re quest (Real Selling tutorial films on morphology here.) s • structure: common underlying spelling of the base con Latin Root ion able • meaning: common ultimate etymological origin of the Graphemes comprised of single letters or quaerere ing base 2- or 3-letter teams that represent a pho- ‘ask, seek, gain’ neme. They occur within morphemes. Inclusion of a word in a matrix is tested with a word Possible phonological representations of a The word matrix marks the only feature of an sum. The word sum isolates the constituent mor- grapheme are signaled by circumstances. orthographic morphological family that is stable - phemes (bases and affixes) on one side of the rewrite arrow (marking all morphological suffixing conventions) The diagram above shows three of the the underlying orthographic representation of its possible phonological representations of morphemes. These representations correspond and on the other, the realized surface structure of the the grapheme. Two of these are real- to what Carol Chomsky (1970) called “lexical word. ized in the words of the matrix spellings.” An “echo” of the denotation of the root meaning of the shown on this page. The pronunciation and connotation of a mor- base of any word represented by a matrix can be de- Note that since the and the pheme can vary across members of a family. The tected in the connotation of that realized word. The de- graphemes in are not in the same lexical spelling of a morpheme -- that is captured notation of the root meaning of a word is checked with morpheme, there is no digraph in by word sums and matrices -- remains stable. an etymological reference (e.g. etymonline.com). this word.

base spelled base pronounced Word Sums (examples listed by pronunciation of base)

/kwɛstʃ/ quest + ion → question quest + ion + able → questionable /kwɛst/ in + quest → inquest con + quest → conquest re + quest + ed → requested

matrix base spelled base pronounced Word Sums (examples listed by pronunciation of base) ing /du:/ do + ing → doing do es ne /dʌ/ do + es → does do + ne → done

Grade 4s investigate the structure of ! 1. Analyze these words with word sums according to the hypothesis that Circle the base Write out the word sum for each word. Spell it out-loud they share the base . (Can you prove all the afﬁxes?) as you write it! Remember to announce the and 2. Represent analyzed words in the Matrix. digraphs, and pause at the plus signs!

known known knows knows knowable knowable knowing unknown knowing knowingly unknown unknowingly knowingly knowledge unknowingly knowledgeable knowledge knowledgeable unbeknownst know

know preﬁxes sufﬁxes un- -ing -n -s -ly -ledge -able

See next page for a description of how to use the “structured and meaning test” to see clarify this task and for links to related resources.

www.WordWorksKingston.com & www.wordsinbogor.blogspot.ca Structured Word Inquiry: Developing literacy and critical thinking by scientific inquiry about how spelling works 9 Structured Word Inquiry What words are in the middle? Etymological and Morphological Relatives mode L. mod(us) "measure, extent, quantity; proper measure..."

middle milieu (French) mean (as in “average”) meridian

Latin medi(us) "middle, between"

Etymological family Morphological family All the words within the oval (including those represented by the The words represented by the matrix with the bound base matrix) are in the same etymological family because they share share not only that same root, but they also share the the Latin root ‘medi(us)’ with the sense of “middle, between”. same base element spelled . To test whether a word Note that is not in the circle (etymological family) because it belongs in this matrix, ensure that is has the same root, and then has a different root. construct a word sum linking to the base . • See how the words and can share a meaning without sharing a base? • When you understand the math concepts of , and , why does it make sense that and are related by a family that has to do with the idea of “between, middle” but is NOT related? • Which sense, extent, quantity or proper measure, do you associate with the math concept of “mode”?

Word Sums for matrix sense/ + or ➔ sensor sentinel sense + less ➔ senseless non + sense ➔ nonsense sense/ + ibly ➔ sensibly dis + sense/ + ion ➔ dissension con + sense/ + us ➔ consensus sense/ + ibility ➔ sensibility sense/ + ate/ + ion ➔ sensation

Word Sums for matrix Latin ‘sent(ire), sens(us)’ dis + sent ➔ dissent "to perceive, feel" sent + i + ment ➔ sentiment sent + ence ➔ sentence

Paragraph for • The suffixes <-ibility> and <-ibly> made me wonder. It is hard to believe <-ibility> is just one suffix. We tried <-ible + ity>, but this doesn’t explain Decision by consensus vs majority rule the . The Oxford describes <-ibility> as a suffix forming nouns and It is more difficult for a group to arrive at a consensus on a decision com- gives the example of which works with a word sum with pared to majority rule. That hard work, however, helps everyone feel that the base or stem . Until I find a way to analyze <-ibility> their opinions have been heard and respected. deeper, I will treat it as a suffix until I find a deeper analysis. • I wonder if there are more morphological families that grow from the Latin root ‘sent(ire)’. Observations / Reflections / Questions • I’m curious to better understand the connection between the idea of • At first I had just the matrix, but then I noticed that three of my “perceive, feel” and the word . words shared the base, so I added the second matrix. • I’m curious about the Latin root “sensus’ for “perceive feel” too. I wonder • I was not sure how to analyze . I didn’t know what to do with if that explains the spellings and . I’ve heard of ‘twin the part, so I left as a base for now. Since it seems to bases’ and wonder if that might relate here. be in this etymological family I left it in the circle. www.WordWorksKingston.comwww.WordWorksKingston.com & www.wordsinbogor.blogspot.ca Structured Word Inquiry: Developing literacy and critical thinking by scientific inquiry about how spelling works 11

WordWorks Lessons! by Peter Bowers, 2007,www.wordworkskingston.com Based on (Ramsden 2001) www.realspelling.com Name______Activity Sheet #1 Lesson #2: Spelling Detectives Word Building: Using a Real Spelling™ Word Matrix When does Suffixing Cause Changes at the Joins? A WORD MATRIX USUALLY ONLY SHOWS SOME POSSIBLE WORDS. YOU CAN OFTEN FIND MORE IF YOU TRY! Rules for reading a word matrix: A) Investigation: Developing a hypothesis al • Read a matrix from left to right. re ing Study the matrix for and the word sums created from it to • Make only single, complete words from a matrix. ed see if you can discover a consistent suffixing pattern. • Only build words you can use in a sentence. as • You don’t have to take an element from every sign er column of a matrix – BUT... ment Word Sums from Matrix • You must not ‘leapfrog’ over a column. (Draw a line through silent s replaced during suffixing as shown in the second sum.) • WATCH THE JOINS! Sometimes changes happen re de ate ure move + s ! moves where you add a suffix. s move + ing ! moving Build words with your cut out prefixes and suffixes on the base . Once you have built a ing move + ed ! moved word, write the word sum as modeled in 1 and 2. re ed Part A: un move move + er ! mover er move + ment ! movement ment ______re + move + ed ! removed prefix(es)- base - suffix(es) re + move + er ! remover ! 1) sign + al  signal un + move + ed unmoved 2) as + sign + ment  assignment 1. What is the change that sometimes occurs at the suffix join? 3) ______ ______4) ______ ______2. List the suffixes that cause the change: ______3. List the suffixes that cause no change: ______5) ______ ______4. How are these suffixes different from each other? 6) ______ ______

7) ______ ______5. Our class’ hypothesis to explain how you know which suffixes may 8) ______ ______force a change at the join:

9) ______ ______

10)______ ______Real Spelling Tool Box Connections 1K - Learning from Love (Learn about the letter ) 3A - Revisiting Suffixing (Learn many roles of the single, silent

Real Spelling Tool Box™ Connection 12 3E - The base elements and 8

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WordWorks Lessons! by Peter Bowers, 2007,www.wordworkskingston.com Based on (Ramsden 2001) www.reaslspelling.com

WordWorks Lessons! by Peter Bowers, 2007,www.wordworkskingston.com Based on (Ramsden 2001) www.realspelling.com Activity #3 Lesson #2 Continued… Flow Chart for Dropping the Single, Silent During Suffixing B) Testing our Hypothesis: Instructions: These matrices build on base words (a one morpheme word - no prefix or suffix) that end with • On a separate page, rewrite the beginning of the word sum provided. the letter ‘e’. • Use the flow chart to identify the correct spelling when fixing the suffix to the base. • Create word sums from a variety of the matrices to test our class hypothesis. (You don’t need to build every possible word from each matrix to test the hypothesis.) • When a silent is replaced by a vowel suffix, cross it out on the left or the “rewrite arrow” before competing the spelling on the left side of the arrow. • Be ready to share interesting discoveries with the class. Any surprising findings, or words whose pronunciation changes when you add affixes?

s es ing ed dis un ed please ant hope ful ure less

ing ed s dis agree ment ing able re take en out s ing Example: date + ing ! dating mis be ed es have er Word Sums our (Can) i ing 1. cave + ed ! 11. laze + y ! or (US) en large ed 2. create + or ! 12. rule + er ! ly 3. require + ment ! 13. imagine + ary ! ish be ing 4. smile + ing ! 14. pure + ly ! en ment s 5. rude + ly ! 15 please + ure ! 6. brave + est ! 16. operate + ion ! Real Spelling Tool Box Connections 1D - The effect of suffixes on a single, silent 7. brave + ly ! 17. smile + s ! 1B - Making plurals - 1- whether to use <-es> or just <-s> 3G - The end of base words or just ? the suffix <-age> (understanding the silent in 8. include + ing ! 18. amaze + es ! 1G - ‘long’ and ‘short’ vowels and the single, silent 9. lone + ly ! 19. amaze + ment ! 1I - Homophones -1- (Make sense of the silent in 1H - Compound words -1- (Does break suffixing conventions? 10. close + ness ! 20 ice + y ! 18 15 Real Spelling Tool Box Connections 3A - Revisiting suffixing (Is <-y> a vowel suffix?)

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Do these activities with guidance of the “Constructing Word Sums Booklet” (click here). Explore this page and this page for more on spelling out word structure. Synthetic word sums: Analytic word sums: 1. Mark sufﬁxing changes on left. 1. Spell out your hypothesis of the structure of the given word without the (See tools for sufﬁxing conventions here and here.) scaffolding of a completed word sum with a partner. 2. Spell out and write out your word structure hypothesis n the right side 2. Test your hypothesis (or hypotheses) by writing out the substructure on of the re-write arrow following the conventions in the “Constructing the right of the word sum. Word Sums Booklet”. Note: To spell out the word structure in the “Analytic Word Sums”, you need to identify whether the starter word is a base, or if it is complex.

Synthetic Word Sums Analytic Word Sums Substructure ! → ! Surface Structure Surface Structure ! → ! Substructure spring → spring reach! →! care + ful + ly → carefully react → spell + ing → does → cute + er → pliers → cut + er → duckling → → act + ive + ity + es spilling → busy + ness → rightfully → busy + body → logically → graph + eme + ic → disruptive → phone + o + log + y → → un + heal + th + y + ly → assistance nate + ure + al + ly → sisterhood → bookkeeper →

Videos of teachers and students spelling out word structure with word sums and working with matrices • The word sum is the basic linguistic tool for analysis of morphological word structure. See Real Spelling tutorial ﬁlms on this topic here. • Visit the WordWorks YouTube page for many videos illustrating and integrating spelling-out word structure into everyday instructional practice. • See a Skype tutoringwww.WordWorksKingston.com session with a Grade 2 student using spelling out & of www.wordsinbogor.blogspot.caword structure with word sums and the matrix. Structured Word Inquiry: Developing literacy and critical thinking by scientific inquiry about how spelling works 14 From the Matrix to the Word Sum Rules for reading a word matrix: The starting point of making sense of English spelling, and thus the • Read a matrix from left to right. foundational strategy for structured word inquiry is gaining practice building word sums from matrices. • Make only single, complete words from a matrix. • Only build words you can use in a sentence. All of these matrices are taken from the 70 matrices DVD. You can copy and paste any of those matrices to build lessons in minutes. • You don’t have to take an element from every column of a matrix – BUT... • You must not ‘leapfrog’ over a column. • WATCH THE JOINS! Sometimes changes happen where you add a suffix.

Some Challenges Write your word sums that come from these matrices on a separate page. Investigate the matrices to build word sums that... • Produce compound words. • Show each of the sufﬁxing changes. • Force a change in the pronunciation of the base. • That produce complex words that have ‘long vowel sounds’.

Some Questions • Can you ﬁnd a base with a digraph that can represent more then one phoneme? • What base uses a trigraph? • What base uses a to represent /t/ in one derivation, but /ʃ/ in another derivation (the same phoneme commonly asso- ciated with the digraph). • What questions challenges could you give your class from these matrices?

www.WordWorksKingston.com & www.wordsinbogor.blogspot.ca Structured Word Inquiry: Developing literacy and critical thinking by scientific inquiry about how spelling works 15 7 - - • - I

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www.WordWorksKingston.com & www.wordsinbogor.blogspot.ca Structured Word Inquiry: Developing literacy and critical thinking by scientific inquiry about how spelling works 16 2004 Ramsden www.realspelling.com Melvyn © poly- post- pre- pro- re- red- retro- se- semi- sub- suc- suf- sug- sum- sup- sur- sus- super- syn- sym- syl- sys- sy- tele- trans- tra- tran- ultra- un- with- entries and so. separate separate as hyper- hypo- hyp- in- il- im- ir- infra- inter- intra- intro- male- mal- meta- meth- met- mis- mono- mon- non- ob- o- oc- of- op- para- par- per- peri- exhaustive necessarily so so

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that suffix single syllable a consonants > the or w YES a before suffixes at < or force one >, YES replace NO YES YES >? base vowel stem x with letter the letter single ing is just there < base or still the does < is one suffix stem? add the is end usually or of last that double the before you the consonant? for YES immediately monosyllable? there they just base end stem don’t but consonant letter Except NO NO NO NO YES suffix NO YES YES or YES YES begin > vowel

the vowel > e a > > a < y y y base does

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suffix letter is the is i y > that end > <-ing > end base begin does i vowel? i < <

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stem stem NO you a and START with remove covers cases of suffixing. This suffix checker with YES © Melvyn Ramsden 2007 http://www.realspelling.com

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Kit 1 Kit 2 Kit 3 Kit 4 Kit 5 Kit 6

The < i / y > relationship The trigraph < igh > Revisiting basic Consonant letter doubling The variable sufﬁx The digraph < ui > A Part 1 2 : vowel letter + < igh > sufﬁxing patterns with polysyllables <-able / -ible >

Grapheme alternatives Signs of words Being more precise: The plural suffix <-(e)s > Words with Prefixes that have < ck > / < k > and from Greek: ‘free’ and ‘bound’ The basic pattern unexpected < h > variable forms B < tch > / < ch >? -1- base elements Constructing plurals Letters < o > and < u >: Consonant letter doubling The letter < n > and Fine tuning of When the base conventions that the suffixing Eponyms with monosyllables graphemes that contain it C or stem changes concern them conventions The functions Homophones 2 The several facets Constructing the plurals The suffixes Heteronyms and of final single Single-element of the digraph < ea > of words with final < o > <-or > <-er > homographs D non-syllabic < e > homophone pairs

The trigraph < igh > The trigraph < ugh > Etymological The base elements Using the apostrophe Plurals -4- Part 1 : consonant and other graphemes project: < sci > and < sign > 2: showing possession Final details E letter + < igh > for the phoneme / f / names of fabrics The phonology Two important families: the The < i / y > relationship The suffixes The suffixes American and of the graphemes ‘wh-words’ and <-ery > <-ary > British spelling Part 2 <-ion > <-ian > <-ity > F < c > < k > and < ck > < them / they / their > <-ory > differences Graphemes for / dΩ /, The orthographic Graphemes When to use the suffix <-t > More about The IPA symbol the suffix <-age >, phonology of ‘long A’ for the ‘long U’ instead of <-ed > compounds system G final < ge > or < dge > Letters < w > and < x > Signs of words Compounding The orthographic Twin Connecting their place in English from Greek: and its components phonology of base elements vowel letters H orthography / f / -2- Free base elements Learning from the spellings The orthographic Double < cc > is rare Portmanteau The grapheme with final < dissect > < disease > phonology of ‘long E’ in English spelling words < ugh > I < f > < l > < s > or < z > < disaster >

Choosing between The twin bases The lessons The suffixes The spelling Learning from final syllabic< le > < cede / cess > of the suffix <-ed > <-er > <-est > <-ist > of numbers < privilege > J and <-al > < sede / sess > Homophones 3 Learning from Learning from the Graphemes for Homophones -4- Homophones that Words from Arabic the spelling of < love > spelling of < was > the phoneme / ʃ / and holorimes K may be complex

The phonology Naming the days Using the apostrophe The sufﬁxes Etymology: words Voiced consonants L of ‘long I’ and ‘long O’ of the week 1: Showing Omission <-y > <-ie > <-ee > to do with stars The shewa These Themes are being re-written These Tool Kits are in TBox2 multimedia format for the Tool Box 2 multimedia format

www.WordWorksKingston.com & www.wordsinbogor.blogspot.ca Structured Word Inquiry: Developing literacy and critical thinking by scientific inquiry about how spelling works 19

Links & Resources Teacher Blogs with Videos, Investigations etc: Wordworks: www.wordworkskingston.com • SWI “Investigations” Resources & videos from Pete on Real Spellers Free resources, images, video clips and descriptions of this instruction in • Dan Allen’s Grade 5 Blog action around the world. • Ann Whiting’s Grade 7 Blog • YouTube videos of structured word inquiry in practice. • Skot Caldwell’s Grade 4/5 Blog • WordWorks Newsletter: Email us at [email protected] • Mary Beth Steven’s Grade 5 Blog to receive our free Newsletter with updates, Word Detective Episodes and frequent extra resources. See a recent example here. • Lyn Anderson’s blog for SWI in the early grades • Teaching How the Written Word Works (Bowers, 2009). This book • Jen Munnerlyn’s LIteracybytes Blog builds on the 20 session intervention study I conducted (Bowers & Kirby, 2010) in Grade 4 and 5 classes. The lessons with the and matrices are the first lessons in that book. Email Pete References to order a copy. Bowers, P. (2009). Teaching how the written word works. (Available from Real Spelling www.realspelling.fr www.wordworkskingston.com) This is not a spelling program or teaching approach. It a reference that Bowers, P.N., & Cooke, G. (2012, Fall). Morphology and the common core building explains how English spelling works. Find many free resources and also students’ understanding of the Written Word. Perspectives on Language and Liter- acy. 31-35. excellent resources for sale. Bowers, P.N., & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary LEX: Linguist-Educator-Exchange (Get LEX grapheme cards here) acquisition. Reading and Writing: An Interdisciplinary Journal, 23, 515–537. This excellent blog by Gina Cooke for educators who trying to make Bowers, P.N., Kirby, J.R., & Deacon, S.H. (2010). The effects of morphological instruc- sense of the linguistic structure of words. tion on literacy skills: A systematic review of the literature. Review of Educational Research, 80, 144–179. Carlisle, J.F., (2010). Effects of Instruction in Morphological Awareness on Literacy Achievement: An Integrative Review. Reading Research Quarterly, 45, 464–487. On-line Structured Word Inquiry Tools: Chomsky, C. (1970). Reading, writing, and phonology. Harvard Educational Review, The Word Searcher: 40, 287–309. A key free tool for collecting words according to surface patterns so that Goodwin, A.P., & Ahn, S. (2010). A meta-analysis of morphological interventions: ef- word scientists can investigate the substructure of words. This is an in- fects on literacy achievement of children with literacy difﬁculties. Annals of Dys- valuable tool for your spelling investigations. lexia, 60,183–208. Henry, M. K. (2010). Unlocking literacy: Effective decoding & spelling instruction. Bal- Mini Matrix Maker timore: Brookes. A basic tool for typing word sums and turning them into matrices. See a Kirby, J.R., Bowers, P.N., & Deacon, S.H. (2009, August). Effects of instruction in mor- “how to video” at this link. phology on reading. Paper presented at the biannual meeting of the european The Word Microscope: Association for research in Learning and Instruction, Amsterdam, the netherlands. This software allows the user to construct matrices from word sums, Nunes, T., & Bryant, P. (2006). Improving literacy by teaching morphemes. New York: search for likely members of morphological families and much more. It Routlege. guides learners in their quest to make sense of English spelling. Reed, D. K. (2008). A synthesis of morphology interventions and effects on reading See a short user’s manual and “how to video” here. outcomes for students in Grades K-12. Learning Disabilities Research & Practice, 23, 36-49. Real Spellers: www.realspellers.org Treiman, R., Kessler, B. (2005). Writing systems and spelling development. In M.J. This website by Matt Berman (Grade 4 teacher at Nueva School in Hills- Snowling & Hulme, C. (Ed.) The science of reading: A handbook. (pp. 120-134). borough, California) is an excellent site for resources and spelling dis- Malden: Blackwell Publishing. cussions from teachers around the world.

www.WordWorksKingston.com & www.wordsinbogor.blogspot.ca