Tuesday, 31 January 2012

Joy Allcock - Linking Reading and Spelling

Spelling and reading have similar skills needed.  Today is about approaches to fixing the problems.  

Phonics is the relationship between sounds and print.  

Problems that are faced in reading

  • Comprehension
  • Retention- phonics
  • Decoding
  • Non Fiction Reading
  • Vocabulary
  • Fluency
  • How to encourage a reluctant reader?
  • Where to begin?
  • When to intervene?
  • What to do when they plateau?
  • How do you educate parents?
Core elements
Phonological Knowledge

The problem is how to teach it and use it?
The learning progressions are good to the order that we need to teach.  What we need to put in place and how early to intervene depends on the problem. 

Vocabulary is the first foundation of literacy.  

If a child has decoding issues they are not able to engage in non fiction text. 

A whole word reader reads a word that he/she knows if they don't know the word.  This can cause problems with comprehension.

A student can read all the words however they lack the knowledge of the words and what they mean.  This can be a common problem.  The lack of vocabulary knowledge can cause them to lack comprehension.

Another type of reader is a reader who can read all the text and comprehend the words.  However they still struggle to answer some of the questions.  This occurs when a student has no prior knowledge to experience to hook onto the reading.  The student struggles to make connections to the text.  

When doing a running record look at the child's errors are they high frequency or content errors?  Then you need to analysis the high frequency word error.  

Where the syallbales break depends on if it ends in a vowel or not.  If ends in a vowel it is a long vowel.  If it ends in  a constant then it is a short vowel.

Monday, 30 January 2012

Joy Allcock - Spelling Workshop

The generation of today are reading and writing more than any other generation before.  Now days literacy is used everyday.  Kids are not worse than before they simply do more!

ICT causing biggest forms of communication through print and visual media?????

Students that can’t spell stop writing!

Spelling is the link between reading and writing .  If a student is a good speller it tells us that they know a lot more about print.  

Students need to have choices about how to communicate for the purpose.  E.g txt for txt, email for different communication purposes.

How words work:

  • Need to correctly pronounce a word
  • Understand how print works
  • English is complex

Structure of Words

Three layers sound, image,

Sound: What the word and parts of the word sound like
The pronunciation of words must be in the sounds in order

A word is a string of sounds

Whole sound crush crushed crushing

Parts Syllables - crush/ crushed/ crush/ing

individual sounds - ‘k’ ‘r’ ‘u’ ‘sh’
                              ‘k’ ‘r’ ‘u’ ‘sh’ ‘t’
                              ‘k’ ‘r’ ‘u’u ‘sh’ ‘t’ ‘ng’

Four sounds put

‘t’ ‘k’ ‘o’ ‘s’
Image What the word and parts of the word look like                    

Whole image   cat  horse goat mouse

Parts  c a t   h or se  g oa t   m ou se

45 sounds more that 1100 ways of working the sounds and with only 26 letters

or aw ore au our oar oor ure a augh ought al ar

Structure Why the word looks the way it does

Whole image: meaning of whole word and sequence of letters to spell it.

  1. Morphemes - sequences of letters and meaning of morphemem e- out of ject - to throw.
  2. Choice of spelling patterns - influences pronounciation complete - e_e signifies long vowel. Running - nn signifies single vowel preceding it will be short.
As teachers we need to analysis the error by looking at what is the problem. Sound, image or structure. Most students don't know what spelling pattern to use and this can be the problem.

Reflective Thoughts

Need to look at the spelling in kids works and what their error is.

The single most important thing to teach is Vocabulary!!!!! Building Vocab.

Do you plan to teach vocab? Yes through CSI, however need to keep a log that they can refer back to.

Vocabulary knowledge is the core to reading. Many kids can read words but struggle to tell you the meaning. This is the problem for low running record results for comprehension. Just because they can read doesn't mean they understand. Needs to be planned in the daily programme.

The alphabet is not the core to learning words they need to be learning sounds and vocabulary.

ist - someone doing it 'i' someone doing
est - extra eg more than 'e' extra more than

Like this tip to help kids realise the differences between the two.

Kids are going into high school not being able to read non fiction text. When Joy stated this it confirmed my reading programme as I mainly use non fiction text. I felt that when I read for the purpose of work or learning it is all non fiction. However, it is important to be reading fiction for pleasure as well. By hearing this it has confirmed have students read every day for pleasure to cover fiction.

When I look around my class I know that most of my student read fiction for pleasure. This confirms the importance to have non fiction as a guided reading programme.

"Chinese" Phonecian
They see it and can just spell it. Remembering what words sound like. Work from
If you only use this then you sound to spelling pattern.
would not be a good reader
or writer because you would
have to see it all the time.

The vehicle for writing is spelling and if good spelling is not taught a kid will not write.

Elkonin boxes are boxes that have sounds. 1st step to break into syallablies then break it into sounds.


h u n / g r y

The starting point is getting the sounds down on the page.

ous changes a word into an adjective.

Teaching Strategy that would be worth a go!
300 common words are 75% of writing. Have students highlight all the common words in their writing. Then have them check against the high frequency bookmark.

It is time to re educate parents around the spelling of sounds. This helps students to learn to spell. You have to accept the sound patterns and then look at alternative ways of spelling.