1. Julia Smith READ 3262 Fall 2011
  2. Phases in Children's Development of Word Knowledge
    1. Include two distinct levels:
      1. children's' growing awareness of the structure of words
        1. that words themselves become sophisticated
    2. Words As Wholes: The Logographic Phase:
      1. when children have a minimal understanding of specific words, but are trying to identify it by looking at it's features or letters to help them remember the word.
    3. "Logographic Readers"
      1. reading word by word without looking at each part
      2. children will produce one or two memorized words-usually their names-and symbols such as heart shape or sun shapes
      3. emergent spelling: strings of letters that might resemble words, but whose letters have no phonetic value
      4. teachers may use the strategies of labeling things in the classroom, doing shared reading, and language experience
      5. teachers will also call out children's attention to letters, starting wit the consonant sounds that begin words, or having children learn several dozen sight words they can recognize easily
    4. Letter By Letter: The Alphabetic Phase:
      1. readers produce early phonemic spelling (beginner readers): where they write a few letters to represent only the most salient sounds, usually consonant sounds
      2. phonological recording develops (moderate readers): when reading words alphabetically and figuring them out letter by letter- it allows a pathway to the memory that makes it easier for children to recognize the words when they see them later
      3. letter name spelling (advanced readers): children's spelling will represent all or most of the phonemes in a word, because they focus on matching one letter to one sound at a time, they are not aware of silent E's or other wats of marking vowel letter long or short
        1. they will not spell consonant diagraphs in addition; they might write HIP for chip and VE for the
      4. transitional alphabetic readers and alphabetic readers both look at the relation between individual letters and individual sounds
      5. all in all it focuses first on teaching the common letter-to-sound matches-beginning with consonant sounds, and then moving on to long and short vowels, and consonant diagraphs and consonant clusters. Teachers used shared writing, word shots, and word walls for this purpose
    5. Chunking: The Orthographic Phase:
      1. looking beyond one letter to one sound, and focusing on spelling patterns such as -at, -ock,-ake,- and -ight
      2. Onsets and rimes or phonogram patterns: when children are visually separating words, and can read by analogy
      3. reading letters in clusters and recognize that some groups of letters have a long vowel sound and some have a short vowel sound, depending on how its marked
    6. Meaningful Word Parts: The Morphological Phase:
      1. the phase of meaningful word parts
      2. includes compound words "recognizing the small words within the big words", grammatical morphemes: plural markers and verb tense endings, and prefixes and suffixes
    7. Word Histories and Families: The Derivational Phase:
      1. seeing how words derive from same older sources
      2. combines word recognition and vocabulary
      3. word knowledge: what children need to know in order to recognize words and to spell them-especially words they don't have stored in their memory
  3. Teaching Word Knowledge
    1. shared reading and the Langauge Experience Approach taught by using word banks, having a morning message, or labeling the room
      1. Whole Part Whole Teaching: Reading words in context (K-Grade 1)
    2. picture sorts, plastic letters, word walls: picture and a literature-based picture word wall, posting sight words, word wall chants, shared writing or guided reading
      1. Teaching the Letter by Letter or Alphabetic Reader (Grade 1)
    3. word sorts, word hunts, word wheels, flip cards, word sorting with two syllable words
      1. Teaching the Reader at the "Chunking" Phase: The Orthographic Reader (Grades 2 to 3)
    4. structural analysis: compound words, prefixes, and suffixes, or word journals
      1. Teaching the "Meaningful Word Parts" or Morphological Reader (Grades 3 and 4)
    5. using words with arts from ancient sources, structural analysis with latin and greek parts, word reports, and family and community
      1. Teaching the Reader of "Word Histories and Families" or the Derivational Reader (Grade 4 and Up)
  4. Assessing Word Knowledge
    1. ask a child to read 100 words of text written at her instructional level- where the child misreads about one word in ten. Then write down the errors, with the target word next to it. Next determine if the child is reading words using strategies or not.
      1. Categorizing Word Recognition Errors:
    2. analyzes children's spelling errors: their invented spelling
      1. Assessing Word Knowledge Through Invented Spelling: The Monster Test
    3. kindergarten through second grade; consists of ten words
    4. provide a lot of encouragement and keep the atmosphere playful and fun
  5. Word Knowledge and English Spelling
    1. where one letter spells one sound and vice versa, word recognition and spelling are simple matters
      1. Shallow orthographies:
    2. Includes the histories and relations that words have to other words; understanding the layers and layers of word knowledge
      1. Deep orthographies:
  6. Teaching Children About Words
    1. Must have prior knowledge:
    2. Know most of the letters of the alphabet
    3. Realize that spoken words can be broken down into smaller units of sound
    4. Find different ways in which print represents spoken words