module-4-proficiency-in-reading-and-spelling-Op0n66sW

Identify the four-phases in Ehri's model of Word Reading Development CONTINUE Vocabulary Survey of Knowledge Pretest Instructions: Return to Canvas to evaluate your current knowledge of the words and terms for this section. You will complete this exercise again at the end of this module to check your progress.

than her reading comprehension. On the other hand, Gemma is a proficient reader . She reads to learn new ideas and gain information using a variety of texts. Gemma is comfortable tackling unfamiliar vocabulary and syntax using a variety of strategies. Gemma can respond to texts using higher-level thinking processes and make meaningful connections to prior learning and experiences. Like most proficient readers, Gemma’s reading comprehension is equal to or better than her listening comprehension. Recognizing the di±erences between novice and proficient readers is vital for planning instruction. Why? Teachers can better select teaching strategies and resources aligned with students' needs. CONTINUE The Developmental Progression of Early Word-Reading Skills American psychologist and Professor Linnea Ehri developed a four-stage model to describe how students learn to read words. The stages are 1) Pre-alphabetic, 2) Early or Partial Alphabetic, 3) Later or Full Alphabetic, and 4) Consolidated Alphabetic. The model is flexible in that the time it takes to progress through the phases varies, and the phases can sometimes overlap. Each stage has unique characteristics that can be linked to specific behaviors. The big idea from Ehri’s model is that a child’s ability to recognize words “by sight” is based on two skills: phonological and phonemic awareness and phoneme-grapheme mapping. Explicit instruction in phonological awareness should begin in kindergarten using activities such as clapping syllables in words and identifying words that rhyme. Direct instruction in phonemic awareness skills follows when children practice identifying, producing, blending, and segmenting individual sounds in spoken words. Success with both phonological and phonemic awareness contributes to success with phoneme-grapheme mapping or matching speech sounds to printed letters.

CONTINUE Practice with Identifying Reading Behaviors in Ehri’s Phases Use the interactive below to check your understanding of the phases of word reading development. First, match the descriptions of Alaina, Daniel, Marco, and Juliana to the correct stage and click submit to see which responses were correct. Then click the "next" button to match the descriptions of four di±erent students (Danielle, Zion, Simone, and Douglas) to the appropriate stage of word reading development.

SUBMIT Gian-Carlo sees the word “photosynthesis” and remembers that “photo” means light. He is most likely in the ____________________ phase. Type your answer here Brianna points to a juice container and says the brand name aloud. She is not “reading” the word, but recognizes the label. Brianna is in what phase of word reading development? Pre-Alphabetic Consolidated Alphabetic Early or Partial Alphabetic Later or Full Alphabetic

Developing Automaticity and Fluency in Word Reading

Strategies to Develop Automaticity How can we help students develop automaticity to become more fluent readers? Several strategies involve practice with reading words and phrases quickly and accurately. Click on the plus signs below to learn more about high-frequency word practice and repeated readings. High Frequency/Sight Word Practice: – Teachers must build time into the day to practice reading and spelling high-frequency sight words. This can be done using flashcards, letting students compete to find sight words in di±erent texts, or by providing students with texts that feature high-frequency words. Timed Repeated Readings: –

Check for Understanding: Progression of Word Study Skills Directions: Answer the following questions. SUBMIT The first important skill that is explicitly taught in the classroom to new readers is: recognizing environmental print using root words to determine word meaning automatic and fluency basic phonological awareness

SUBMIT CONTINUE The Importance of Systematic, Explicit Instruction in Word Reading Based on the Progression of Word Study Chart, a student beginning the fourth grade should be: proficient in working with Greek morphemes proficient in phonemic awareness and inflectional morphology, but still working on derivational morphology proficient in syllabication, but still working on derivational morphology answer choices B and C

Systematic, explicit instruction in reading and writing is essential to ensure all students are successful. What does systematic, explicit instruction look like? Click on the tabs in the interactive below to learn more. Systematic instruction means that students consistently engage in word reading lessons that: progress from simple (phonological awareness skills) to complex (Greek-derived morphemes). have clear, well-sequenced steps so phonics instruction builds over time. For example, students must master the alphabetic principle (develop sound-symbol correspondences) before they can be expected to blend sounds in words. Additionally, students must be able to break words apart by identifying individual morphemes (the smallest units of meaning) to comprehend complex words. When teachers are knowledgeable about word-reading skills, they are more likely to plan and implement systematic reading instruction. SY STEMATIC IN STR UC TION EXPLIC IT IN STR UC TION R ESEAR C H

Explicit instruction refers to the idea that lessons are intentionally designed so students are successful in developing word reading skills. For example, teachers decide: how lessons will be presented which activities will be used to practice and apply lesson skills how students will be grouped how instruction will be di±erentiated how student learning will be assessed SY STEMATIC IN STR UC TION EXPLIC IT IN STR UC TION R ESEAR C H

Chall emphasizes that early systematic instruction in phonics leads to better achievement in reading (1990, 48–49). More recently, Ehri, Nunes, Stahl, and Willows found that systematic phonics instruction increased sight word reading, decoding, and reading comprehension more than any other kind of instruction (2001, 278–279). Research also tells us that systematic and explicit phonics instruction in grades K–2 dramatically impacts students’ reading ability in the future (Armbruster et al. 2001). The ultimate goal for teachers is to plan and implement systematic, explicit instruction in decoding words. When students are adept at recognizing words, they can better focus on reading comprehension and critical thinking. CONTINUE SY STEMATIC IN STR UC TION EXPLIC IT IN STR UC TION R ESEAR C H

Discussion 4.1A: The Texas Pre-K Guidelines, ELAR K–5 TEKS, and Word Recognition  Discussion 4.1A: The ELAR K–5 TEKS and Word Recognition Task 1: Use the TEKS Statements to locate the student expectations related to word recognition (Grades K-2: 2B; Grades 3-5: 2A). Task 2: Identify two student expectations that support word recognition. Task 3: List and describe those two student expectations. Be sure to include the correct letter and numerical indicator for each including the grade level. Task 4: Explain how those expectations will in±uence student success. Be sure to include ideas from the course content in your explanation. Return to the course in Canvas ® to submit your responses to the Discussion Board.

CONTINUE Module 4.1 Assessment Return to Canvas to complete the Module 4.1 Assessment. CONTINUE Vocabulary Survey of Knowledge Posttest

Return to Canvas to complete the Vocabulary Survey of Knowledge posttest form Module 4.1. CONTINUE References Armbruster, Bonnie B., Fran Lehr, and Jean Osborn. 2001. “On the Research Building Blocks for Teaching Children to Read.” Retrieved from https://lincs.ed.gov/publications/html/prfteachers/reading_first_print.html. Beech, John. R. 2005. “Ehri’s Model of Phases of Learning to Read: A Brief Critique.” Journal of Research in Reading 28. Chall, Jeanne S., Luke E. Baldwin, and Vicki A. Jacobs. 1990. The Reading Crisis : Why Poor Children Fall Behind. Cambridge: Harvard University Press. Ehri, Linnea C. 2008. “Development of Sight Word Reading: Phases and Findings.” In Blackwell Handbooks of Developmental Psychology. The Science of Reading: A Handbook, edited by Margaret J. Snowling and Charles Hulme. Oxford: Blackwell Publishing. Ehri, Linnea C. 2014. “Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning.” Scientific Studies of Reading 18 (1). Ehri, Linnea, Simone Nunes, Dale Willows, Barbara Schuster, Zohreh Yaghoub-Zadeh, and Timothy Shanahan. 2001. “Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis.” Reading Research Quarterly 36. Fisher, Douglas, Nancy Frey, and John Hattie. 2016. Visible Learning for Literacy (Grades K–12): Implementing the Practices that Work Best to Accelerate Student Learning. Thousand Oaks:

Corwin Literacy. Gaskins, Irene West, Linnea C. Ehri, and Cheryl Cress. 1996. “Procedures for Word Learning: Making Discoveries about Words.” Reading Teacher 50. Hollingworth, Ann S. 2019. “Teaching the Pre-Alphabetic, Partial Alphabetic, Reader: Early Sight Words.” Retrieved from http://www.manyroadstoreading.com/sight-words-to-teach- first/. Wolf, Gail M. 2018. “Developing Reading Automaticity and Fluency: Revisiting What Reading Teachers Know, Putting Confirmed Research into Current Practice.” Creative Education 9. Retrieved from https://doi.org/10.4236/ce.2018.96062. Wolf, Maryanne. 2008. Proust and the Squid: The Story and Science of the Reading Brain. Cambridge: Icon Books. Word Scientists. 2017. “Stages of Reading.” Retrieved from http://www.manyroadstoreading.com/sight-words-to-teach-first/.

Key Terms and Concepts: Ehri’s Phases and Spelling Development, Pre-Alphabetic Spelling, Early Alphabetic Spelling, Later Alphabetic Spelling, Consolidated Alphabetic Spelling What the Research Says: Children’s ability to spell words accurately contributes to reading fluency and comprehension. Lesson 2 of 4 Rebecca Hampton 4.2: Development of Early Spelling and Writing Skills

Module Objectives: Identify the developmental progression of spelling and writing skills Identify the ELAR K–5 TEKS associated with beginning writing and spelling Identify and discuss the student expectations for spelling and how they influence student success CONTINUE Vocabulary Survey of Knowledge Pretest

Instructions: Return to Canvas to evaluate your current knowledge of the words and terms for this section. You will complete this exercise again at the end of this module to check your progress. CONTINUE The Connection Between Reading and Spelling Earlier in this module, we discussed Ehri’s Phases of Word Recognition - a model that explains how children develop sight word recognition skills. The model also addresses the process of spelling. An abundance of research confirms the reciprocal relationship between reading and spelling (Ehri 2000, 19–36; Rapp and Litka 2011, 1180–1197). In other words, proficiency in reading supports proficiency in spelling. Conversely, students who struggle with reading are more likely to find spelling challenging. This reciprocal relationship makes sense as both reading and spelling require the same skill sets. Children must be able to first connect graphemes (or letters) to phonemes (or sounds) (Santoro, Coyne, and Simmons 2006, 122–133). Ehri and Snowling believe these letter-sound patterns become part of a child’s “sight vocabulary” (2004, 433–460). Expansion of sight vocabulary increases automaticity and fluency, ultimately supporting comprehension (Hook and Jones, 2014, 17). CONTINUE Ehri’s Phases and Spelling Now that we have established a clear link between reading and spelling, let’s look at how Ehri’s Phases of Word-Reading Development can also be used to identify children's developmental stages in writing and spelling. There are two essential ideas to note before moving on.

1. Frequent opportunities to write using invented spelling will more likely support a shift from the pre-alphabetic to the alphabetic phases compared to practice with reading (Ehri 2000, 19–36). 2. Writing and spelling are more visible processes compared to reading in that we can see exactly what a child knows just by looking at their paper. As a result, spelling and writing samples often provide better clues about a child's development (Ehri 2000, 19–36). In the chart below, notice how the spelling skills in each of Ehri's phases are aligned with the word-reading skills. Ehri's Phases of Word-Reading Development—Spelling Phases Pre- Alphabetic Phase (pre- K–K) Early Alphabetic Phase (K–1) Later Alphabetic Phase (Grades 1– 2) Consolida Alphabet Phase (Gra 2–3) Spelling Children scribble or use random letters and numbers to represent words. Since children have partial letter-sound correspondence, they begin to use invented spelling (mainly initial and final consonants). Since children know most letter-sound correspondences, they begin to use more phonetically accurate spelling. They use consonants and vowels to spell one-syllable words and begin to spell sight words correctly. Children us bigger “uni of letter sequences a patterns to spell. These units includ syllables, morpheme onsets and rimes, and whole word The spellin sight words becomes m automatic.

CONTINUE Practice with Identifying Stages of Spelling Understanding the stages of spelling development helps teachers identify a child's current phase and then plan instruction to move them forward. The writing sample below illustrates this idea. Ehri's Phases of Word-Reading Development—Spelling Examples Students in this phase will read a story to you that they have “written,” but few of the letters, numbers, or markings are phonetically related to what is being said. Students in this phase will attempt to write the word “jump” but will spell it as “jump” or attempt to spell “telephone” and write “life.” Using the previous example, this student can spell “jump” correctly because they can identify a word's vowel and consonant sounds. Students in phase can r the word “jumped” b breaking th word into morpheme base - “jump inflect ending “ed” Sources: Snowling, Margaret, J. & Hulme, Charles (Ed). 2008. Blackwell Handbooks of Developmental Psychology. The Science of Reading: A Handbook. Oxford: Blackwell Publishing.

This writing sample is characteristic of a student in the consolidated alphabetic phase because they: correctly spelled high-frequency words such as “when,” “home,” “mother,” and “said.” correctly added su²xes to the words “asked” and “played.” Use the chart "Ehri's Phases of Word Reading - Spelling" to identify the spelling stage for each writing sample below. Then match each writing sample to the appropriate phase of development.

Writing Sample 1

Writing Sample 2

Writing Sample 3 Writing Sample 4 Match the writing samples above to the appropriate phase of spelling development. Writing Sample 1 Writing Sample 2 W i i S l Later Alphabetic Consolidated Alphabetic E l Al h b i

SUBMIT Access the following PDF to review the answers for the activity. Matching Activity_Identifyng Ehris Phases_Spelling and Writing Behaviors.pdf 633.7 KB CONTINUE Writing Sample 3 Writing Sample 4 Early Alphabetic Pre-Alphabetic Discussion 4.2A: Th T P ki d t G id li ELAR K 5 TEKS d

CONTINUE The Texas Prekindergarten Guidelines, ELAR K-5 TEKS, and Spelling  Discussion 4.2A: The ELAR K-5 TEKS and Spelling Task 1: Use the TEKS Statements to locate the student expectations related to spelling (Grades K-2: 2C), Grades 3-5: 2B) Task 2: Identify two student expectations that support spelling. Task 3: List and describe those two student expectations. Be sure to include the correct letter and numerical indicator for each including the grade level. Task 4: Explain how those expectations will in±uence student success. Be sure to include ideas from the course content in your explanation. Return to the course in Canvas® ® to submit your responses to the Discussion Board.

Module 4.2 Assessment Return to Canvas to complete the Module 4.2 Assessment. CONTINUE Vocabulary Survey of Knowledge Posttest Return to Canvas to complete the Vocabulary Survey of Knowledge Posttest for Module 4.2.

CONTINUE References Adams, Marilyn J. 1990. Beginning to Read: Thinking and Learning about Print . Cambridge: MIT Press. Ehri, Linnea. 2000. “Learning to Read and Learning to Spell: Two Sides of a Coin.” Topics in Language Disorders 20 (3). Ehri, Linnea. 2004. “Teaching Phonemic Awareness and Phonics” in The Voice of Evidence in Reading Research edited by Peggy McCardle and Vinita Chhabra. Baltimore: Brookes Publishing. Ehri, Linnea, and Margaret J. Snowling. 2004. “Developmental Variation in Word Recognition” in Handbook of Language and Literacy: Development and Disorders edited by C. Addison Stone, Elaine R. Silliman, Barbara J. Ehren, and Kenn Apel. New York: Guilford. Hepner, Christopher, Michael McCloskey, and Brenda Rapp. 2017. “Do Reading and Spelling Share Orthographic Representations? Evidence from Developmental Dysgraphia.” Cognitive Neuropsychology 34 (3/4). Hook, Pamela E., and Sandra D. Jones. 2014. “The Importance of Automaticity and Fluency for E±cient Reading Comprehension.” Retrieved from: https://eps.schoolspecialty.com/EPS/media/Site- Resources/downloads/articles/Importance_Automaticity_Fluency.pdf Judica, Anna, Maria De Luca, Paola Angelelli, Donatella Spinelli, and Pierluigi Zoccolotti. 2017. “Early Reading Treatment in Children with Developmental Dyslexia Improves Both Reading and Spelling.” BPA—Applied Psychology Bulletin (Bollettino Di Psicologia Applicata) 65 (279). Moats, Louisa C. 1995. Spelling: Development, Disability, and Instruction . Baltimore: York Press.

Moats, Louisa C. 1996. “Phonological Spelling Errors in the Writing of Dyslexic Adolescents.” Reading and Writing: An Interdisciplinary Journal 8. Moats, Louisa C. 2000. Speech to Print : Language Essentials for Teachers. Baltimore: Brookes Publishing. Moats, Louisa C. 2004. Language Essentials for Teachers of Reading and Spelling (LETRS) . Longmont: Sopris West Educational Services. Moats, Lousia C., and Bruce Rosow. 2002. Spellography . Longmont: Sopris West. Rapp, Brenda, and Kate Lipka. 2011. “The Literate Brain: The Relationship Between Spelling and Reading.” Journal of Cognitive Neuroscience 23 (5). Santoro, Lana E., Michael D. Coyne, and Deborah C. Simmons. 2006. “The Reading-Spelling Connection: Developing and Evaluating a Beginning Spelling Intervention for Children at Risk of Reading Disability.” Learning Disabilities Research & Practice 21 (2). Treiman, Rebecca, and Derrick C. Bourassa. 2000. “The Development of Spelling Skills." Topics in Language Disorders 20. Uhry, Joanna K., and Margaret J. Shepherd. 1993. “Segmentation and Spelling Instruction as Part of a First-Grade Reading Program: E²ects on Several Measures of Reading.” Reading Research Quarterly 28.

Key Terms and Concepts: Incidental visual cues, blending phonemes, segmenting phonemes, repeated readings, choral reading, onsets and rimes, word lists, phoneme-grapheme mapping Lesson 3 of 4 Rebecca Hampton 4.3: Using Assessment to Identify Student Needs and Plan Instruction

What the Research Says: Assessment of early word-reading skills provides teachers with the information necessary to plan explicit, systematic instruction in early word-reading and spelling skills (particularly phonemic awareness and phoneme-grapheme mapping skills). Module Objectives: Identify instructional strategies to move students through Ehri's Phases of Word Reading Development Assess which of Ehri's Phases a beginning reader is currently in CONTINUE Vocabulary Survey of Knowledge Pretest

Instructions: Return to Canvas to evaluate your current knowledge of the words and terms for this section. You will complete this exercise again at the end of this module to check your progress. CONTINUE Assessing Word Development through Writing and Spelling In the previous section, we discussed two important points related to the development of spelling skills. Teachers must accurately assess early word-reading and spelling development to plan appropriate instruction. It sounds simple, right? It’s not simple at all. However, thinking about the progression of early word-reading and spelling skills as a continuum will help. Once we pinpoint the phase a child is currently in based on assessment data, we can introduce skills in the next phase to keep them moving forward. CONTINUE Since writing and spelling are more visible processes, they often provide better clues about which phase of development a child is in (Ehri 2000, 19–36). Frequent opportunities to write using invented spelling will more likely support a shift from the pre-alphabetic to the alphabetic phases compared to practice with reading (Ehri 2000, 19–36).

Instructional Practices to Promote Development of Word-Reading and Spelling Skills Let’s look at some examples of instructional strategies that help students move from one reading and spelling development phase to the next. In the chart below, the left column lists specific characteristics of children in each of Ehri's Phases, and the column on the right features the goals we want children to accomplish. Strategies that support the attainment of goals are shown in the center column.

Ehri, Linnea C. 2008. “Development of Sight Word Reading: Phases and Findings.” In Blackwell Handbooks of Developmental Psychology. The Science of Reading: A Handbook, edited by Margaret J. Snowling and Charles Hulme. Oxford: Blackwell Publishing. Access the following document for a printable copy of the strategies. Strategies to Move Through Ehris Phases.pdf 158.5 KB CONTINUE

Check for Understanding: Instructional Practices to Promote Development of Word-Reading and Spelling Skills Directions: Answer the following questions. SUBMIT You have a student who pretends to read, writes random letters and symbols, and is unable to map sounds and letters. Which of the following should be the teacher’s instructional focus in order to move this student to the next phase? Practice reading and writing irregular sight words Focus on speed and accuracy Practice blending phonemes Teach alphabet letter names

SUBMIT CONTINUE A teacher is using key words and practicing recognition of beginning sight words with a student. The teacher is most likely trying to move the student from the ________ phase to the ________ phase. pre-alphabetic to early alphabetic early alphabetic to later alphabetic later alphabetic to consolidated alphabetic

Module 4.3 Assessment Return to Canvas to complete the Module 4.3 Assessment. CONTINUE Vocabulary Survey of Knowledge Posttest Return to Canvas to complete the Vocabulary Survey of Knowledge Posttest.

CONTINUE References Boshen, Jessica. n.d. “Introduce the Topic—Informational Writing: Week 2—Spade Foot Toads.” Retrieved from https://www.whatihavelearnedteaching.com/introduce-the-topic/ . “Stages of Emergent Writing.” n.d. Retrieved from https://k12.thoughtfullearning.com/teachersguide/writing-spot-assessment/stages- emergent-writing

Module 4 Printable Course Copy Lesson 4 of 4 Rebecca Hampton Printable Course Copy