index structured word inquiry developing literacy and critical thinking through scientific inquiry...

index

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are needed to see this picture.Structured Word Inquiry

Developing literacy and critical thinking through scientific inquiry about how spelling works

What is the title of this list?

• exploring, wondering and questioning • experimenting and playing with possibilities • researching and seeking information • collecting data and reporting findings • clarifying existing ideas and reappraising events • deepening understanding through the application of a

concept or rule • making and testing theories • making predictions and acting purposefully to see what

happens • elaborating on solutions to problems.

Inquiry as described by the PYP The process initiated by the teacher or the learner which moves the learner from their current level of understanding to a new and deeper level of understanding. This can mean:




Inquiry as described by the PYP It involves the synthesis, analysis and manipulation of knowledge…




Also Note! A necessary prerequisite for productive scientific inquiry is access to reliable verifiable data.




index

I was always a /ˈrili/ bad speller.Mean? Built?

Relatives?Pronunciation?text

index

I was always a really bad speller.

real

real

Mean? Built?

Relatives?Pronunciation?

Word Searcher

what about <realign>?

http://www.neilramsden.co.uk/spelling/searcher/index.html

index


real

real

Mean? Built?


prefixes suffixes

unre

lynessizees

isticallys

index


unsur real

lyness

ityize

es

ist

ic al ly

s

real

prefixes suffixes

unre

lynessizees

isticallys

Mean? Built?


index

Investigating the spelling/meaning of <investigate>. Mean?

Built?Relatives?

Pronunciation?

<investigate>Mean? Built?


in + vest + ige/ + ate → investigate ?



in + vest + ige/ + ate → investigate ?



in + vestige/ + ate → investigate

12-year-old student, Thelonious, with his tutor showed me...

Oxford English Dictionary:ORIGIN Latin from in- ‘into’ + vestigare ‘track, trace out.’

<vestige>


Oxford English Dictionary:ORIGIN Latin from in- ‘into’ + vestigare ‘track, trace out.’Etymology On-Line<vestige> from Fr. vestige "a mark, trace, sign," from L. vestigium "footprint, trace,"

<vestige>



Blog here

See page 13 in booklet..

http://realspellers.org/resources/matrices/446-investigate

http://www.neilramsden.co.uk/microscope/index.html

index

How could I have not made this connection before?

Mean? Built?


<investigate><vestige>

http://realspellers.org/resources/matrices/446-investigate

“Big Ideas” to guide Structured Word Inquiry“Big Ideas” to guide Structured Word Inquiry

1.English spelling:

• Ordered meaning-based system


1.English spelling:


• Suitable content for scientific inquiry


1.English spelling:



2.Scientific inquiry:


1.English spelling:



1.Scientific inquiry: Scientists seek the deepest structure that accounts for the greatest number of cases.


1.English spelling:




2. Integration:


1.English spelling:




3. Integration: Analysis of structure & meaning of words deepens understanding of any subject area.



It’s not about spelling accuracy.


It’s not about spelling accuracy. It’s about learning to investigate the spelling system in order to develop a way of investigating the world of words and ideas.

QuickTime™ and aH.264 decompressor


“The problem of education is to make the pupil see the woods by means of the trees”

Alfred North Whitehead,

The Aims of Education (1929/1957, p. 6).

<graph>

<struct/stroy>‘build’

Word Webs

Twin Bases

Refer to word searcher

‘writing, mark’

photographphotographyphotographicphotographically

autograph autographed autographing autographs

<biograph>biographybiographiesbiographer biographers biographical

graph graphic graphically graphics graphite

photograph photographed photographer photographers photographic photographically photographing photographs photography

choreographchoreographed choreographer choreographers choreographic choreography

destructdestructiondestructor

destroydestroysdestroyingdestroyerobstruct

obstructedobstructingobstruction

instructinstructioninstructorinstructed

structurestructuredstructuresstructuralstructurallyunstructuredrestructurerestructuredrestructuresrestructuring

constructreconstructiondeconstruct

‘build’

paragraph paragraphs

orthographic orthographically orthography

Word Webs

Twin Bases

Refer to word searcher

‘writing, mark’

<graph>

<struct/stroy>

http://www.neilramsden.co.uk/spelling/searcher/index.html

Question and test those assumptions.

A short spelling test...

question

<-tion> or <-ion>?

<-tion> or <-ion>?

How can we determine the answer?

<-tion> or <-ion>?

From a popular teacher resource for teaching prefixes and suffixes…

<-tion> or <-ion>?

From the authoritative Oxford English Dictionary…

-tionsuffixforming nouns of action, condition, etc., such as completion, relation.ORIGIN from Latin participial stems ending in -t + -ion .

-tionsuffixforming nouns of action, condition, etc., such as completion, relation.ORIGIN from Latin participial stems ending in -t + -ion .

<-tion> or <-ion>?

Empirical question

Empirical question

Warrants scientific inquiry.

<-tion> or <-ion>?

Empirical question

Warrants

<-tion> or <-ion>?

Scientific inquiry...

<-tion> or <-ion>?

Scientific inquiry builds...

•Systemic understanding

<-tion> or <-ion>?

Scientific inquiry builds...

•Systemic understanding

• Generative learning skills

question

Investigate word structure & meaning

questionMean? Built?






<-tion> or <-ion>?<-tion> or <-ion>?



ques + tion → question or

quest + ion → question


<-tion> or <-ion>?<-tion> or <-ion>?

question

<*ques> doesn’t mean anything!

Mean? Built?


ques + tion → question or


*


Mean? Built?


Orthographic morphological relatives:1) Pass the “structure test” (linked by a coherent word sum)



Mean? Built?



2) Pass the “meaning test” (share a common root origin)



Mean? Built?





questionORIGIN late Middle English : from Old French question (noun), questionner (verb), from Latin quaestio(n-), from quaerere ‘ask, seek.’

questORIGIN late Middle English : from Old French queste (noun), quester (verb), based on Latin quaerere ‘ask, seek.’ See also inquest .


Mean? Built?





questionORIGIN late Middle English : from Old French question (noun), questionner (verb), from Latin quaestio(n-), from quaerere ‘ask, seek.’

questORIGIN late Middle English : from Old French queste (noun), quester (verb), based on Latin quaerere ‘ask, seek.’ See also inquest .

Etymonline says: quaerere ‘seek, gain, ask’


Mean? Built?


Word SearcherFinds potentially related words.


Mean? Built?


Search Results for "quest"(41 matches)

sequestratedsequestratesunquestionedquestioninglyquestionnairesequestratingsequestrationunquestioningquestionnairessequestrationsunquestionableunquestionablyunquestioningly

requestedsequesterequestrianquestionedquestionerrequestingsequestersequestriansquestionersquestioningsequesteredsequestratequestionablesequestering

questquestsbequestinquestquestedrequestbequestsconquestinquestsquestingquestionrequestsconquestsquestions


Mean? Built?







Which have the base <quest> and Latin root ‘quaerere’?

Mean? Built?






⨯ sequesterfrom Latin sequester ‘trustee.’



Mean? Built?


unquestionedquestioninglyquestionnaire unquestioningquestionnaires unquestionableunquestionablyunquestioningly

requested equestrianquestionedquestionerrequestingequestriansquestionersquestioning

questionable








questionable


Mean? Built?




⨯ bequest

ORIGIN Middle English : from be- [about] + Old English cwis [speech,] influenced by bequeath .



questquests inquestquestedrequest conquestinquestsquestingquestionrequestsconquestsquestions


questionable


Mean? Built?




⨯ bequest






Mean? Built?




⨯ bequest


⨯ equestrianORIGIN mid 17th cent. (as an adjective): from Latin equester ‘belonging to a horseman’ (from eques ‘horseman, knight,’ from equus ‘horse’ ) + -ian .


questionable





Mean? Built?




⨯ bequest


⨯ equestrianORIGIN mid 17th cent. (as an adjective): from Latin equester ‘belonging to a horseman’ (from eques ‘horseman, knight,’ from equus ‘horse’ ) + -ian .

requested questionedquestionerrequesting questionersquestioning

questionable



questquestsinquestquestedrequestconquestinquestsquestingquestionrequestsconquestsquestionsrequestedquestionedquestionerrequestingquestionersquestioningquestionableunquestionedquestioninglyquestionnaireunquestioningquestionnairesunquestionableunquestionablyunquestioningly

Mean? Built?



27 of original 41 potential relatives are actual relatives.

questquestsinquestquestedrequestconquestinquestsquestingquestionrequestsconquestsquestionsrequestedquestionedrequestingquestioningquestionableunquestionable

Mean? Built?



Let’s work with just 18 of those 27

Mean? Built?



Let’s work with just 18 of those 27

quest → questquests → quest + sinquest → in + questquested → quest +edrequest → re + questconquest → con + questinquests → in + quest + squesting → quest + ing question → quest + ion

requests → re + quest + sconquests → con + quest + s questions → quest + ion + srequested → re + quest +ed questioned → quest + ion + edrequesting → re + quest + ingquestioning → quest + ion + ingquestionable → quest + ion + ableunquestionable → un + quest + ion + able

What does the interrelation of this family look like?

Mean? Built?



quest → questquests → quest + sinquest → in + questquested → quest +edrequest → re + questconquest → con + questinquests → in + quest + squesting → quest + ing question → quest + ion

requests → re + quest + sconquests → con + quest + s questions → quest + ion + srequested → re + quest +ed questioned → quest + ion + edrequesting → re + quest + ingquestioning → quest + ion + ingquestionable → quest + ion + ableunquestionable → un + quest + ion + able

What does the interrelation of this family look like?

uninre

con

questLatin Rootquaerere

‘ask, seek, gain’

singed

ionablesing

Mean? Built?


uninre

con

questLatin Rootquaerere ‘ask, seek,

gain’

singed

ionablesing


Orthographic morphological

relatives

uninre

con


gain’

singed

ionablesing

Mean? Built?


un +



relatives

uninre

con


gain’

singed

ionablesing

Mean? Built?


un + quest +



relatives

uninre

con


gain’

singed

ionablesing

Mean? Built?


un + quest + ion +



relatives

uninre

con


gain’

singed

ionablesing

Mean? Built?


un + quest + ion + ing →



relatives

Mean? Built?


un + quest + ion + ing → unquestioning

uninre

con


gain’

singed

ionablesing



relatives

uninre

con


gain’

singed

ionablesing

Mean? Built?


con +



relatives

uninre

con


gain’

singed

ionablesing

Mean? Built?


con + quest +



relatives

uninre

con


gain’

singed

ionablesing

Mean? Built?


con + quest + s →



relatives

Mean? Built?


con + quest + s → conquests

uninre

con


gain’

singed

ionablesing



relatives

Mean? Built?


Etymological relatives...Include a larger family of words:


Mean? Built?


Etymological relatives...Include a larger family of words:•All those that can be shown in a word matrix (share a base element)

uninre

conquestLatin Rootquaerere


singed

ionablesing


Mean? Built?


Etymological relatives...Include a larger family of words:•All those that can be shown in a word matrix (share a base element)

•Also words of the same root origin but not the same base element.

uninre



singed

ionablesing


Mean? Built?



uninre



singed

ionablesing

querent, query, disquisition, require, conquer, acquisition, exquisite

These words share the root ‘quaerere’ (Etymonline):


Mean? Built?




uninre



singed

ionablesing

All these words are related to the Latin root quaerere ‘ask, seek, gain’


Mean? Built?




uninre



singed

ionablesing

The matrix only shows orthographically

morphologically related words


in handout

Recall references citing <*-tion> suffix:Teacher resource:

actioninventionlocationprotectionvacation

Recall references citing <*-tion> suffix:Teacher resource:

action → act + ioninvention → invent + ionlocation → locate/ + ionprotection → protect + ionvacation → vacate/ + ion

Recall references citing <*-tion> suffix:Oxford English Dictionary

relationcompletion

Recall references citing <*-tion> suffix:Oxford English Dictionary

relation → relate/ + ioncompletion → complete/ + ion

Question:

Question:

How many of us have explicitly taught our students that asking a question literally means to go on a quest for knowledge?

Mean? Built?


Why do most of us fail to see the link between <quest> and <question>?


Mean? Built?


An instructional emphasis on the role of sound in spelling...


An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

Mean? Built?



Mean? Built?


• Often directs attention away from spelling-meaning links



Mean? Built?


• Often directs attention away from spelling-meaning links- Emphasizes the spelling of the syllable pronounced /tʃən/


<question>


Mean? Built?


• Often directs attention away from spelling-meaning links- Emphasizes the spelling of the syllable pronounced /tʃən/ but not the base (meaning-bearing element).


<question>


Mean? Built?



<qu-e-s-t>

<question>



Mean? Built?



<qu-e-s-t> /kwɛstʃ/

<question>



Mean? Built?


• Cannot teach that the pronunciation of morphemes shift across words in English.



Mean? Built?


<quest>

basespelled




Mean? Built?



<quest>

basespelled

basepronounced

/kwɛstʃ/



Mean? Built?



<quest>

basespelled

basepronounced

/kwɛstʃ/ question, questionable...



Mean? Built?



<quest>

basespelled

basepronounced

/kwɛstʃ/

/kwɛst/

question, questionable...



Mean? Built?



<quest>

basespelled

basepronounced

/kwɛstʃ/

/kwɛst/

question, questionable...

quest, inquest, requested...



Mean? Built?



<do>

basespelled

basepronounced



Mean? Built?


<do>

basespelled

basepronounced

/du:/ doing, undo, redo




Mean? Built?


<do>

basespelled

basepronounced

/dʌ/

doing, undo, redo

does, done



/du:/


Mean? Built?


<do>

basespelled

basepronounced

/dʌ/

do ingesne



/du:/


Mean? Built?


<do>

basespelled

basepronounced

/dʌ/

do + ing → doingdo + es → doesdo + ne → done

do ingesne



/du:/


Mean? Built?


go + ing → goinggo + es → goesgo + ne → gone

do + ing → doingdo + es → doesdo + ne → done

dogo

ingesne




probe

probable

probe

probe + able → probable

probe


structure & meaning

probe


structure & meaning

?

probe


✔structure & meaning

probe



?

Matrix from www.realspelling.com

The matrix & word sums

✔ ✔structure & meaning

Oxford Dictionary:Latin root probare ‘to test.’


Oxford Dictionary:Latin root probabilis, from probare ‘to test, demonstrate.’

http://www.realspelling.com/

<probe>

basespelled

basepronounced

/proʊb/

/prɑb/

probe/ + ate/ + ion → probation

probe/ + able → probable


word sums


structure & meaning

✔ ✔structure & meaning


brother

brotherbroth + er?


brotherbroth + er

✘✔structure & meaning

innatenaturenatural

structure & meaning

in + natenate/ + urenate/ + ure/ + al


structure & meaning

✔

<nate>



structure & meaning

✔ ✔


<nate>


/nætʃ/ nate/ + ure/ + al → natural



<nate> /neɪtʃ/ nate/ + ure → nature







/neɪʃ/ nate/ + ion → nation






/neɪt/ in + nate → innate






…[L]earning to read is learning how to use the conventional forms of printed language to obtain meaning from words…

Rayner, K., Foorman, B.R., Perfetti, C., Pesetsky, D., & Seidenberg, M.S. (2001). How psychological science informs the teaching of reading, American Psychological Society, 2, 31-74.

…[L]earning to read is learning how to use the conventional forms of printed language to obtain meaning from words…





…[L]earning to read is learning how to use the conventional forms of printed language to obtain meaning from words…This view implies that the child learning how to read needs to learn how his or her writing system works [emphasis added]” (p. 34).


…[L]earning to read is learning how to use the conventional forms of printed language to obtain meaning from words…This view implies that the child learning how to read needs to learn how his or her writing system works [emphasis added]” (p. 34).






/neɪt/ in + nate → innate





Spelling out, not naming morphemes is an implementation of an old idea...

“As soon as the children’s vocabulary permits, they could take up words like major-majority, history-historical-historian, nature-natural, etc. to see how one and the same root [base or stem] changes its pronunciation as different endings are added to it. They might even profitably be introduced to the idea … that the root [base or stem] alone doesn’t really have a specific pronunciation until you know what ending goes with it.”

Carol Chomsky, 1970Reading, Writing , and Phonology

Harvard Educational Review, vol. 40 No. 2


Carol Chomsky, 1970Reading, Writing , and Phonology




Carol Chomsky, 1970, p 298Reading, Writing , and Phonology



Carol Chomsky, 1970, p 298Reading, Writing , and Phonology



Chomsky’s suggestions getting recent attention...

In rereading Chomsky (1970), I realized that I had forgotten how detailed and thoughtful her suggestions were for ways that students might benefit from instruction in morphological awareness. I was further struck by how little has been done since 1970 to investigate the nature and value of instruction in morphological awareness. Now that research on instruction in morphological awareness is an area of considerable interest in many countries, the time has come to rectify this situation.

Carlisle (2010) Effects of Instruction in Morphological Awareness on Literacy

Achievement: An Integrative ReviewReading Research Quarterly • 45(4) • pp. 464–487

In rereading Chomsky (1970), I realized that I had forgotten how detailed and thoughtful her suggestions were for ways that students might benefit from instruction in morphological awareness. I was further struck by how little has been done since 1970 to investigate the nature and value of instruction in morphological awareness. Now that research on instruction in morphological awareness is an area of considerable interest in many countries, the time has come to rectify this situation.

Carlisle (2010) Effects of Instruction in Morphological Awareness on Literacy

Achievement: An Integrative ReviewReading Research Quarterly • 45(4) • pp. 464–487

Chomsky’s suggestions getting recent attention...

Research Evidence

Meta-Analyses of Morphological Instruction


Authors Findings Journal

Reed (2008)

7 studies

• Benefits overall • Especially less able(not statistical meta-analysis).

Learning Disabilities Research & Practice

Bowers, Kirby & Deacon (2010)22 studies

• Benefits overall • Largest effect for less able• Effects for Pre-School to Gr. 2 > Gr. 3 -8

Review of Educational Research

Goodwin & Ahn (2010)17 studies

• Significant effects for less able (studied children with learning disabilities)

Annals of Dyslexia

Carlisle (2010)16 studies

Benefits overall even with youngest students. Reading Research Quarterly

Integrative review

Statistical analysis (analysis of effect sizes for outcomes across studies.)

Authors Findings Journal

Reed (2008)

7 studies

• Benefits overall • Especially less able(not statistical meta-analysis).

Learning Disabilities Research & Practice

Bowers, Kirby & Deacon (2010)22 studies

• Benefits overall • Largest effect for less able• Effects for Pre-School to Gr. 2 > Gr. 3 -8

Review of Educational Research

Goodwin & Ahn (2010)17 studies

• Significant effects for less able (studied children with learning disabilities)

Annals of Dyslexia

Carlisle (2010)16 studies

Benefits overall even with youngest students. Reading Research Quarterly


Integrative review

Statistical analysis (analysis of effect sizes for outcomes across studies.)

We started with a simple question...

What is the spelling structure of the word

<question>?


<question>?

•An empirical question


<question>?

•An empirical question

•Scientific inquiry


<question>?

•An empirical question → Systematic understanding

•Scientific inquiry


<question>?

•An empirical question → Systematic understanding

•Scientific inquiry → Generative investigative skills

Structured Word Inquiry: Integrating Content & Process

Bowers, P. N. & Kirby, J. R. (2010).

1.Catch kids with an interesting spelling question.




2.Present a set of words that make the relevant pattern more salient.





3.Help kids hypothesize a solution from carefully presented evidence.






4.Guide testing of students’ hypotheses and identify the precise pattern.






4.Guide testing of students’ hypotheses and identify the precise pattern.

5.Practice the identified pattern with appropriate tools.



Why is there a <g> in

<sign>?

<sign> Mean? Built?


sign

<sign> Mean? Built?


<sign> Mean? Built?


sign

sign + al → signal

<sign> Mean? Built?


QuickTime™ and aTIFF (LZW) decompressor


→

Mean? Built?


Page 6 of handout

Mean? Built?


sign + al → signal

Mean? Built?


Page 6 of handout

de + sign →

Mean? Built?


Page 6 of handout

de + sign → design

Mean? Built?


Page 6 of handout

de + sign → design

<s> /s/

/z/<z>

Mean? Built?


Page 6 of handout

sign + ate + ure →

Mean? Built?


Page 6 of handout

sign + ate + ure → *signateure

Mean? Built?


Page 6 of handout

sign + ate + ure →

Mean? Built?


Page 6 of handout

sign + ate + ure → signature

“no <e>”

Mean? Built?


Page 6 of handout

suffixes that cause a change:

suffixes that do not cause a change:

Hypothesis:

Page 6 of handout

suffixes that cause a change: -ed, -er, -ing, -ure, -age, -es

suffixes that do not cause a change: -ment -s

Hypothesis:

Page 6 of handout

suffixes that cause a change: -ed, -er, -ing, -ure, -age, -es

suffixes that do not cause a change: -ment -s

Hypothesis: Vowel suffixes replace single, silent <e>s.

Page 6 of handout

a e i o u ya e i o u y





Hypothesis: Vowel suffixes replace single, silent <e>s.

cave + ed → cavedrequire + ment →smile + ing → brave + est → brave + ly → imagine + ary → ice + y → icy

Suffixing Flow Chart(www.realspelling.com)


Research EvidenceMorphology → Vocabulary learning

Bowers, P. N. & Kirby, J. R. (2010). Reading and Writing: An Interdisciplinary Journal, 23, 515–537.

Research EvidenceMorphology → Vocabulary learning

Bowers, P. N. & Kirby, J. R. (2010). Reading and Writing: An Interdisciplinary Journal, 23, 515–537.

Morphological intervention Grade 4/5 students

•Generative vocabulary gains for experimental group over controls.

Activities / InvestigationsSpelling-out loud

Imagine lesson

Page of matrices

Word Searcher Activity (Word Microscope?)

<condensation>

Find the base word

Twin bases

Surface structure / Substructure

Building and announcing word sums:

Building the word sum for the word <teacher>

Step 1: Assemble morphemes.


teach + er →




teach + er →

t-ea-ch-- plus -- er -- is rewritten as --




teach + er → teacher

t-ea-ch---- er

t-ea-ch-- plus -- er -- is rewritten as --

Building the word sum for the word <stopping>


Building and announcing word sums with doubled consonants:

###

sh--o-p -- plus -- i-n-g -- is rewritten as --




###


check the joins!


shop + ing →

Is it a vowel suffix?


Step 2: Check the joins!


shop + ing →

Does the word endwith just one consonant letter?




shop + ing →

Is there just one vowel letter beforethat consonant letter?




Double the last letter before you add the suffix.



shop(p) + ing →


Step 3: Write and spell out the result.


shop(p) + ing →



Step 3: Write and spell out the result.


shop(p) + ing →


sh--o-- double p ---- i-n-g

tell + ing →

tell + ing →

t--e-- double l -- plus -- i-n-g -- is rewritten as --

check the joins!

tell + ing → telling

t--e-- double l -- plus -- i-n-g -- is rewritten as --

t-e-- double l ---- i-n-g

fly + es →

fly + es →

f--l--y -- plus -- e-s-- is rewritten as--

“check the joins!”

fly/i + es →

fly/i + es → flies


fly/i + es → flies

f--l-- change the <y> to <i> ---- e-s


See a video modelling the instruction of word sums at this link:

http://www.youtube.com/user/WordWorksKingston#p/u/0/qoeyGZDstkI

http://www.youtube.com/user/WordWorksKingston%23p/u/0/qoeyGZDstkI

Synthetic Word Sums

Substructure Surface Structureun + help + ful → hope + ing

→ hop + ing → dis + cover + y + es → try + ing →

try + es → busy + body → carry + age + es→un + heal + th + y + ly → un + nate + ure + al →

Analytic Word Sums

Surface Structure Substructurethe → little→alone →does→cornered →pliers →duckling→spilling → rightfully→bookkeeper →

Spelling Out and Writing Word Structure

spillinghelpfullybookkeepercorneredduckling


spilling →


spilling → spill + ing


helpfully →


helpfully → help + ful + ly


bookkeeper →


bookkeeper → book + keep + er


cornered →


cornered → corner + ed


duckling →


duckling → duck+ ling

QuickTime™ and aH.264 decompressor


Children can investigate the basic principles of English orthography right from the start.

condensationMean? Built?


Thank you!

seaA B

see

hear here

there their

was

totoo two

inbe bee

eye I

shehea

the

Function Words

Content Words

by buy

eggis

Mean?

know no

inn

ballice

Homophones

bye

there

1 2

Surface patterns can hide meaningful structural patterns...

un + help + ful + ness → unhelpfulness do + es → does hop(p) + ing → hopping hope/ + ing → hoping busy/i + ness → business

Typical instruction is built on “surface patterns” of words --rules of thumb based on words as they appear on the page…

Structural Patterns vs. Surface Patterns


un + help + ful + ness → unhelpfulness do + es → does hop(p) + ing → hopping hope/ + ing → hoping busy/i + ness → business

Typical instruction is built on “surface patterns” of words --rules of thumb based on words as they appear on the page… without reference to the underlying, coherent meaning structure.



un + help + ful + ness ® unhelpfulness do + es does goes

go ing doing going ne done gone

hop(p) + ing → hopping hope/ + ing → hoping busy/i + ness → business



Structural Patterns vs. Surface PatternsSurface patterns can hide meaningful structural patterns...

do es does goes go ing doing going

ne done gone



Structural Patterns vs. Surface PatternsSurface patterns can hide meaningful structural patterns...

do es does goes go ing doing going

ne done gone


Another anchor chart for an “explanatory” word wall that teaches word structure through high frequency “tricky” words


put(t) + ing → putting putting → putting proper → proper stop(p) + er → stopper

“Exceptions” to CVC / CVVC; <i> before <e>; Two vowels go walking… are not evidence that English spelling is irregular.



put(t) + ing → putting putt + ing → putting proper → proper stop(p) + er → stopper

“Exceptions” to CVC / CVVC; <i> before <e>; Two vowels go walking… are not evidence that English spelling is irregular.

It is evidence we misunderstand the system we teach.


un + help + ful + ness → unhelpfulness

do + es → does hop(p) + ing → hopping

hope/ + ing → hoping busy/i + ness → business put(t) + ing → putting

putt + ing → putting proper → proper stop(p) + er → stopper

Explaining the meaning-based structure that lies beneath the surface patterns we see in the “finished word” is…







1) a necessary prerequisite for offering children an explicit understanding of why words are spelled as they are;







1) a necessary prerequisite for offering children an explicit understanding of why words are spelled as they are;

2) absent typical instruction.





putt + ing → putting proper → proper

stop(p) + er → stopper

Back to starting principles…- English spelling makes sense, is well-ordered, and designed to represent meaning. - Students have a right to be taught by teachers who have a solid

understanding of how their writing system works.





putt + ing → putting proper → proper

stop(p) + er → stopper

Caution!

Morphology is a necessary, but by no means is it a sufficient element of instruction which makes sense of the written word.


index structured word inquiry developing literacy and critical thinking through scientific inquiry...

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