Taking Words Apart,Taking Words Apart,Teach, Prompt, Be Quiet

Jenny SamolyWarren City Regional Reading Recovery Teacher Leader

• Betsy Kaye’s research• Betsy Kaye s research• LLDI 1: Changes teacher might

observe during lessonsobserve during lessons• LLDI 2: Chapter One; Learning to

look at printlook at print• LLDI 2: Section Ten; Finding and

using the information in the print: g pdeveloping the brain’s activities on texts

• LLDI 2: Section 12; Taking words apart while reading

Goals of the SessionGoals of the Session

• To learn what to expect To learn what to expect when

• To learn how to teach • To learn how to teach taking words apartT l th t • To learn the prompts that promote taking

d twords apart• To learn to stay quiet

WARNING WARNING WARNINGWARNING WARNING WARNING

Take Words Apart Take Words Apart ONLY

Wh NWhen Necessary

• Teach when it is i t t f important for a particular child –and

t tt f not as a matter of routine.

Clay states that reading is a message getting, problem solving activity.g y

WARNING WARNING WARNINGWARNING WARNING WARNING

Make interactions brief Make interactions brief and to the point

Talk about words the child knows, or is working on; not only the ‘new’ words.y

Do not do it Do not do it because it might help in the future; help in the future; only because it is needed at this time needed at this time in his learning.

LLDI 2 136

Every teaching move should bring o e s ou d b g several gains and the teacher should the teacher should aim for higher goals than mere repetition than mere repetition or practice.

Clay, 2001, pg. 174

“C t t “Competent readers…use many different ways of breaking to solve new gwords.”

Clay (2005b) p 131Clay, (2005b) p. 131

Betsy Kaye’s Betsy Kaye s Second Graders’ Reading Behaviors: Behaviors: A Study of Variety, Complexity, And Change• Literacy Teaching and Literacy Teaching and

Learning: An International Journal of Early Reading y gand Writing, 10(2), 51-75

Second grade readers…

Used a ariet of a s to sol eUsed a variety of ways to solve• Said the first consonant Said the first consonant

cluster or sound of the word and then said the whole word.w-washer

• Said the first part, then started over and said the

h l dwhole word.int-interesting

• Said the first part of the pword and then the restdr-ied

• Made four or more attempts using a variety of word parts and/or of word parts and/or whole wordscon, con, cunny, co , co , cu y, continueted for continued

• Tried the first part of the Tried the first part of the word two different ways and then started over and said the whole worddis, diseye, disease

• Made consecutive substitutionshid, heard, head for head

• Divided the word into three Divided the word into three or more partsin-hab-i- tentsab e s

Sho ed consistenc in sol ingShowed consistency in solving

• Never attempted letter Never attempted letter by letter sounding out

• Never skipped a word • Never skipped a word and read to the endN l d f • Never appealed for help before trying

• Never just stopped

• When the child’s series of • When the child s series of lessons ends and he is reading a text of appropriate level he should be able to solve a multisyllabic word (one that is new not yet familiar or new, not yet familiar, or unexpected) within continuous text without slowing up to much, and by working flexibly with word parts and clusters of letters from an awareness of letters from an awareness of how words work.

LLDI 2, 156LLDI 2, 156

The T o Jo rne s:The Two Journeys:

The beginning reader is The beginning reader is a long way from having anything under perfect anything under perfect control, and each thing that the child is learning that the child is learning about…is on a least two journeys:two journeys:

• A) one of coming to • A) one of coming to know…and then

i f regrouping some of this in some unitised chunks,

• B) responding to it • B) responding to it faster and faster with

i i l tt ti minimal attention unless a detail is a task requirement.

Clay, 2001, p. 175

Fast Processing is important

WARNING WARNING WARNINGWARNING WARNING WARNING

The following should not be seen as stages, but grather as a need for teachers “to adjust their jexpectations and interactions during the glesson series according to the progress of each p glearner”.

LLDI 1, 48LLDI 1, 48

First Learning

Early Learningy g

Mid L iMid Learning

Late Learning

First Learning – levels 1 & 2 glearning how print works

Fast Processing is importantFast Processing is important

• At no time in the • At no time in the Reading Recovery l i h ld lesson series should the child be a slow reader of the things he knows.

LLDI 2, 151

Le els 1 & 2Levels 1 & 2• Directional movement• 1-1 match • Differentiate print from p

pictures• Use information from

i t d i l pictures and simple language structures to ‘read’ead

• Ø TWA

Early Learning – levels 3 - 5/6learning how to look at printlearning how to look at print

Fast Processing is importantFast Processing is important

• Encourage the child • Encourage the child to engage in fast

iti d t recognition and try to bring new learning to a level of fast responding as p gquickly as possible.

LLDI 2 154LLDI, 2 154

Le els 3 5/6Levels 3 – 5/6• Locating known wordsLocating known words• Locating unknown words• Learning ways to • Learning ways to

remember wordsLLDI, 2 106-107LLDI, 2 106 107

• Learning to attend visually • Learning to attend visually to print

• Breaks apart known words Breaks apart known words (from reading or writing) into letters and identifies some of these.

• The child is learning that letter order and letter orientation are important.

49LLDI, 1 49

Teach Teach Taking Words Apart

• Draw Attention to first lettersFi l l tt i d • Final letters, signs, and inflections

• Prepare for sometimes Prepare for sometimes hearing chunks of information: hearing the breaks between groups of breaks between groups of letters

LLDI, 2 129-131 ,

Breaking Letters out of Words (19)

• Demonstrate with deliberate movements breaking letters, sliding them from first to last– Above

Or below– Or below– Or to his left

I can take ords apart #1 (42) I can take words apart #1 (42) • Build a carefully chosen y

word letter by letter, left to right.S If i t • Say, If we were going to write this word we would have to make it letter by have to make it letter by letter.

• Use known words at first; you are teaching how to do this.

I can take ords apart #2 (43)I can take words apart #2 (43)• Add on a final inflection like

plural ‘s’ or verb ending like ‘ing’.Ch d f ll bl • Choose a word of one syllable plus an inflection from a previous text context.

• What’s the first letter in ‘look’• Can you hear the last part of

‘l ki ’?‘looking’?• We can take the first part away

(to the left). look ing(to the left). look ing

I can take ords apart #3 (44)I can take words apart #3 (44)• Demonstrate breaking a known

d f ll blword of one syllable• Build the word ‘went’ and very

deliberately pull the ‘w’ t d t l ft l i th ‘ t’ towards to left leaving the ‘ent’ on the right.

• Move the ‘ent’ across to complete the wordcomplete the word.

• Ask the child to break the word into two part.Th hild k th b k • The child may make the break anywhere as long as he gets two parts.

Hearing s llables (72)Hearing syllables (72)• Ask the child to clap the p

parts he can hear in a few two- or three-syllable words he knows well and later he knows well…and later three or four.

• Repeat this activity as Repeat this activity as opportunities arise.

• The activity will help with the multisyllabic words of higer-level reading books.

Teach and PromptTeach and PromptTaking Words Apart

It l k lik th fi t • It looks like the first letter in your name.

• That sounds like the beginning of Jake.

• Do you think it looks like ‘went’?

• Can you hear this letter?letter?

• You said… was that right?You said… was that right?• Read up to the problem

word fluently and stop, o d ue y a d s op, expecting him to finish the reading. Or read fluently and articulate the first letter of the problem word.

2 06 0LLDI 2 106-107

Teach on an nkno n ordTeach on an unknown word• A Week A Week

with Aunt Bea:

Trevor

Teach on correct respondingTeach on correct responding• Our dog Our dog

Sam:

Cyndle

Remember:Remember:

• Early learning is all Early learning is all about exposure and becoming familiar with becoming familiar with learning how to look.

Mid Learning - levels 5/6 – 11/12g / /learning to take action

Fast Processing is importantFast Processing is important

• By the middle of a • By the middle of a lesson series the t h teacher can encourage phrased reading even on new material.

LLDI 2, 157

Le els 5/6 11/12Levels 5/6 – 11/12

• Self-monitoring• Self-monitoring• Cross-checking• Searching• Self correcting• Self-correcting• Confirming

LLDI 2 108-113

Teach Teach Taking Words Apart

• Syllable break• Inflection break• Inflection break• Prefix and suffix

break• Onset and rime • Onset and rime

break 2 3LLDI 2 131

• Breaks words into • Breaks words into single letters, or into

l t i t clusters, or into onsets and rimes, and into larger chunks.

– Moves left to right in gsequence across letters in wordsL k t th t b k ff – Looks at the root, breaks off (or adds) final inflections

– Learning to take off first Learning to take off first letters, or clusters of consonants (onsets, and finds them in other wordsfinds them in other words

– Later, can take the rime away from the onsety

• The child notices that • The child notices that the same letters or

l t f d i clusters are found in different words, and so can begin to use analogy.gy

LLDI 1 49

Warning Warning WarningWarning, Warning, Warning• It is risky to try to teach It is risky to try to teach

children to use analogy unless you are watching carefully.

• Watch carefully how they themselves analyse or construct, before you intervene with ‘teaching’intervene with ‘teaching’.

LLDI 2 134

C m lati e Anal sisCumulative Analysis• Write LxL• MLs• Reread up to the point

s

Reread up to the point

sspspl - ash!

PromptPromptTaking Words Apart

• Do you know a word that starts with those letters?

• Look for something gthat would help you.

• What can you see that What can you see that might help?

• Do you know a word Do you know a word that looks like that?

• What can you hear • What can you hear that might help?L k f ll d thi k • Look carefully and think what you know that

i ht h lmight help.LLDI 2 111 & 132

A scale of help while reading A scale of help while reading ( 132-133)

Moving from most help to least

Teach, Prompt, and Be Quiet

TeachTeach• The teacher articulates the

part clearly (a hearing prompt) and the child locates the partlocates the part.

• The teacher divides the word in print with finger or word in print with finger or masking card.

• The teacher constructs part of the word making it larger in some ‘grand manner’manner .

PromptPrompt• Prompt to the child Prompt to the child

beginning (initial letter, onset, cluster) or to the ending (inflection or rime or to any known part).

• The teacher articulates the part clearly (a hearing prompt) and the child prompt) and the child locates the part.

Be Q ietBe Quiet

• Let the child solve • Let the child solve the word.Th hild di id th d • The child divides the word with his finger on print or uses a card to mask it in uses a card to mask it in some way.

Another a to look at it:Another way to look at it:• The Scale of KnowingThe Scale of Knowing

• New?

• Only just known?

• Successfully problem solved?y p

• Easily produced but easily thrown?

• Well-known?

• Known in many variant forms?

Sa a little moreSay a little more• The Hungry The Hungry

Giant:

Zane

After the R nning RecordAfter the Running Record• I’m Telling:I m Telling:

ZaneZane

Remember:Remember:• Mid-learning is all about Mid learning is all about

taking action AND action does not always action does not always lead to correct responding.responding.

Later Learning levels 12 +Later Learning – levels 12 +on the run

Acco ntabilit at the higher Accountability at the higher levels:

• More noticingMore noticing• More fixing• More solving• More accountable More accountable

for close accuracy

• The goal of all forms of The goal of all forms of word analysis for the reader is to be able to take words apart, on the runwhile reading– Unexpected known words, – Partially familiar words still

being learned being learned – And new, unknown words.

LLDI 2 132

The reader must build towards The reader must build towards a self-extending system.• Children solve new

challenges including g gmultisyllabic words within more difficult texts at speed, working with clusters of letters

LLDI 1 51

• Good readers did • Good readers did not limit themselves t f to a narrow range of ways to solve challenges in reading.g

LLDI 2 137

What is this ord?What is this word?• The Lion The Lion

and the Mouse:

Zane

On the a to independenceOn the way to independence• Just this Just this

Once

Zane

Remember:Remember:• Later learning is about Later learning is about

maintaining meaning, attending to visual information, and using all sources of information fl ibl f t d ffi i tlflexibly,fast and efficiently.

TeachTeach

PromptPrompt

Be Q ietBe Quiet