Module /mɑʤul/ ORIGIN late 16th cent. (in the senses ‘allotted scale’ and ‘plan, model’): from French, or from Latin modulus (see modulus). Current senses.

module /mɑʤul/ ORIGIN late 16th cent. (in the senses ‘allotted scale’ and ‘plan, model’): from French, or from Latin modulus (see modulus). Current senses date from the 1950s.modulus). Current senses date from the 1950s. Modulus /mɑʤələs/ Mathematics ORIGIN mid 16th cent. (denoting an architectural unit of length): from Latin, literally ‘measure,’ diminutive of modus. AARI Module 3: Word Reading and Instruction Lesson #2

Questions about your learning last week: A) What are the 1 or 2 most important facts about English spelling that we learned last week? AARI Module 3: Word Reading and Instruction Lesson #2

Questions about your learning last week: A) What are the 1 or 2 most important facts about English spelling that we learned last week? B) What are the 1 or 2 most important lessons about teaching spelling that we learned last week? AARI Module 3: Word Reading and Instruction Lesson #2

Consider this email I received from one of your colleagues: Hi Pete. I have already experimented with the "struct" matrix with my grade 6 LA class. They were totally into it. Looks like matrix exercises will be part of my regular practice. I wanted to add that even the most struggling students in LA were extremely engaged in the matrix activity. After we were finished, we did a reflection and these were the student reactions - no kidding, no scripting honest. "Word creation follows formulas" "Making words is easy with matrices" "Making words is fun with matrices" "Faster/easier to be accurate in spelling" "Making words in the matrix increases my vocabulary" "Radical how a few word parts can lead to exploring so many other words" And the crème de le crème of answers - "Word matrices make reading easier!" I thought you might like these responses. AARI Module 3: Word Reading and Instruction Lesson #2

Two central ideas about instruction of the written word: 1)English spelling is highly ordered and structured to represent the meaning of words. 1)English spelling is subject to analysis and understanding through scientific inquiry. AARI Module 3: Word Reading and Instruction Lesson #2

Two central ideas about instruction of the written word: 1)English spelling is highly ordered and structured to represent the meaning of words. 1)English spelling is subject to analysis and understanding through scientific inquiry. AARI Module 3: Word Reading and Instruction Lesson #2 Review series of lessons from last session…

Mean? Built? Relatives? Pronunciation?

sign Mean? Built? Relatives? Pronunciation?

sign ate ure + ing ed ment ify alre as de + prefixes suffixes Mean? Built? Relatives? Pronunciation?

pack Mean? Built? Relatives? Pronunciation?

Mean? Built? Relatives? Pronunciation? suffixes that cause a change: -ing, -ed, -er (and also –ure, -es) suffixes that do not cause a change: -s, -ment Hypothesis: Vowel suffixes replace single, silent s. Text

a e i o u y Hypothesis: Vowel suffixes replace single, silent s.

a e i o u y

Index Building morphological knowledge → Bowers, P.N., & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing: An Interdisciplinary Journal, 23, 515–537.

Index Building morphological knowledge → Generative vocabulary learning Bowers, P.N., & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing: An Interdisciplinary Journal, 23, 515–537.

Index Bowers, P.N., & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing: An Interdisciplinary Journal, 23, 515–537. Building morphological knowledge → Generative vocabulary learning 84 Grades 4/5 students (control & experimental groups)

Index Building morphological knowledge → Generative vocabulary learning 84 Grades 4/5 students (control & experimental groups) Taught details of morphological structure with matrices & word sums for 20 sessions Bowers, P.N., & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing: An Interdisciplinary Journal, 23, 515–537.

Index Building morphological knowledge → Generative vocabulary learning 84 Grades 4/5 students (control & experimental groups) Taught details of morphological structure with matrices & word sums for 20 sessions Tested on vocabulary knowledge of 3 kinds of words Bowers, P.N., & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing: An Interdisciplinary Journal, 23, 515–537.

Index Building morphological knowledge → Generative vocabulary learning Word taught 1. Busily 2. Staring 3. Architecture 4. Victoriously 5. Adaptation 6. Educated 7. Vacuum 8. Conscious 9. Condensation 10. Starring 430 words over 20 sessions

Index Building morphological knowledge → Generative vocabulary learning Word taughtBase taught 1. Busily 2. Staring 3. Architecture 4. Victoriously 5. Adaptation 6. Educated 7. Vacuum 8. Conscious 9. Condensation 10. Starring 1. Reproduce 2. Condensed 3. Socially 4. Ruder 5. Insignificance 6. Incorruptible 7. Stared 8. Restructured 9. Vacuous 10. Happenstance 430 words over 20 sessions Exposed to the base, but not this word

Index Building morphological knowledge → Generative vocabulary learning Word taughtBase taughtAffix taught 1. Busily 2. Staring 3. Architecture 4. Victoriously 5. Adaptation 6. Educated 7. Vacuum 8. Conscious 9. Condensation 10. Starring 1. Reproduce 2. Condensed 3. Socially 4. Ruder5. Insignificance 6. Incorruptible 7. Stared 8. Restructured 9. Vacuous 10. Happenstance 1. Refereeing 2. Insensitive 3. Decreasing 4. Precautions 5. Prearranged 6. Reelected 7. Acknowledgement 8. Responsibilities9. Accompanying 10. Scarred Word taughtBase taught 1. Busily 2. Staring 3. Architecture 4. Victoriously 5. Adaptation 6. Educated 7. Vacuum 8. Conscious 9. Condensation 10. Starring 1. Reproduce 2. Condensed 3. Socially 4. Ruder 5. Insignificance 6. Incorruptible 7. Stared 8. Restructured 9. Vacuous 10. Happenstance 430 words over 20 sessions Exposed to the base, but not this word Never exposed to the base, but exposed to the affixes.

Index Building morphological knowledge → Generative vocabulary learning Word taughtBase taughtAffix taught 1. Busily 2. Staring 3. Architecture 4. Victoriously 5. Adaptation 6. Educated 7. Vacuum 8. Conscious 9. Condensation 10. Starring 1. Reproduce 2. Condensed 3. Socially 4. Ruder5. Insignificance 6. Incorruptible 7. Stared 8. Restructured 9. Vacuous 10. Happenstance 1. Refereeing 2. Insensitive 3. Decreasing 4. Precautions 5. Prearranged 6. Reelected 7. Acknowledgement 8. Responsibilities9. Accompanying 10. Scarred Word taughtBase taught 1. Busily 2. Staring 3. Architecture 4. Victoriously 5. Adaptation 6. Educated 7. Vacuum 8. Conscious 9. Condensation 10. Starring 1. Reproduce 2. Condensed 3. Socially 4. Ruder 5. Insignificance 6. Incorruptible 7. Stared 8. Restructured 9. Vacuous 10. Happenstance Significant vocabulary gains

Index Building morphological knowledge → Generative vocabulary learning Considered Word Taught 10.assign 11.assigning 12.assignment 13.design 14.redesign 15.designing 16.designed 17.designate 18.signature 1.sign 2.signal 3.signing 4.signed 5.signify 6.resign 7.resigning 8.resigned 9.resignation

Index Building morphological knowledge → Generative vocabulary learning Considered Word Taught 3 words close attention 10.assign 11.assigning 12.assignment 13.design 14.redesign 15.designing 16.designed 17.designate 18.signature 1.sign 2.signal 3.signing 4.signed 5.signify 6.resign 7.resigning 8.resigned 9.resignation

Index Building morphological knowledge → Generative vocabulary learning Considered Word Taught 3 words close attention 7 words exposure with word sums 10.assign 11.assigning 12.assignment 13.design 14.redesign 15.designing 16.designed 17.designate 18.signature 1.sign 2.signal 3.signing 4.signed 5.signify 6.resign 7.resigning 8.resigned 9.resignation

Index Building morphological knowledge → Generative vocabulary learning Considered Word Taught 3 words close attention 7 words exposure with word sums 8 more with just potential exposure 10.assign 11.assigning 12.assignment 13.design 14.redesign 15.designing 16.designed 17.designate 18.signature 1.sign 2.signal 3.signing 4.signed 5.signify 6.resign 7.resigning 8.resigned 9.resignation

Index Building morphological knowledge → Generative vocabulary learning Deep & rich exposure (Beck, McKeown, Kukan, 2002) 1.signal 2.assignment 3.signature Word Taught

Index Building morphological knowledge → Generative vocabulary learning Word Taught Shallow & Wide instruction (Biemiller, 2004) 10.assign 11.assigning 12.assignment 13.design 14.redesign 15.designing 16.designed 17.designate 18.signature 1.sign 2.signal 3.signing 4.signed 5.signify 6.resign 7.resigning 8.resigned 9.resignation

Index Building morphological knowledge → Generative vocabulary learning Word Taught Search Results for "sign" (96 matches) Could be on a matrix Search Results for "sign" (96 matches) Could be on a matrix Shallow & Wide instruction (Biemiller, 2004) AND... 10.assign 11.assigning 12.assignment 13.design 14.redesign 15.designing 16.designed 17.designate 18.signature 1.sign 2.signal 3.signing 4.signed 5.signify 6.resign 7.resigning 8.resigned 9.resignation

Index Building morphological knowledge → Generative vocabulary learning Vocabulary gains extend to words that could be on a matrix that was taught. e.g., base taught word sign signs assign design ensign resign signal signed signer assigns consign designs ensigns resigns signals signers signify signing assigned consigns designed designer insignia redesign resigned signaled signally signings signpost unsigned assigning consigned consignee designate designers designing redesigns resigning signaling signalise signalize signalled signalman signalmen signatory signature signboard signified signifies signposts assignment consignees consigning designated designates redesigned resignedly signalised signalises signalized signalizes signalling signatures signboards signifying signposted assignation assignments consignment cosignatory countersign designating designation redesigning resignation signalising signalizing signatories significant signposting undersigned assignations consignments countersigns designations resignations significance cosignatories countersigned insignificant significantly signification countersigning insignificance significations insignificantly Search Results for "sign" (96 matches)

Index Why is there an at the end of the word please? Mean? Built? Relatives? Pronunciation? please

Index please Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please pleas Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please plea + s Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please → please plea + s → pleas Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please → please plea + s → pleas “American Way of Spelling” Venezky (1999) & Real Spelling (2001) Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please → please plea + s → pleas “American Way of Spelling” Venezky (1999) & Real Spelling (2001) Homophone principle Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please → please plea + s → pleas “American Way of Spelling” Venezky (1999) & Real Spelling (2001) Homophone principle Final as a plural cancelling marker ( ) Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please → please plea + s → pleas “American Way of Spelling” Venezky (1999) & Real Spelling (2001) Homophone principle Final as a plural cancelling marker (nurse, case, ease, dense, curse, fuse) Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please → please plea + s → pleas Latin Root: placere Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please → please plea + s → pleas Latin Root: placere placid Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please → please plea + s → pleas Latin Root: placere placid placate Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please → please plea + s → pleas Latin Root: placere placid placate placebo? Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please + ant → Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index please + ant → pleasant Mean? Built? Relatives? Pronunciation? Why is there an at the end of the word please?

Index Mean? Built? Relatives? Pronunciation?

Index *pleez *plees *pleese Mean? Built? Relatives? Pronunciation?

Index Latin Root: placere *pleez *plees *pleese /i/ ‘long e’ /ɛ/ ‘short e’ Mean? Built? Relatives? Pronunciation?

Index Latin Root: placere /i/ ‘long e’ /ɛ/ ‘short e’ Can’t understand a spelling in isolation. Mean? Built? Relatives? Pronunciation?

Index Word sums please/ + ing → pleasing please/ + ant + ly → pleasantly un + please/ + ant + ness → unpleasantness please/ + ure/ + able → pleasurable dis + please → displease Bowers & Cooke Perspectives on Language and Literacy Fall 2012 Mean? Built? Relatives? Pronunciation?

Index Word sums Surface spelling of base please/ + ing → pleasingpleas please/ + ant + ly → pleasantly pleas un + please/ + ant + ness → unpleasantness pleas please/ + ure/ + able → pleasurablepleas dis + please → displeaseplease Mean? Built? Relatives? Pronunciation? Bowers & Cooke Perspectives on Language and Literacy Fall 2012

Index Word sums Surface spelling of base Surface pronunciation of base please/ + ing → pleasingpleas /pli ː z/ please/ + ant + ly → pleasantly pleas /pl ɛ z/ un + please/ + ant + ness → unpleasantness pleas /pl ɛ z/ please/ + ure/ + able → pleasurablepleas /pl ɛʒ / dis + please → displeaseplease /pli ː z/ Bowers & Cooke Perspectives on Language and Literacy Fall 2012 Mean? Built? Relatives? Pronunciation?

Index Word sums Surface spelling of base Surface pronunciation of base Underlying lexical spelling of base please/ + ing → pleasingpleas /pli ː z/ please please/ + ant + ly → pleasantly pleas /pl ɛ z/ please un + please/ + ant + ness → unpleasantness pleas /pl ɛ z/ please please/ + ure/ + able → pleasurablepleas /pl ɛʒ / please dis + please → displeaseplease /pli ː z/ please Bowers & Cooke Perspectives on Language and Literacy Fall 2012 Mean? Built? Relatives? Pronunciation?

Index Word sums Surface spelling of base Surface pronunciation of base Underlying lexical spelling of base please/ + ing → pleasingpleas /pli ː z/ please please/ + ant + ly → pleasantly pleas /pl ɛ z/ please un + please/ + ant + ness → unpleasantness pleas /pl ɛ z/ please please/ + ure/ + able → pleasurablepleas /pl ɛʒ / please dis + please → displeaseplease /pli ː z/ please Lexical spellings represent the meaning-bearing items directly, without introducing phonetic detail irrelevant to their identification. Thus on the lexical level and in the orthography, words that are the same look the same. (C. Chomsky, 1970, p. 294) Mean? Built? Relatives? Pronunciation?

Index Word sums Surface spelling of base Surface pronunciation of base Underlying lexical spelling of base please/ + ing → pleasingpleas /pli ː z/ please please/ + ant + ly → pleasantly pleas /pl ɛ z/ please un + please/ + ant + ness → unpleasantness pleas /pl ɛ z/ please please/ + ure/ + able → pleasurablepleas /pl ɛʒ / please dis + please → displeaseplease /pli ː z/ please What is the most appropriate name of the base for this orthographic morphological word family? Mean? Built? Relatives? Pronunciation?

Index “ 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, 1970 Reading, Writing, and Phonology Harvard Educational Review, vol. 40 No. 2 “ 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, 1970 Reading, Writing, and Phonology Harvard Educational Review, vol. 40 No. 2 Spelling out, not pronouncing morphemes is an implementation of an old idea...

Index “ 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, 1970, p 298 Reading, Writing, and Phonology Harvard Educational Review, vol. 40 No. 2 “ 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, 1970, p 298 Reading, Writing, and Phonology Harvard Educational Review, vol. 40 No. 2 Spelling out, not pronouncing morphemes is an implementation of an old idea...

Index Go to page 9

Index Go to page 10

Index Mean? Built? Relatives? Pronunciation? population global Conservation society motion centrifugal biology equilateral hypothesis

Index From 70 matrices Disk www.realspelling.com

Module /mɑʤul/ ORIGIN late 16th cent. (in the senses ‘allotted scale’ and ‘plan, model’): from French, or from Latin modulus (see modulus). Current senses.

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Module /mɑʤul/ ORIGIN late 16th cent. (in the senses ‘allotted scale’ and ‘plan, model’): from French, or from Latin modulus (see modulus). Current senses.

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Presentation on theme: "Module /mɑʤul/ ORIGIN late 16th cent. (in the senses ‘allotted scale’ and ‘plan, model’): from French, or from Latin modulus (see modulus). Current senses."— Presentation transcript:

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