1. index Structured Word Inquiry Developing literacy and critical thinking through scientific inquiry about how spelling works

2. 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.

3. 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: 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.

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

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

6. index I was always a / ˈ rili/ bad speller. Mean? Built? Relatives? Pronunciation? text

7. index I was always a really bad speller. real Mean? Built? Relatives? Pronunciation? Word Searcher what about ?

8. index I was always a really bad speller. real Mean? Built? Relatives? Pronunciation? prefixessuffixes un re ly ness ize es ist ic al ly s

9. index I was always a really bad speller. un sur real ly ness ity ize es ist ically s real prefixessuffixes un re ly ness ize es ist ic al ly s Mean? Built? Relatives? Pronunciation?

10. index Investigating the spelling/meaning of. Mean? Built? Relatives? Pronunciation?

11. Mean? Built? Relatives? Pronunciation?

12. in + vest + ige/ + ate → investigate ? Mean? Built? Relatives? Pronunciation?

13. in + vest + ige/ + ate → investigate ? Mean? Built? Relatives? Pronunciation?

14. in + vest + ige/ + ate → investigate ? Mean? Built? Relatives? Pronunciation? in + vestige/ + ate → investigate

15. 12-year-old student, Thelonious, with his tutor showed me...

16. Oxford English Dictionary: ORIGIN Latin from in- ‘into’ + vestigare ‘track, trace out.’ 12-year-old student, Thelonious, with his tutor showed me...

17. Oxford English Dictionary: ORIGIN Latin from in- ‘into’ + vestigare ‘track, trace out.’ Etymology On-Line from Fr. vestige "a mark, trace, sign," from L. vestigium "footprint, trace," 12-year-old student, Thelonious, with his tutor showed me...

18. Blog herehere See page 13 in booklet..

19. index How could I have not made this connection before? this connection Mean? Built? Relatives? Pronunciation?

20. index How could I have not made this connection before? this connection Mean? Built? Relatives? Pronunciation?

21. index How could I have not made this connection before? this connection Mean? Built? Relatives? Pronunciation?

22. index How could I have not made this connection before? this connection Mean? Built? Relatives? Pronunciation?

23. “Big Ideas” to guide Structured Word Inquiry

24. 1.English spelling: Ordered meaning-based system “Big Ideas” to guide Structured Word Inquiry

25. 1.English spelling: Ordered meaning-based system Suitable content for scientific inquiry “Big Ideas” to guide Structured Word Inquiry

26. 1.English spelling: Ordered meaning-based system Suitable content for scientific inquiry 2.Scientific inquiry: “Big Ideas” to guide Structured Word Inquiry

27. 1.English spelling: Ordered meaning-based system Suitable content for scientific inquiry 2.Scientific inquiry: Scientists seek the deepest structure that accounts for the greatest number of cases. “Big Ideas” to guide Structured Word Inquiry

28. 1.English spelling: Ordered meaning-based system Suitable content for scientific inquiry 2.Scientific inquiry: Scientists seek the deepest structure that accounts for the greatest number of cases. Integration: “Big Ideas” to guide Structured Word Inquiry

29. 1.English spelling: Ordered meaning-based system Suitable content for scientific inquiry 2.Scientific inquiry: Scientists seek the deepest structure that accounts for the greatest number of cases. Integration: Analysis of structure & meaning of words deepens understanding of any subject area. “Big Ideas” to guide Structured Word Inquiry

30. It’s not about spelling accuracy.

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

38. “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).

39. ‘build’ Word Webs Twin Bases Refer to word searcher ‘writing, mark’

40. photograph photography photographic photographically autograph autographed autographing autographs biography biographies biographer biographers biographical graph graphic graphically graphics graphite photograph photographed photographer photographers photographic photographically photographing photographs photography choreograph choreographed choreographer choreographers choreographic choreography destruct destruction destructor destroy destroys destroying destroyer obstruct obstructed obstructing obstruction instruct instruction instructor instructed structure structured structures structural structurally unstructured restructure restructured restructures restructuring construct reconstruction deconstruct ‘build’ paragraph paragraphs orthographic orthographically orthography Word Webs Twin Bases Refer to word searcher ‘writing, mark’

41. Question and test those assumptions. A short spelling test...

42. question

44. or ?

45. How can we determine the answer?

46. or ? From a popular teacher resource for teaching prefixes and suffixes…

47. or ? From a popular teacher resource for teaching prefixes and suffixes…

48. or ? From the authoritative Oxford English Dictionary… -tion suffix forming nouns of action, condition, etc., such as completion, relation. ORIGIN from Latin participial stems ending in -t + -ion. -tion suffix forming nouns of action, condition, etc., such as completion, relation. ORIGIN from Latin participial stems ending in -t + -ion.

49. or ? From the authoritative Oxford English Dictionary… -tion suffix forming nouns of action, condition, etc., such as completion, relation. ORIGIN from Latin participial stems ending in -t + -ion. -tion suffix forming nouns of action, condition, etc., such as completion, relation. ORIGIN from Latin participial stems ending in -t + -ion.

50. or ? Empirical question

51. Warrants scientific inquiry. or ? Empirical question Warrants

52. or ? Scientific inquiry...

53. or ? Scientific inquiry builds... Systemic understanding

54. or ? Scientific inquiry builds... Systemic understanding Generative learning skills

55. question Investigate word structure & meaning

56. question Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning

57. question Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning

58. question Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning or ?

59. question Mean? Built? Relatives? Pronunciation? ques + tion → question or quest + ion → question Investigate word structure & meaning or ?

60. question doesn’t mean anything! Mean? Built? Relatives? Pronunciation? ques + tion → question or quest + ion → question * Investigate word structure & meaning

61. Mean? Built? Relatives? Pronunciation? Orthographic morphological relatives: 1) Pass the “structure test” (linked by a coherent word sum) quest + ion → question Investigate word structure & meaning

62. Mean? Built? Relatives? Pronunciation? Orthographic morphological relatives: 1) Pass the “structure test” (linked by a coherent word sum) quest + ion → question Investigate word structure & meaning

63. Mean? Built? Relatives? Pronunciation? Orthographic morphological relatives: 1) Pass the “structure test” (linked by a coherent word sum) 2) Pass the “meaning test” (share a common root origin) quest + ion → question Investigate word structure & meaning

64. Mean? Built? Relatives? Pronunciation? Orthographic morphological relatives: 1) Pass the “structure test” (linked by a coherent word sum) 2) Pass the “meaning test” (share a common root origin) quest + ion → question question ORIGIN late Middle English : from Old French question (noun), questionner (verb), from Latin quaestio(n-), from quaerere ‘ask, seek.’ quest ORIGIN late Middle English : from Old French queste (noun), quester (verb), based on Latin quaerere ‘ask, seek.’ See also inquest. Investigate word structure & meaning

65. Mean? Built? Relatives? Pronunciation? Orthographic morphological relatives: 1) Pass the “structure test” (linked by a coherent word sum) 2) Pass the “meaning test” (share a common root origin) quest + ion → question question ORIGIN late Middle English : from Old French question (noun), questionner (verb), from Latin quaestio(n-), from quaerere ‘ask, seek.’ quest ORIGIN 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’ Investigate word structure & meaning

66. Mean? Built? Relatives? Pronunciation? Word Searcher Finds potentially related words. Investigate word structure & meaning

67. Mean? Built? Relatives? Pronunciation? Search Results for "quest" (41 matches) sequestrated sequestrates unquestioned questioningly questionnaire sequestrating sequestration unquestioning questionnaires sequestrations unquestionable unquestionably unquestioningly requested sequester equestrian questioned questioner requesting sequesters equestrians questioners questioning sequestered sequestrate questionable sequestering quest quests bequest inquest quested request bequests conquest inquests questing question requests conquests questions Investigate word structure & meaning

68. Mean? Built? Relatives? Pronunciation? Search Results for "quest" (41 matches) sequestrated sequestrates unquestioned questioningly questionnaire sequestrating sequestration unquestioning questionnaires sequestrations unquestionable unquestionably unquestioningly requested sequester equestrian questioned questioner requesting sequesters equestrians questioners questioning sequestered sequestrate questionable sequestering quest quests bequest inquest quested request bequests conquest inquests questing question requests conquests questions Investigate word structure & meaning Which have the base and Latin root ‘quaerere’?

69. Mean? Built? Relatives? Pronunciation? sequestrated sequestrates unquestioned questioningly questionnaire sequestrating sequestration unquestioning questionnaires sequestrations unquestionable unquestionably unquestioningly requested sequester equestrian questioned questioner requesting sequesters equestrians questioners questioning sequestered sequestrate questionable sequestering quest quests bequest inquest quested request bequests conquest inquests questing question requests conquests questions Investigate word structure & meaning sequester from Latin sequester ‘trustee.’ Search Results for "quest" (41 matches) Which have the base and Latin root ‘quaerere’?

70. Mean? Built? Relatives? Pronunciation? unquestioned questioningly questionnaire unquestioning questionnaires unquestionable unquestionably unquestioningly requested equestrian questioned questioner requesting equestrians questioners questioning questionable quest quests bequest inquest quested request bequests conquest inquests questing question requests conquests questions Investigate word structure & meaning sequester from Latin sequester ‘trustee.’ Search Results for "quest" (41 matches) Which have the base and Latin root ‘quaerere’?

71. quest quests bequest inquest quested request bequests conquest inquests questing question requests conquests questions requested equestrian questioned questioner requesting equestrians questioners questioning questionable unquestioned questioningly questionnaire unquestioning questionnaires unquestionable unquestionably unquestioningly Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning sequester from Latin sequester ‘trustee.’ bequest ORIGIN Middle English : from be- [about] + Old English cwis [speech,] influenced by bequeath. Search Results for "quest" (41 matches) Which have the base and Latin root ‘quaerere’?

72. quest quests inquest quested request conquest inquests questing question requests conquests questions requested equestrian questioned questioner requesting equestrians questioners questioning questionable unquestioned questioningly questionnaire unquestioning questionnaires unquestionable unquestionably unquestioningly Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning sequester from Latin sequester ‘trustee.’ bequest ORIGIN Middle English : from be- [about] + Old English cwis [speech,] influenced by bequeath. Search Results for "quest" (41 matches) Which have the base and Latin root ‘quaerere’?

73. quest quests inquest quested request conquest inquests questing question requests conquests questions unquestioned questioningly questionnaire unquestioning questionnaires unquestionable unquestionably unquestioningly Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning sequester from Latin sequester ‘trustee.’ bequest ORIGIN Middle English : from be- [about] + Old English cwis [speech,] influenced by bequeath. equestrian ORIGIN mid 17th cent. (as an adjective): from Latin equester ‘belonging to a horseman’ (from eques ‘horseman, knight,’ from equus ‘horse’ ) + -ian. requested equestrian questioned questioner requesting equestrians questioners questioning questionable Search Results for "quest" (41 matches) Which have the base and Latin root ‘quaerere’?

74. quest quests inquest quested request conquest inquests questing question requests conquests questions unquestioned questioningly questionnaire unquestioning questionnaires unquestionable unquestionably unquestioningly Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning sequester from Latin sequester ‘trustee.’ bequest ORIGIN Middle English : from be- [about] + Old English cwis [speech,] influenced by bequeath. equestrian ORIGIN mid 17th cent. (as an adjective): from Latin equester ‘belonging to a horseman’ (from eques ‘horseman, knight,’ from equus ‘horse’ ) + -ian. requested questioned questioner requesting questioners questioning questionable Search Results for "quest" (41 matches) Which have the base and Latin root ‘quaerere’?

75. quest quests inquest quested request conquest inquests questing question requests conquests questions requested questioned questioner requesting questioners questioning questionable unquestioned questioningly questionnaire unquestioning questionnaires unquestionable unquestionably unquestioningly Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning 27 of original 41 potential relatives are actual relatives.

76. quest quests inquest quested request conquest inquests questing question requests conquests questions requested questioned requesting questioning questionable unquestionable Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning Let’s work with just 18 of those 27

77. Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning Let’s work with just 18 of those 27 quest → quest quests → quest + s inquest → in + quest quested → quest +ed request → re + quest conquest → con + quest inquests → in + quest + s questing → quest + ing question → quest + ion requests → re + quest + s conquests → con + quest + s questions → quest + ion + s requested → re + quest +ed questioned → quest + ion + ed requesting → re + quest + ing questioning → quest + ion + ing questionable → quest + ion + able unquestionable → un + quest + ion + able What does the interrelation of this family look like?

78. Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning quest → quest quests → quest + s inquest → in + quest quested → quest +ed request → re + quest conquest → con + quest inquests → in + quest + s questing → quest + ing question → quest + ion requests → re + quest + s conquests → con + quest + s questions → quest + ion + s requested → re + quest +ed questioned → quest + ion + ed requesting → re + quest + ing questioning → quest + ion + ing questionable → quest + ion + able unquestionable → un + quest + ion + able What does the interrelation of this family look like? un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing

79. Mean? Built? Relatives? Pronunciation? un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing Investigate word structure & meaning Orthographic morphological relatives

80. un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing Mean? Built? Relatives? Pronunciation? un + Investigate word structure & meaning Orthographic morphological relatives

81. un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing Mean? Built? Relatives? Pronunciation? un + quest + Investigate word structure & meaning Orthographic morphological relatives

82. un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing Mean? Built? Relatives? Pronunciation? un + quest + ion + Investigate word structure & meaning Orthographic morphological relatives

83. un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing Mean? Built? Relatives? Pronunciation? un + quest + ion + ing → Investigate word structure & meaning Orthographic morphological relatives

84. Mean? Built? Relatives? Pronunciation? un + quest + ion + ing → unquestioning un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing Investigate word structure & meaning Orthographic morphological relatives

85. un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing Mean? Built? Relatives? Pronunciation? con + Investigate word structure & meaning Orthographic morphological relatives

86. un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing Mean? Built? Relatives? Pronunciation? con + quest + Investigate word structure & meaning Orthographic morphological relatives

87. un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing Mean? Built? Relatives? Pronunciation? con + quest + s → Investigate word structure & meaning Orthographic morphological relatives

88. Mean? Built? Relatives? Pronunciation? con + quest + s → conquests un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing Investigate word structure & meaning Orthographic morphological relatives

89. Mean? Built? Relatives? Pronunciation? Etymological relatives... Include a larger family of words: Investigate word structure & meaning

90. Mean? Built? Relatives? Pronunciation? Etymological relatives... Include a larger family of words: All those that can be shown in a word matrix (share a base element) un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing Investigate word structure & meaning

91. Mean? Built? Relatives? Pronunciation? 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. un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing Investigate word structure & meaning

92. Mean? Built? Relatives? Pronunciation? Etymological relatives... Include a larger family of words: un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing querent, query, disquisition, require, conquer, acquisition, exquisite These words share the root ‘quaerere’ (Etymonline): Investigate word structure & meaning

93. Mean? Built? Relatives? Pronunciation? Etymological relatives... Include a larger family of words: Investigate word structure & meaning un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing All these words are related to the Latin root quaerere ‘ask, seek, gain’ querent, query, disquisition, require, conquer, acquisition, exquisite

94. Mean? Built? Relatives? Pronunciation? Etymological relatives... Include a larger family of words: Investigate word structure & meaning un in re con quest Latin Root quaerere ‘ask, seek, gain’ s ing ed ion able s ing The matrix only shows orthographically morphologically related words querent, query, disquisition, require, conquer, acquisition, exquisite

95. Page 17 in handout

96. Recall references citing suffix: Teacher resource: action invention location protection vacation

97. Recall references citing suffix: Teacher resource: action → act + ion invention → invent + ion location → locate/ + ion protection → protect + ion vacation → vacate/ + ion

98. Recall references citing suffix: Oxford English Dictionary relation completion

99. Recall references citing suffix: Oxford English Dictionary relation → relate/ + ion completion → complete/ + ion

100. Question:

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

102. Mean? Built? Relatives? Pronunciation? Why do most of us fail to see the link between and ? Investigate word structure & meaning

103. Mean? Built? Relatives? Pronunciation? An instructional emphasis on the role of sound in spelling... Investigate word structure & meaning

104. An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences. Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning

105. Mean? Built? Relatives? Pronunciation? Often directs attention away from spelling-meaning links Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

106. Mean? Built? Relatives? Pronunciation? Often directs attention away from spelling-meaning links - Emphasizes the spelling of the syllable pronounced /t ʃ ən/ Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

107. Mean? Built? Relatives? Pronunciation? Often directs attention away from spelling-meaning links - Emphasizes the spelling of the syllable pronounced /t ʃ ən/ but not the base (meaning-bearing element). Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

108. Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences. Often directs attention away from spelling-meaning links - Emphasizes the spelling of the syllable pronounced /t ʃ ən/ but not the base (meaning-bearing element).

109. Mean? Built? Relatives? Pronunciation? Investigate word structure & meaning /kw ɛ st ʃ / An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences. Often directs attention away from spelling-meaning links - Emphasizes the spelling of the syllable pronounced /t ʃ ən/ but not the base (meaning-bearing element).

110. Mean? Built? Relatives? Pronunciation? Cannot teach that the pronunciation of morphemes shift across words in English. Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

111. Mean? Built? Relatives? Pronunciation? base spelled Cannot teach that the pronunciation of morphemes shift across words in English. Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

112. Mean? Built? Relatives? Pronunciation? Cannot teach that the pronunciation of morphemes shift across words in English. base spelled base pronounced /kw ɛ st ʃ / Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

113. Mean? Built? Relatives? Pronunciation? Cannot teach that the pronunciation of morphemes shift across words in English. base spelled base pronounced /kw ɛ st ʃ / question, questionable... Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

114. Mean? Built? Relatives? Pronunciation? Cannot teach that the pronunciation of morphemes shift across words in English. base spelled base pronounced /kw ɛ st ʃ / /kw ɛ st/ question, questionable... Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

115. Mean? Built? Relatives? Pronunciation? Cannot teach that the pronunciation of morphemes shift across words in English. base spelled base pronounced /kw ɛ st ʃ / /kw ɛ st/ question, questionable... quest, inquest, requested... Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

116. Mean? Built? Relatives? Pronunciation? Cannot teach that the pronunciation of morphemes shift across words in English. base spelled base pronounced /kw ɛ st ʃ / /kw ɛ st/ question, questionable... quest, inquest, requested... Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

117. Mean? Built? Relatives? Pronunciation? Cannot teach that the pronunciation of morphemes shift across words in English. base spelled base pronounced Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

118. Mean? Built? Relatives? Pronunciation? base spelled base pronounced /du:/ doing, undo, redo Cannot teach that the pronunciation of morphemes shift across words in English. Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

119. Mean? Built? Relatives? Pronunciation? base spelled base pronounced /d ʌ / doing, undo, redo does, done Cannot teach that the pronunciation of morphemes shift across words in English. Investigate word structure & meaning /du:/ An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

120. Mean? Built? Relatives? Pronunciation? base spelled base pronounced /d ʌ / do ing es ne Cannot teach that the pronunciation of morphemes shift across words in English. Investigate word structure & meaning /du:/ An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

121. Mean? Built? Relatives? Pronunciation? base spelled base pronounced /d ʌ / do + ing → doing do + es → does do + ne → done do ing es ne Cannot teach that the pronunciation of morphemes shift across words in English. Investigate word structure & meaning /du:/ An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

122. Mean? Built? Relatives? Pronunciation? go + ing → going go + es → goes go + ne → gone do + ing → doing do + es → does do + ne → done do go ing es ne Cannot teach that the pronunciation of morphemes shift across words in English. Investigate word structure & meaning An instructional emphasis on the role of sound in spelling without reference to morphology (or etymology) has predictable consequences.

123. probe

124. probable

125. probe probe + able → probable

126. probe probe + able → probable structure & meaning

127. probe probe + able → probable structure & meaning ?

128. probe probe + able → probable structure & meaning ?

129. probe probe + able → probable ✔ structure & meaning

130. probe probe + able → probable ✔ structure & meaning ?

131. Matrix from www.realspelling.comwww.realspelling.com The matrix & word sums ✔✔ structure & meaning Oxford Dictionary: Latin root probare ‘to test.’ probe + able → probable Oxford Dictionary: Latin root probabilis, from probare ‘to test, demonstrate.’

132. base spelled base pronounced /pro ʊ b/ /pr ɑ b/ probe/ + ate/ + ion → probation probe/ + able → probable Matrix from www.realspelling.comwww.realspelling.com word sums The matrix & word sums structure & meaning ✔✔

133. brother

134. broth + er? ✔ structure & meaning

135. brother broth + er ✘ ✔ structure & meaning

136. innate nature natural structure & meaning

137. in + nate nate/ + ure nate/ + ure/ + al The matrix & word sums structure & meaning ✔

138. Matrix from www.realspelling.comwww.realspelling.com The matrix & word sums structure & meaning ✔✔

139. Matrix from www.realspelling.comwww.realspelling.com /næt ʃ / nate/ + ure/ + al → natural The matrix & word sums

140. /ne ɪ t ʃ / nate/ + ure → nature Matrix from www.realspelling.comwww.realspelling.com /næt ʃ / nate/ + ure/ + al → natural The matrix & word sums

141. /ne ɪ t ʃ / nate/ + ure → nature Matrix from www.realspelling.comwww.realspelling.com /ne ɪʃ / nate/ + ion → nation /næt ʃ / nate/ + ure/ + al → natural The matrix & word sums

142. /ne ɪ t ʃ / nate/ + ure → nature Matrix from www.realspelling.comwww.realspelling.com /ne ɪ t/ in + nate → innate /ne ɪʃ / nate/ + ion → nation /næt ʃ / nate/ + ure/ + al → natural The matrix & word sums

143. Matrix from www.realspelling.comwww.realspelling.com The matrix & word sums

144. Matrix from www.realspelling.comwww.realspelling.com …[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… 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. The matrix & word sums

145. Matrix from www.realspelling.comwww.realspelling.com …[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… 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. The matrix & word sums

146. Matrix from www.realspelling.comwww.realspelling.com …[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). 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…This view implies that the child learning how to read needs to learn how his or her writing system works [emphasis added]” (p. 34). 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. The matrix & word sums

147. /ne ɪ t ʃ / nate/ + ure → nature Matrix from www.realspelling.comwww.realspelling.com /ne ɪ t/ in + nate → innate /ne ɪʃ / nate/ + ion → nation /næt ʃ / nate/ + ure/ + al → natural The matrix & word sums

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

149. “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 naming morphemes is an implementation of an old idea...

150. “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 naming morphemes is an implementation of an old idea...

151. “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 naming morphemes is an implementation of an old idea...

152. Chomsky’s suggestions getting recent attention...

153. 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...

154. Research Evidence

155. Meta-Analyses of Morphological Instruction

156. AuthorsFindingsJournal 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.)

157. AuthorsFindingsJournal 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 Meta-Analyses of Morphological Instruction Integrative review Statistical analysis (analysis of effect sizes for outcomes across studies.)

158. AuthorsFindingsJournal 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 Meta-Analyses of Morphological Instruction Integrative review Statistical analysis (analysis of effect sizes for outcomes across studies.)

159. AuthorsFindingsJournal 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 Meta-Analyses of Morphological Instruction Integrative review Statistical analysis (analysis of effect sizes for outcomes across studies.)

160. We started with a simple question...

161. What is the spelling structure of the word ?

162. What is the spelling structure of the word ? An empirical question

163. What is the spelling structure of the word ? An empirical question Scientific inquiry

164. What is the spelling structure of the word ? An empirical question → Systematic understanding Scientific inquiry

165. What is the spelling structure of the word ? An empirical question → Systematic understanding Scientific inquiry → Generative investigative skills

166. Structured Word Inquiry: Integrating Content & Process Bowers, P. N. & Kirby, J. R. (2010).

167. 1.Catch kids with an interesting spelling question. Structured Word Inquiry: Integrating Content & Process Bowers, P. N. & Kirby, J. R. (2010).

168. 1.Catch kids with an interesting spelling question. 2.Present a set of words that make the relevant pattern more salient. Structured Word Inquiry: Integrating Content & Process Bowers, P. N. & Kirby, J. R. (2010).

169. 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. Structured Word Inquiry: Integrating Content & Process Bowers, P. N. & Kirby, J. R. (2010).

170. 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. Structured Word Inquiry: Integrating Content & Process Bowers, P. N. & Kirby, J. R. (2010).

171. 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. 5.Practice the identified pattern with appropriate tools. Structured Word Inquiry: Integrating Content & Process Bowers, P. N. & Kirby, J. R. (2010).

172. 1.Catch kids with an interesting spelling question. Structured Word Inquiry: Integrating Content & Process Bowers, P. N. & Kirby, J. R. (2010).

173. Why is there a in ?

174. Mean? Built? Relatives? Pronunciation?

175. sign Mean? Built? Relatives? Pronunciation?

176. Mean? Built? Relatives? Pronunciation? sign

177. sign + al → signal Mean? Built? Relatives? Pronunciation?

178. sign + al → signal Mean? Built? Relatives? Pronunciation?

179. → Mean? Built? Relatives? Pronunciation? Page 6 of handout

180. Mean? Built? Relatives? Pronunciation?

181. Mean? Built? Relatives? Pronunciation?

182. sign + al → signal Mean? Built? Relatives? Pronunciation? Page 6 of handout

183. de + sign → Mean? Built? Relatives? Pronunciation? Page 6 of handout

184. de + sign → design Mean? Built? Relatives? Pronunciation? Page 6 of handout

185. de + sign → design /s/ /z/ Mean? Built? Relatives? Pronunciation? Page 6 of handout

186. sign + ate + ure → Mean? Built? Relatives? Pronunciation? Page 6 of handout

187. sign + ate + ure → *signateure Mean? Built? Relatives? Pronunciation? Page 6 of handout

188. sign + ate + ure → Mean? Built? Relatives? Pronunciation? Page 6 of handout

189. sign + ate + ure → signature “no ” Mean? Built? Relatives? Pronunciation? Page 6 of handout

190. suffixes that cause a change: suffixes that do not cause a change: Hypothesis: Page 6 of handout

191. 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

192. 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 s. Page 6 of handout

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

194. cave + ed → caved require + ment → smile + ing → brave + est → brave + ly → imagine + ary → ice + y → icy Suffixing Flow Chart (www.realspelling.com)www.realspelling.com

195. Research Evidence Morphology → Vocabulary learning Bowers, P. N. & Kirby, J. R. (2010). Reading and Writing: An Interdisciplinary Journal, 23, 515–537.

196. Research Evidence Morphology → 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.

197. Activities / Investigations Spelling-out loud Imagine lesson Page of matricesge of matrices Word Searcher Activity (Word Microscope?)Activity (Word densation> Find the base word Twin bases Surface structure / Substructure S

198. Building and announcing word sums:

199. Building the word sum for the word Step 1: Assemble morphemes. Building and announcing word sums: teach + er →

200. Building the word sum for the word Step 1: Assemble morphemes. Building and announcing word sums: teach + er → t-ea-ch-- plus -- er -- is rewritten as --

201. Building the word sum for the word Step 1: Assemble morphemes. Building and announcing word sums: teach + er → teacher t-ea-ch---- er t-ea-ch-- plus -- er -- is rewritten as --

202. Building the word sum for the word Step 1: Assemble morphemes. Building and announcing word sums with doubled consonants: ### sh--o-p -- plus -- i-n-g -- is rewritten as --

203. Building the word sum for the word Step 1: Assemble morphemes. Building and announcing word sums with doubled consonants: ### sh--o-p -- plus -- i-n-g -- is rewritten as -- check the joins!

204. Building and announcing word sums with doubled consonants: shop + ing → Is it a vowel suffix? Building the word sum for the word Step 2: Check the joins!

205. Building and announcing word sums with doubled consonants: shop + ing → Does the word end with just one consonant letter? Building the word sum for the word Step 2: Check the joins!

206. Building and announcing word sums with doubled consonants: shop + ing → Is there just one vowel letter before that consonant letter? Building the word sum for the word Step 2: Check the joins!

207. Building and announcing word sums with doubled consonants: Double the last letter before you add the suffix. Building the word sum for the word Step 2: Check the joins! shop(p) + ing →

208. Building the word sum for the word Step 3: Write and spell out the result. Building and announcing word sums with doubled consonants: shop(p) + ing → sh--o-p -- plus -- i-n-g -- is rewritten as --

209. Building the word sum for the word Step 3: Write and spell out the result. Building and announcing word sums with doubled consonants: shop(p) + ing → sh--o-p -- plus -- i-n-g -- is rewritten as -- sh--o-- double p ---- i-n-g

210. tell + ing →

211. t--e-- double l -- plus -- i-n-g -- is rewritten as -- check the joins!

212. tell + ing → telling t--e-- double l -- plus -- i-n-g -- is rewritten as -- t-e-- double l ---- i-n-g

213. fly + es →

214. f--l--y -- plus -- e-s-- is rewritten as-- “check the joins!”

215. fly/i + es →

216. fly/i + es → flies f--l--y -- plus -- e-s-- is rewritten as--

217. fly/i + es → flies f--l-- change the to ---- e-s f--l--y -- plus -- e-s-- is rewritten as--

218. See a video modelling the instruction of word sums at this link: http://www.youtube.com/user/WordWorksKingston#p/u/0/qoeyGZDstkI

219. Synthetic Word Sums Substructure Surface Structure un + 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 →

220. Analytic Word Sums Surface Structure Substructure the → little→alone →does →cornered →pliers→duckling →spilling → rightfully→bookkeeper→

221. Spelling Out and Writing Word Structure spilling helpfully bookkeeper cornered duckling

222. Spelling Out and Writing Word Structure spilling helpfully bookkeeper cornered duckling

223. Spelling Out and Writing Word Structure spilling →

224. Spelling Out and Writing Word Structure spilling → spill + ing

225. Spelling Out and Writing Word Structure helpfully →

226. Spelling Out and Writing Word Structure helpfully → help + ful + ly

227. Spelling Out and Writing Word Structure bookkeeper →

228. Spelling Out and Writing Word Structure bookkeeper → book + keep + er

229. Spelling Out and Writing Word Structure cornered →

230. Spelling Out and Writing Word Structure cornered → corner + ed

231. Spelling Out and Writing Word Structure duckling →

232. Spelling Out and Writing Word Structure duckling → duck+ ling

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

238. condensation Mean? Built? Relatives? Pronunciation?

239. text

243. Thank you!

244. sea AB see hearhere theretheir

245. was totootwo in bebee eye I shehe a the Function Words Content Words bybuy egg is Mean? knowno inn ball ice Homophones bye there 12

246. 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

247. 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… without reference to the underlying, coherent meaning structure. Structural Patterns vs. Surface Patterns

248. 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… without reference to the underlying, coherent meaning structure. Structural Patterns vs. Surface Patterns

249. Surface patterns can hide meaningful structural patterns... un + help + ful + ness ® unhelpfulness do + esdoesgoes go ingdoinggoing nedonegone 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. Structural Patterns vs. Surface Patterns

250. Surface patterns can hide meaningful structural patterns... un + help + ful + ness ® unhelpfulness do + esdoesgoes go ingdoinggoing nedonegone 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. Structural Patterns vs. Surface Patterns

251. Surface patterns can hide meaningful structural patterns... un + help + ful + ness ® unhelpfulness do + esdoesgoes go ingdoinggoing nedonegone 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. Structural Patterns vs. Surface Patterns

252. Surface patterns can hide meaningful structural patterns... do esdoesgoes go ingdoinggoing nedonegone 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. Surface patterns can hide meaningful structural patterns...

253. Structural Patterns vs. Surface Patterns Surface patterns can hide meaningful structural patterns... do esdoesgoes go ingdoinggoing nedonegone 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. Another anchor chart for an “explanatory” word wall that teaches word structure through high frequency “tricky” words

254. Surface patterns can hide meaningful structural patterns... put(t) + ing → putting putting → putting proper → proper stop(p) + er → stopper “Exceptions” to CVC / CVVC; before ; Two vowels go walking… are not evidence that English spelling is irregular. Structural Patterns vs. Surface Patterns

255. Surface patterns can hide meaningful structural patterns... put(t) + ing → putting putt + ing → putting proper → proper stop(p) + er → stopper “Exceptions” to CVC / CVVC; before ; Two vowels go walking… are not evidence that English spelling is irregular. It is evidence we misunderstand the system we teach. Structural Patterns vs. Surface Patterns

256. 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… Structural Patterns vs. Surface Patterns

257. 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; Structural Patterns vs. Surface Patterns

258. 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; 2) absent typical instruction. Structural Patterns vs. Surface Patterns

259. 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 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. Structural Patterns vs. Surface Patterns

260. 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 Caution! Morphology is a necessary, but by no means is it a sufficient element of instruction which makes sense of the written word. Structural Patterns vs. Surface Patterns