Orthographic Awareness: Where Do Words Come From?

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      Orthographic Awareness:
     Where Do Words Come From?
                    DeKalb R.E.A.D.S.
             Office of Reading/Language Arts
             Dr. Goldye J. Sanders, Executive Director

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      Redefining Success in Reading

      ‚ True readers and writers are ‘self-winding’
      and choose to read and write well beyond
      the care and guidance of the school system.‛
                          Margaret Mooney, 1991
                          Developing Life-long Readers

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What are the domains of a
balanced literacy approach?
              Reading
              Writing
              Listening
              Speaking
              Thinking
              Viewing
              Presenting

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What are the six components of
DeKalb R.E.A.D.S.?
 Phonological Awareness
 Alphabetic Awareness
 Print Awareness
 Orthographic Awareness
 Comprehension
 Reading Practice

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Partner Interview

 Provide 3 pieces of professional information
  about yourself
 Provide 2 pieces of personal information
 Provide 1 thing you especially enjoy doing
  After you have this information, compose a
  short summary about the person you

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Research Indicates…
    The most critical factor underlying fluent
    word reading is the ability to recognize
    letters, spelling patterns, and whole words,
    effortlessly, automatically, and visually.
    Orthographic awareness in a balanced
    literacy approach promotes automatic
    recognition and production of spelling
    patterns, morphological units, and writing
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Word Origins and Chunking

       Ortho                         Graphic
    Ortho Latin/Greek Straight, Upright, Correct

     Graphic Latin/Greek Something written or

             The aspect of language concerned with
              letters and their sequences in words.
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Morphological Units

Morphological units are the smallest units of
 speech that have meaning.
      Free (stand alone as a unit of meaning)
      Bound (must be used with words)

      Derivational (add or change the meaning)

      Inflectional (do not change grammatical

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Orthographic Awareness

  A garmish, curdsey franker
  fidly glopped a pharled prozu.

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Where Words Come From

   By middle school, students should focus
    on derivations and etymologies. They
    should learn how English has borrowed
    words from other languages, particularly
    Latin and Greek, which are very
    systematic. Through study of derivations
    and etymologies, students get a sense of
    the history of the English language.
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Where Words Come From

…we cannot directly teach the
meaning of all words, and sometimes
the context just leave students
clueless, therefore we also must help
dependent readers increase their word
knowledge by teaching them how
words work…
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             Foreign Words and Phrases

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        Vocabulary Trees

      Teach the meanings of prefixes, roots, and suffixes.

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River of English

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Root Webs

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Recognize Those Prefixes

 Multiple exposures and revisiting key words are important
                      for retention.
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             Word Walls

                Writing    Memory
                Spelling   Vocabulary

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The Reading Teacher’s Book of Lists
by Edward Fye, Jacqueline Kress, and Dona Fountoukidis

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Orthographic Activities

   Word Walls
   Vocabulary Trees
   River of English
   Root Webs
   Recognize Those

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When Kids Can’t Read:What
Teachers Can Do
   Spelling Words Walls      School Words
   Homonym Lists             Spelling Rules
   Thematic Spelling         Spelling Patterns

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             “Many of us never anticipated needing to
             help students learn to read when we first
             entered this profession. Many of us with
             secondary certificates had nothing more
             than a content area reading course (if that)
             in our teacher preparation courses….”

                                        Beers, 2003

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