Monday 24 November 2014

The power of one!

Although this article is about a number of significant orthographic principles there are two topics that are particularly pertinent for me:
  • Unravelling the 'story' of one word reveals the intertwined 'stories' of many other words.
  • Investigating <one> clearly demonstrates that meaning and structure are the main concern of English orthography not pronunciation!

Recently, during math week, we investigated the number words, a wonderfully rich source of orthographic understandings. In education, <one> is generally considered a 'sight word' or a 'high frequency word', often a word memorised in isolation. It only seems logical to me, if words are considered high frequency, then we should be investigating and analysing them to fully understand the 'how' and 'why' of the spelling.

A teacher recently asked, "How can you investigate all the 'sight words'...that seems impossible?"
Do you know the singer/songwriter Paul Kelly? One of the songs he sings strikes a chord with me. Its called "From little things, big things grow." That's what happens when you dig deep with one, small word...learning grows, change happens, hypotheses form!

This is our inquiry into the reason for the initial grapheme <o> and 
the final, single, silent <e> in the spelling of <one>?

What does it mean?
We determined, as a class, that <one>
must be the base because 
we couldn't 'peel away' any 
structural affixes.
As in all orthographic investigations we began with a discussion of the meaning of <one>, which included a discussion about the homophone <won>. We briefly discussed how <won> was the past tense of <win>, hence the initial, single grapheme <w> indicating the connection between these words. The students had no difficulty dealing with the concept: different meanings, different spellings where possible.

What is its structure?
Even though it seems quite obvious that <one> is the base it is important to consistently model the process of providing evidence when identifying the morphemes. We determined that <one> must be a base as we couldn't justify any known affixes.

Also, the children immediately hypothesised that if <one> wasn't spelled with the final, single, silent <e> then it would be the function word <on>. Study Real Spelling's tutorial to understand the lexical and function word convention. Often the final, single, silent <e> is only taught in terms of its function to indicate that a previous vowel is long. However, it has many varied and important roles in English spelling that need to be discovered and investigated.

I wanted the children to begin to understand the various functions of the final, single, silent <e> which we will be investigating soon.

What are its relatives?
Our next task was to identify other words that could be related in meaning and structure.

One student suggested <ones>... "You know, the ones as in the tens and ones".
The children have recently been investigating place value and the numerical position of digits. I was thrilled this student was able to make connections with other learning.
The children were perplexed that they had difficulty thinking of other related words. I suspect this is what happens when words are learned in isolation...we really do limit learners' ability to think 'beyond'. I predicted this would be a challenging part of the investigation, so I had prepared a word bag with possible words.
During this investigation I wanted the children:
  • to dig deep to find clear evidence that the hypothesised words were actually related and connected.

Included in the word bag were words such as:
<only> <once> <no-one> <none> <alone> <lonely> <atone> <onion> <lonesome>
Some of these words would be unfamiliar, adding to 
the children's expanding lexicon.

As each word was revealed, the children were surprised and delighted to discover words that they would not have previously thought of. The children also realised the different pronunciations of the <o> in each word. This reinforced the importance of naming the base by announcing it-pronunciations shift according to the affixes that are fixed.
The children loved that <alone> meant 'on your own-just one person', 
now recognising its connection to <one>.
They had no difficulty identifying the <al-> prefix and then constructing the word sum:  
al + one --> alone
However, I did explicitly help the children identify other words where <al-> was also evident as a 
 prefix, such as <altogether> <always>. 
The children hypothesised that <al-> seemed to be like the base <all> in meaning!
The children suggested "not any" and I deepened their learning by adding: "like 'not one'."
The children wondered about <n-> as a prefix. A great question...which I briefly discussed, without overloading with too much information. I modelled a hypothesis for the word sum 
n(e) + one --> none  
indicating that <ne-> was an old English prefix meaning 'not, no'. 
With an older group of children this would have been placed on the 'wonderwall' 
for small group or independent investigation. 
<lonesome>: an unfamiliar word for many of the children.

 I told the children that <lonesome> was like a 'cousin' to <one> and that we would discover why with some other words, not yet revealed.

As each word was revealed we discussed the relationship between <lonely> <loneliness> <lonesome> and related the 'story' of how the base <lone> came into the English language.
Stories have a significant impact on young children's learning (or probably any age really)...
...stories stick, they make sense-it's how the brain remembers 
important information and makes connections.

Each time we discovered a word we attempted to construct a word sum to identify if the word had <one> as part of its structure. They loved discovering the story of <only>, realising the word sum as: one + ly --> onely.The children wanted to study this word further to discover what happened to the <e>...and agreed that it should be part of the spelling. So much rich discussion and thought from just one small word!
What about <onion>?
Did you know that <one> and <onion> were related?
Such a surprising but important discovery.

Revealing the word <onion> caused much surprise and laughter and exclamations that <onion> couldn't possibly be related.
"Well let's check about we find the word in our word origin book. 
Remember how we discovered that <turn> and <turnip> were related?"
I modelled how to locate and read the necessary information to the children. Surprisingly we discovered that onion came from the Anglo French 'union' and was clearly related to 'one,unity'.

To help the children absorb and understand this information I drew an onion...we discussed the part that lived under the soil (the bulb)...the  part that we eat. Then I drew garlic (the children knew garlic as it is a major ingredient in many Indonesian dishes and so were familiar with it) and we discovered that garlic had lots of bulbs but onion only had one bulb.
Then by constructing the word sum <one/ + ion --->onion> we were able to 
provide evidence of the same structure.
The kids loved this and were very eager to share this amazing information with their families.
For the full story view Gina Cooke's inspiring TED movie Making Sense of Spelling explaining the connection of onion to one. Brilliant!

To finish this first session the children chose a word and shared its meaning as a reflection of their learning and understanding.

We placed the selected words on the word web, 
beginning to make sense of the base <one>.
The children hypothesised which words belonged to the 'inner family' and which they thought belonged to the 'outer family', like cousins. Initially the children were unsure about the connection of <once> but understood that it meant 'at one time'.

Discovering more: origins of <one>.
 This student is recording important information
about the word <onion> and its connection to <one>.
The following day we returned to our investigation and revisited what we had previously discovered.
I started this session with John Ayto's Word Origin books. In pairs, the children identified <one> and I summarised their findings. We discovered that <one> was an Old English word spelled <an> and was also the source of 'an' and 'a' and was pronounced in the same way as <only> during this period of time!

We then constructed a more permanent word web. Each student recorded the 'story' of one word to add to the word web. As each child scribed their word they were reminded to announce the morphemes and graphemes.
<atone> a new word for the children
<at + one --> atone>
literally 'at one' with oneself.
We had an interesting discussion 
about <once> and decided it 
should belong in the 'inner' word family 
because of its history 
 OE 'anes' (same root as 'one').
This is our word web identifying words related in meaning and structure.

"The word web doesn't have all the's not doesn't have all the story... BUT it's enough for now to help these children 
truly deepen their learning in so many ways."

Maybe our hypotheses will change as we come across more evidence.
How many words have we discovered and investigated, just from one word?

And I'm absolutely certain that these children not only know how to spell <one> but more importantly know why!

The children also shared their learning at the school assembly! 


This was a rich investigation involving inquiry, questioning, study, leading to our next investigation:                              <two> and why the <w>?

 One student described <twilight> 
as "the zone between
midnight and sunlight!" 

The children identified the grapheme sequence (t+w) as having the meaning of 'twoness'.
The joy of unravelling the stories!

For further orthographic study refer to the Real Spelling Toolbox2:
  • Kit 3 Theme J  The spelling of numbers
  • Kit 1 Theme D The functions of final, single, non-syllabic <e>
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If you happen to be using my blog please drop me a line and let me know what you think, what you would like to see, what you enjoyed!

Monday 20 October 2014

Phonological analysis with young children

Phonological analysis: a journey of accuracy! 

From my experience young children love to express their ideas and thoughts in the written form...
...just like this student: who loves to write; is confident using the writing process; rereads her written thoughts with clarity and understanding and is willing to share her thoughts in the written form...BUT


...when first analysing these pieces of writing, and other examples, you might ascertain that this child has some learning issues...However, I wonder if this student's misspellings and inaccurately formed letters could be a misunderstanding of how the English system works?  Is this student doing exactly what she has been taught to do?
It's our responsibility as educators to ensure we teach accurate information about how the English spelling system works so learners can make informed and meaningful spelling choices.
This child's spelling attempts led to an incredibly rich investigation of a variety of significant graphemes and phonemes used in English spelling. 
  • I want this student to begin to understand that English spelling is primarily concerned with meaning and structure.
  • I want her to know that spelling accuracy is not always the most important aspect in the learning process, but making meaningful and thoughtful spelling choices based on this understanding is what is important.
  • I want this child to know that only some of what we pronounce is important for the spelling of the word.
  • I want this child to know how to execute the starting point when scripting the lower case alphabet letters.
  • I want this child to learn how to track phonemes and represent graphemes accurately...
                                ...some, but not all of the goals to begin the journey.

As a whole class we embarked on a phonological journey;
a journey embedded in orthographic understanding.
Where did I source the words?
From the children's own writing! Each day as the children arrive they respond in the written form to a question such as this:

The children's written responses provide rich 'fuel' for assessment 
and ongoing investigation and inquiry.

To begin the journey...
As the starting point or 'meeting place' for this phonological journey I presented a significant selection of the misspellings to the children:
*kan    (can)                   *kort      (caught)                      *kold, *kood (could)
Why are they not correct?
Why can't we spell these words with an initial <k> to represent the first phoneme /k/?

We embarked on a phonological journey investigating how to accurately 
(L. 'to take care of') represent the phoneme /k/ to cure all previous misunderstandings!

We started with a basic phoneme chart showing how the phoneme /k/ can be represented by the single letter graphemes <c> or <k>.
Mostly, the children knew this information (but did not understand why) and were able  to provide lots of evidence  with known words. At this stage they couldn't justify why some words were spelled with the  single letter grapheme<c> or <k>. Currently, for many, it was a random choice, generally choosing <k> to represent the initial phoneme /k/.

...and so our journey begins.

I explicitly told the children that we will try to use the single letter grapheme <c>  to represent /k/ in the initial position, unless we have a good reason for using the single letter grapheme <k>. We would investigate 'why?' at a later time so as to not overload children with too much information at any given time.

Also, I began to explicitly embed  <grapheme> <phoneme> <digraph> <trigraph> <initial> <medial> <final> in my own language as I modelled and clarified the children's thinking. The slash brackets / / and angle brackets < > were also introduced and consistently reinforced throughout the learning process.

As I predicted, the children suggested that the digraph <ck> could also represent /k/, providing some examples for evidence. This phonological piece was then added to the chart.

As a learning reflection I added an additional arrow to the chart and asked the children to think about another grapheme that we can use to represent /k/. I now wanted the children to have independent time to conduct their own investigation and begin to collect words for evidence.

Continuing the journey...
I provided a large blank chart for the children to record their words as evidence of the different graphemes for the phoneme /k/.
In the subsequent days we did a variety of activities. The children were 'word detectives' hunting for words that contained a grapheme to represent the phoneme /k/. As the children identified the words, they recorded them on a post it note, which I transcribed onto the larger chart. I wanted all the words spelled accurately and it gave me the perfect opportunity to model accurate terminology; as well as to model how to track the phonemes and discuss the circumstances of the grapheme as each word was added.
Through this activity they eventually discovered the fourth digraph <ch> (a surprise to many, even though they knew the spelling of <school>!)

This provided an excellent study in terms of helping and guiding the children to understand:
  • the sequence of phonemes that matter in the word;
  • that graphemes can represent other phonemes;
  • the circumstances of the intended grapheme in the word.
The children discovered independently the circumstances in which the graphemes may be used in a word, drawing conclusions about the specific placement of the different graphemes:

From their discoveries the children hypothesised that:

  • <c> was the most common way to represent /k/ in the initial position;
  • <k> was used medial and often in the final position;
  • <ck> could be used in the final position;
  • not many words used the digraph <ch> to represent /k/.
I wondered with the children... why the digraph <ch> was not a common grapheme to represent the phoneme /k/. This led to an investigation about the origin of <school> using the Word Origin dictionary, (Greek origin). We also studied the words <magic>, <construct>, <koala> and I guided the children through an initial understanding of these words. Some of the words they collected were complex words (not bases) like <construct>; and others provided an etymological investigation like  <koala> which is an Australian word from an extinct Aboriginal language, hence the spelling of the initial <k>.
With all this information the children can now begin to make more informed decisions about grapheme choice.

There are many words such as <caught>, from this rich list that I could have chosen for us to study further but it is important to focus on what is relevant for the learners now. Other words can be extracted for deeper exploration in the future.

An important side trip!
As a result of the children's word detective investigations, we were led on another, but connected, phonological journey.

Some children had chosen these words  <city> <circus> and <cycle>  to place on the phoneme /k/ chart. An excellent misunderstanding to investigate.
I modelled tracking the initial phoneme in these words and they discovered that <c> can also represent /s/.
We constructed another basic chart; this time starting with a grapheme <c>.

Due to their findings we were able to hypothesise that <c> can represent two phonemes /k/ and /s/.
As I recorded these two phonemes with the children I continued to discuss the meaning of the slash and angle brackets; and the symbols enclosed. This concept needed revisiting in many ways as possible throughout the learning process.

We identified words, as evidence for each phoneme, adding these to the grapheme chart. We would continue to build on this initial list of words leading to a further understanding of the convention of when <c> represents the phoneme /s/. There is an engaging practical task in the Real Spelling Toolbox that helps children develop an understanding of this phonological convention. <c> followed by <e> <i> or <y> will represent the phoneme /s/.

Another side trip!
I love that the initial investigation naturally led to many others, often initiated by the children.

As a result of discovering that the digraph <ch> can represent the phoneme /k/ the children started to question and discuss their own understanding of this digraph. For many of the children <ch> only represented //, so it was time to lead them further into the 'woods'.

Once again a phonological chart was constructed and this provided a perfect opportunity to demonstrate some new IPA symbols. With a growing understanding of phonemes and graphemes, I ascertained the children were now prepared to be exposed to this new information. I  showed them the phonetic symbol for // and added another arrow (without the symbol) ready for when they discovered the third phoneme /ʃ/. This phoneme was added when the children discovered it independently with the word <chef>.
Word detectives in action again!
To embed this learning in a meaningful context I constructed a paragraph, through modelled writing, based on our current PYP unit of inquiry. I deliberately added words that contained the <ch> digraph.
The children's task was to identify the words with this particular grapheme.

We always read the words in context, discussed their meaning BEFORE identifying and circling the digraph <ch>.
The words were then added to a grapheme chart I had prepared (with the children), again modelling important terminology and orthographic concepts, including the morphemic structure of the words.
The children recorded the words in the appropriate phoneme column. We discussed the circumstances of the grapheme, hypothesising how the grapheme was used in terms of position,etymology and phonemic information. Our next step will be to investigate more deeply the etymology of these words to build an understanding of the importance of this information. For example; words where <ch> represents /ʃ/ generally means French origin.

Another important side journey during this learning process was to demosntrate how to script the letters more accurately. We used the graphemes, under investigation, to demonstrate how to execute the correct pathways for each letter. First we practised the pathways of the letter on the palm of our hands, taking special note of the entry and exit points and size.
The children  had many opportunities to practice how to accurately scribe the digraph and others.
We are currently working intensively with the children in order to improve their script.
This also involves developing a comfortable pen hold that allows for clear movement through the pathways.
If you have the opportunity in your school I highly recommend implementing Real Script (Real Spelling), using pens as the preferable writing tool. 

And our journey continues...
The children have now discovered that / / can be represented in spelling by either the digraph <ch> or the trigraph <tch> by identifying the word <watch>. We look forward to discovering 'why?' as we head further down the pathway of orthographic learning.

A reflection of our journey...
...starting with one very common phoneme /k/, the children have now discovered and investigated:
  • a wide range of graphemes and phonemes that are connected
  • graphemes can represent different phonemes
  • phonemes can be represented by different graphemes
  • digraphs are teams of two letters representing a phoneme
  • trigraphs are teams of three letters representing a phoneme
  • the IPA symbols
  • the circumstances of the chosen graphemes
...quite an impressive feat for a small group of 6 and 7 year olds!

As the children are writing, for different purposes, we are frequently referring to our new phonological learning in the hope that they begin to use this important knoweldge independently.

To deepen your understanding of Orthographic Phonology study the:

Give me a shout! 
If you happen to be using my blog please drop me a line and let me know 
what you think, what you would like to see, what you enjoyed!