Speech to Print Workbook

Language Exercises for Teachers

Third Edition

Louisa Cook Moats, Ed.D.

Moats Associates Consulting, Inc. Sun Valley, Idaho and Bruce L. Rosow, Ed.D. Windham Central Supervisory Union Williamsville, Vermont

Baltimore • London • Sydney

Excerpted from Speech to Print Workbook Third Edition by Louisa Cook Moats, Ed.D. and Bruce Rosow, Ed.D.

Contents

About the Downloads.....ix
About the Authors.....xi

Chapter 1 To the Student.....1

How to Use This Workbook.....2
What's the Big Idea?.....3
Preliminary Exercise: Identify Features of a Word's Linguistic Structure and Meaning.....4
Knowledge and Practice Standards for Teachers of Reading.....4
How to Use the Survey of Language Knowledge.....7
Survey of Language Knowledge.....8
Chapter 1 Answer Key.....10

Chapter 2 Phonetics.....11

Exercise 1, Phoneme Counting.....12
Exercise 2, Why Phonemes Are Elusive.....13
Exercise 3, Identify the Third Phoneme.....13
Exercise 4, Rationale for Phonetic Alphabet and Transcription.....14
Exercise 5, Distinctive Features of Phonemes.....14
Exercise 6, Discover the Consonant Sounds of English.....15
Exercise 7, Exploring the Glides.....17
Exercise 8, Partner Fun with Consonant Tiles.....18
Exercise 9, Identify First and Last Consonant Phonemes in Words.....18
Exercise 10, Analyze Student Consonant Spelling Errors.....19
Chapter 2 Answer Key.....29

Chapter 3 Phonology .....37

Exercise 21, Phoneme Sequences.....38
Exercise 22, Syllable Boundaries.....39
Exercise 23, Internal Syllable Structure.....39
Exercise 24, Detecting Syllable Stress.....40
Exercise 25, Analyzing Student Spelling Errors.....41
Exercise 26, Speech Production: Pronunciation of Multisyllable Words.....41
Exercise 27, Phonological Memory, Retrieval, and Naming.....42
Exercise 28, The Progression of Phoneme Awareness Development.....43
Exercise 29, Phoneme Awareness Tasks.....44
Exercise 30, Minimal Pairs and Construction of Word Chains.....45
Exercise 31, Phonetic Variation and Allophones.....45
Exercise 32, Identifying Schwa and Syllable Stress.....46
Exercise 33, Vowel Nasalization.....47
Exercise 34, Aspirated and Deaspirated Voiceless Stops /p/, /t/, /k/.....48
Exercise 35, Flapping, Affrication of /t/ and /d/, and Vowel Raising.....49
Exercise 36, More Phonetic Transcription, with Marking of Allophonic Variation.....50
Exercise 37, Spelling Error Analysis.....51
Textbook Supplement: Teaching Phoneme Awareness.....54
Chapter 3 Final Quiz.....58
Chapter 3 Answer Key.....60

Chapter 4 The Structure of English Orthography.....69

Exercise 38, Meaning and Sound.....70
Exercise 39, Sorting Words by Language of Origin.....70
Exercise 40, Word Construction by Morpheme.....71
Exercise 41, What Is a Grapheme?.....72
Exercise 42, Consonant Blends and Digraphs Within Syllables and Morphemes.....73
Exercise 43, Hard c (/k/) and Soft c (/s/), Progression of Word Study.....74
Exercise 44, Word Sorts with Phoneme /k/.....76
Exercise 45, Spellings for Affricates /t∫/ and /dZ/ (/ch/ and /j/).....78
Exercise 46, Final Complex Consonant Review.....79
Exercise 47, Vowel Alternations or “Choice” Spellings, /yu/ and /u/.....80
Exercise 48, Six Types of Syllables.....81
Exercise 49, VCV Syllable Division.....83
Exercise 50, When (and How) Schwa Happens.....84
Exercise 51, Rules for Adding Suffixes.....86
Exercise 52, Lexical Mapping of “Spell”.....91
Chapter 4 Final Quiz.....92
Chapter 4 Answer Key.....94

Chapter 5 Morphology.....105

Introductory Self-Assessment.....106
Exercise 53, Why Morphology Is Important for Reading and Spelling.....108
Exercise 54, Categories of Morphemes.....110
Exercise 55, The Meaning of Compounds.....111
Exercise 56, Common Anglo-Saxon Prefixes and Suffixes.....112
Exercise 57, Latin-Based Prefixes, Roots, and Suffixes.....114
Exercise 58, Assimilated Prefixes.....116
Exercise 59, Greek Combining Forms.....119
Exercise 60, Inflectional and Derivational Suffixes.....119
Exercise 61, Past Tense and Other Inflectional Suffixes.....120
Exercise 62, Derivational Suffixes and Parts of Speech.....123
Exercise 63, Stress Patterns Shift in Longer Words.....124
Exercise 64, Suffixes with Soft ti, ci, and si.....126
Exercise 65, Derivational Complexity, Part 1.....128
Exercise 66, Derivational Complexity, Part 2.....129
Exercise 67, Word Building by Morpheme.....129
Exercise 68, Morpheme Maps for Assessment and Instruction.....130
Informal Assessment of Morphological Knowledge.....131
Chapter 5 Final Quiz.....133
Chapter 5 Answer Key.....135

Chapter 6 Syntax.....147

Pretest: A Lexical Map for the Word Syntax.....148
Exercise 69, Academic Written Language.....148
Exercise 70, Syntax and Written Expression: Phrase Structure and Slot Filling.....149
Exercise 71, Syntax and Reading Comprehension: Follow the Verb.....150
Exercise 72, Descriptive versus Prescriptive Grammar.....150
Exercise 73, Evidence for a Mental Grammar.....151
Exercise 74, Sentence Frameworks: Slots for Words.....153
Exercise 75, Locating Simple Subjects and Main Verbs.....154
Exercise 76, Parts of Speech.....155
Exercise 77, Participles.....156
Exercise 78, The Noun Phrase, Its Roles, and Argument Structure.....158
Exercise 79, Phrases.....160
Exercise 80, The Behavior of Verbs.....163
Exercise 81, Sorting Phrases, Dependent Clauses, and Independent Clauses.....164
Exercise 82, Conjunction Junction.....166
Exercise 83, Editing and Revising Student Writing.....167
Exercise 84, How Sentences Grow.....170
Exercise 85, Sentence Combining.....171
Exercise 86, Identifying Students’ Syntactical Errors.....172
Chapter 6 Final Quiz.....174
Chapter 6 Answer Key.....176

Chapter 7 Semantics.....189

Exercise 87, The Simple View of Reading.....190
Exercise 88, Factors Affecting Language and Reading Comprehension.....191
Exercise 89, Lexical Networks in the Brain.....193
Exercise 90, Evolving Word Meanings: Difficult for English Learners.....194
Exercise 91, Lexical Quality: Shallow or Deep?.....195
Exercise 92, Multiple Meaning Headlines.....196
Exercise 93, Definitions and Semantic Features.....196
Exercise 94, Superordinate and Subordinate Categories with Application to Power Outlining.....197
Exercise 95, Synonyms.....199
Exercise 96, Formal Marking of Semantic Features.....200
Exercise 97, Antonyms.....201
Exercise 98, Multiple Meaning Word Map (Polysemy).....202
Exercise 99, Idioms.....203
Exercise 100, Metaphor.....204
Exercise 101, Simile.....205
Exercise 102, Vocabulary Instruction.....206
Exercise 103, Paraphrase.....207
Exercise 104, Phrasing.....209
Exercise 105, Recipe for a Noun Phrase: The Order of Adjectives.....211
Exercise 106, How to Satisfy a Verb.....212
Exercise 107, Co-referents, Anaphora, and Cohesive Devices.....214
Exercise 108, Signal Words: Conjunctions and What They Signal.....216
Exercise 109, Integration of Meaning.....218
Chapter 7 Final Quiz.....221
Chapter 7 Answer Key.....223

Appendices

Appendix A Phoneme Tile Templates.....239

Appendix B Developmental Spelling Inventories.....243

About the Authors

Louisa Cook Moats, Ed.D., President, Moats Associates Consulting, Inc., Sun Valley, Idaho

Dr. Moats has been a teacher, psychologist, researcher, graduate school faculty member, consultant, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She earned her bachelor of arts degree from Wellesley College, her master’s degree at Peabody College of Vanderbilt, and her doctorate in reading and human development from the Harvard Graduate School of Education.

Bruce L. Rosow, Ed.D., Special Educator, Windham Central Supervisory Union, Vermont

Dr. Rosow completed his doctoral studies in educational psychology at American International College. He began his career as an intermediate grade classroom teacher at Guilford Elementary School in Southern Vermont before moving into a remedial instruction role teaching word study and math.

EXERCISE 1: Phoneme Counting

Count the speech sounds in the following words. Draw a short line for each speech sound you can identify (a “parking spot”) and, using conventional symbols as best you can, write the separate sounds in each word:

• ace /ā/ /s/
• nose /n/ /ō/ /z/
• say /s/ /ā/

EXERCISE 2: Why Phonemes Are Elusive

1. Does the phoneme /t/ sound and feel the same in tag, stag, water, and passed?

2. Does the phoneme /k/ sound and feel the same in cat, scat, pinky, and tack?

3. Does the phoneme /æ/ (ă) sound and feel the same in add, and, and approve?

EXERCISE 10: Analyze Student Consonant Spelling Errors

To compare spoken words or phrases with a student’s spelling attempts, follow this procedure: