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The Word Inquiry Snapshot Workshop: An Introduction to Word Inquiry
Introduction
Introduction (3:06)
Workshop Content
Downloadable Note-taking Template
Part 2 - What is orthography? (8:35)
Part 3 - What is the primary purpose of spelling? (15:56)
Part 4 - Why are homophones helpful? (4:59)
Part 5 - What are word families? (5:57)
Part 6 - Is there a process for investigating words? (11:04)
Part 7 - How do we determine word structure? (5:01)
Part 8 - What makes a word a word? (6:49)
Part 9 - How do we decide if a prefix is a prefix? (6:33)
Part 10 - Where does etymology come in (5:42)
Part 11 - How do the 3 influences on our orthography impact word study? (4:05)
Part 12 - Should we use a staged approach to teaching orthography? (9:11)
Part 13 - Is there a way to avoid saying English spelling is often crazy? (11:44)
Part 14 - Do we need to teach all possible letter-sound links at once? (3:35)
Part 15 - How can we investigate grapheme phoneme links? (10:28)
Part 16 - Do all letters represent phonemes? (8:41)
Part 17 - How do we analyze the graphemes in bases? (9:32)
Part 18 - How do you analyze the word 'washing'? (1:49)
Part 19 - Does practice really help? (8:10)
Part 20 - Is finding little words in a big word a helpful strategy? (5:50)
Part 21 - What do you mean, all bases aren't words? (20:20)
Part 22 - How do we put it all together? (18:49)
Activities to use with students (8:27)
Part 21 - What do you mean, all bases aren't words?
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