LOGIC MODEL TEMPLATE

Structured Word Inquiry

Morphological Problem-Solving

Program Intentions Program Activities and Short-term Outcomes: Indicators (Outputs) Longer-term Outcomes:
Resources (Inputs) Indicators (Outputs)
Year One Year 2 and 3
To increase awareness of Spelling of every word is Students will be able to create word sums Students independently
word bases, prefixes and structured by the spelling based on common prefixes and suffixes find proper conventions
suffixes system, so every word www.youtube.com/wordworkskingston.com through understanding of
employs generative principle words
To increase the of spelling structure that can Students use a word matrix to create
knowledge and be taught. multiple words based on a common base
understanding of the Students will know the
conventions of spelling.
Structured Word Inquiry Students follow explicit questions and rules of adding prefixes and
strategies to find the convention suffixes to independently
To view spelling as a
well-ordered system with Mini Matrix Maker Words with suffixes follow conventions of spell words accurately
the fundamental purpose the final single silent e being dropped when
to represent meaning. Word Microscope a vowel suffix is added, double the final Program moved to include
consonant when the word ends with a different grade levels.
Etymonline consonant proceeded by a single vowel and
Morphology, etymology the i/y convention. Numbers of classrooms
and phonology are the Dictionaries using Structured Word
three elements that Students will use the suffix checker to follow Inquiry instruction
determine the spelling of Real Spelling Toolkits the rules of English when adding prefixes or increase.
words. suffixes with 90% accuracy
Morpheme chart
(models building block Students' writing show application of this
nature of words) knowledge of the spelling conventions.
To expand vocabulary Students will use etymonline to examine Students are able to
through examining Word Searcher word roots and how words are linked in independently inquire
similar word bases and meaning. about unfamiliar words
affixes that change Suffix checker and make assumptions of
meaning Students are able to navigate this web tool to meaning from the base
Structured practice of newly investigate word origin and the relationship word
learned content between words.
Word study booklet shows
Students able to diagram the connections of
inquiry of a variety of
words
vocabulary
Students will use bound and unbound bases
to increase understanding of words Students will expand
understanding to include
Students will be able to use the Mini Matrix an increased number of
Maker web tool to show the relationships prefixes and suffixes
between common bases.
Indicated through an
Students will deduct the meaning of an assessment of matching
known word by using the morphemes that suffixes and prefixes to
make up the word their meaning

Students will know the meaning of 10

common suffixes and 10 prefixes to increase
their knowledge of words that have affixes
To increase word Through breaking words into the
decoding of pseudo words morphemes, students can apply their
knowledge of phonemes to individual word
parts.
Students will be able to
increase ability to decode
unfamiliar words with 85%
accuracy

Students will be able to identify affixes in

order to decode unfamiliar words with 75%
 accuracy as indicated by a word list with
multiple morphemes.

To foster curiosity and Inquiry based approach Students are engaged by finding the Students independently
motivation to understand modelling that spelling patterns of meaning to be discovered in inquire about the meaning
how the English makes sense and based on written words and the relationships of of words to continually
Language works meaning rather than unfamiliar words. expand their knowledge
random memorization Observation of students investigating wordsNoted by questions
using the web tools students ask and
Exploratory problem-solving involvement in inquiry
(hypothesis development) Students are engaged in finding the patterns activities.
Focused problem-solving of meaning
(hypothesis Students question
testing/confirmation) Workbook shows the investigation of words authoritative views with
students independently are curious about evidence using the
Students work in a context references of word study
where they search of Contribution to class discussions, question
meaning of the written word and investigate unfamiliar and familiar Observation of students
structure words and their relationship to each other discussing word meaning in
a variety of contents, social
Students report increased positive attitudes studies, science, etc.
towards the logic behind the written word.
Increased number of words
Students view spelling as a system based on following spelling
meaning and consistent patterns. conventions; recognized as
an organized system
representing meaning,
spelling and decoding.
To support teachers in Weekly meetings
planning and facilitating
Structured Word Inquiry You tube videos
Real Spelling website
Teacher Book: Teaching
How the Written Word
Works (Peter Bowers)
Trained teacher models for
classroom teacher the
systematic inquiry approach
to Structured Word Inquiry.
Informal support for teacher
as needed.
Teacher sharing at staff
meetings to demonstrate
the learning of both
teachers and students
Teachers make use of same word
knowledge, problem-solving skills and Teachers demonstrate
reference charts, working as co-learners curiosity and inquire about
with their students unfamiliar word structure.
Teachers demonstrate increased Increased number of
independence in investigating the teachers involved in
relationship among words with fewer Structured Word Inquiry
questions to mentor teacher
Teachers report the
Teacher's show increasing independence in structure of spelling as a
their investigation of words and their complex but highly ordered
relationship. Teachers ask questions and system that can be
inquire about words along with their investigated and
students. understood
Fewer questions to mentor teacher. Teachers independently
facilitate lessons based on
Classroom morpheme chart shows multiple critical thinking rather than
morphemes added. memorization for spelling
instruction.
Teachers report increasing confidence with
inquiring about unfamiliar words and Teachers support each
require less support. other as their students
inquire about words.
Reports of successful inquiry at staff
meetings. Increased number of staff
members sharing inquiry of
word study.