Curiosity is the seed of scholarship. In exploring the complexities of English orthography with our students,
a belief that the system is riddled with irregularities has tended to suppress curiosity. Working instead
from a position that English spelling is highly regular and explainable, we open the door to exploring that
system as scientists. With a few tools, we can learn alongside our students in a shared process of inquiry. We can ask “Why is that word spelled as it is?” with the confidence that there is an understanding to be found–we can find patterns and connections. In becoming scientists of our language, students become not just proficient readers and writers, but see themselves as capable, empowered learners.

In this workshop, we will discuss the value of teaching–from the very beginning–English morphology,
phonology and etymology as facets of an integrated system. We will explore a few central concepts that may
invite participants to consider the language differently. We will focus on generative concepts instead of
relying on rote memory, but we’ll also talk about how inquiry compliments direct instruction. We will learn
several tools that can be immediately applied in our teaching practice. Throughout, I will share some of the
ways I have taught English literacy through a process of inquiry, toward creating life-long, independent
language explorers.

After almost 30 years of teaching, Skot Caldwell is currently an adjunct instructor at the Faculty of Education at Queen’s University, Kingston, and a literacy consultant in Ontario schools. For some twenty years, as a friend and colleague of Dr. Peter Bowers, he has pioneered the use of Structured Word Inquiry in classes from first to sixth grade. Through his own process of discovery, he has long worked with teachers to help them find the sense in our language and the confidence to embark on this joyful journey with their students.

Virtual Conference. Everyone who registers will get a recording of the conference.

Register Here