Guided Reading Working with Words Why guided reading? To move kids levels Research: F and P Careful text selection, intentional structured framework, differentiated, teach explicit strategic actions Expand ability to apply phonemic awareness and phonics Expand vocabulary Working with words is hands-on, students are problem solving and learning how words work. Jan Richardson THE NEXT STEP FORWARD IN GUIDED reading

AGENDA Working with Words in Guided Reading Assess – Decide - Guide Model The Lesson Plan Sight Words Word Work Model Strategies Working with Words in Guided Reading Assess – Decide - Guide Model The Lesson Plan Sight Words Word Work Model Strategies

Assess-Decide-Guide Framework Get to know your students DECIDE Determine spelling reading levels and spelling stages and from groups GUIDE Plan and teach

Assess Sight Word Chart 10 sight words Level A-I

Assess Word Knowledge Inventory p324 Or in NSGRA assessment

Decide How to Implement Spelling Instruction SPELLING STAGE Early Phonetic Phonetic Transitional Fluent Advanced How to Implement Spelling Instruction Decide what spelling stage your students are in. SPELLING STAGE Early Phonetic Phonetic Transitional Fluent Advanced Monitor Progress p 154 Sight words and running record. Collect Data Analyze the data to determine stage Plan Instruction Monitor Growth – progress monitor

Guide Emergent A-C Early D-I Transitional J-P Fluent N+ Day 1 Sight word review Introduce a new book (Synopsis) Read with prompting Discuss and teach Teach a new sight word Word Study Activity Word study activity Introduce a new book (synopsis) New Vocabulary (4 steps) Introduce a new book Read and respond with prompting Word Study Day 2 Reread with prompting Reteach sight word from Day 1 Guided Writing Read next part of book DAY 3 - WRITING Use the Lesson Plan Templates Day 1 Sight word review (3 words) Teach one new sight word Word study Activity Day 2 Sight word review Reteach sight word from day 1

Word Study: Making Words Emergent A - C Sight Word Review Teach a New Sight Word Word Study: Making Words Sight word Review p 70 Summary of Word Study Activities Levels A-C p 86 http://bcove.me/0usql6y9 http://bcove.me/z3d55max http://bcove.me/j08bo9fx

Word Study: Sound Boxes Early D - I Sight Word Review Word Study: Sound Boxes Early Recommended sight words for levels C-F p111 Day 1 Sight word review p 121 Teach a new sight word p 130 Word study activity p 131 Examples of making words p 134 Examples of sound boxes for early readers p 135 Analogy charts p 136 Progress monitoring p 154 http://bcove.me/ojcxrk3d http://bcove.me/sp9mpffp

Transitional J - P Word Study: Analogy Chart Word Study: Make and Break a Big Word Transitional WKI p 161 NO DAY one…start on day 2 p183 Word Study – teaching vowel patterns with an analogy chart pg 186 Word Study – Make or break a bog word pg 188 Analogy Charts lots of guidance p 183-193 http://bcove.me/brwynrt4 http://bcove.me/brwynrt4

Fluent N+ Vocabulary Introduce new vocabulary Define it Connect it Relate it to the book Turn and talk Vocabulary Introduce new vocabulary p.235 Define it Connect it Relate it to the book Turn and talk P264 strategies to explain new words K and higher http://bcove.me/ezii7a0z

Fluent N+ Word Study Word Study 1-2 minutes Make spelling/meaning connections Explore Greek and Latin word roots Teach phonics skills Have students add to their NEW WORD list P220 compares the different strategies that are taught in transitional and fluent Day 1 p235-236 Rather than sight word review, introduce new vocabulary, in 4 steps P240-241 Select a word from the text that can be connected to other words in meaningful ways. Example: show exhibit from the text, then teach this word is similar to exhibitor and exhibition Explore Greek and Latin words. Select one word from the text that has a Greek or Latin root or affix…as the students to think of other words that are similar. Example intercontinental has the Latin prefix inter, which means between , so intercontinental means between continents. As students to think of other words that begin with the prefix inter. Teach - You may have fluent readers that are transitional spellers!!!! Use the word study activities in chapter 5 to teach vowel patterns and rules for adding inflectional endings. The goal is to improve their spelling skills. P241 Add to the new word list appendix L P249 Fluent lesson plan example P253 fluent rubric

Lesson Planning and Implementation Before Reading Sight Word Review: select 3 previously taught sight words (optional after level E) After Reading Teach One Sight Word: try to chose one in the text (optional after level E) Think, can they write it!!! Word Study: Select ONE activity and note the phonetic elements you will be targeting. Word work happens before the guided reading lesson with a sight word review Then after the guided reading lesson you teach one NEW sight word and do one word study. When choosing a word for word study, consider the results of the Word Study inventory and the spelling stage they are at. This is a level D book.. Sight word is looking and a target skill would be digraphs pg 132. spelling errors may be tan for than, or muh for much, the activities I may try are picture sorting-making words-sound boxes

DEMO: Sight Word Review 1-2 minutes Write three familiar words Intervene when necessary Model letter formation Record progress Troubleshooting Sight word Review Sight Word review pg 69 1-2 minutes Write three familiar words Intervene when necessary Model letter formation Record progress Troubleshooting Sight word Review Dictate 3 familiar words Always review the most recent word you taught, the other 2 word should be words that were learned in previous lessons\ When possible, select familiar words that are in the new book Use the alphabet chart as a scaffold for letter formation Troubleshooting pg. 72 come

Demo: New Sight Word What’s Missing Mix and Fix Table Writing Write it and Retrieve it DEMO THIS Teach a New Sight Word pg 78 At the end of the day 1 lesson Teach a new sight word 1-2 minutes From the STORY select a sight word that students don’t know how to “write” not read!!!! Do these steps in order! The activities use gradual release of responsibility, with you doing more of the work at first and students writing independently by the end. Why/ these steps will help students develop visual memory, establish left to right visual scanning skills and increase automatic recall. Where are you getting the words from? Doesn’t matter, Jan has a list on pg 58 Phonetic words are easiest, teach them first Once they have learned the 60 words on her list, by level F usually, they have developed strong spelling skills,. You can continue to review an teach ,but not a necessary component for acceleration. Jan says: because some kids have not developed strong visual memory or visual scanning skills, learning sight words can be very difficult. There is research that says kids may need 100 experiences with sight words before they develop a system for learning words. However, once they learn a few they will be able to learn them at a faster pace. It may take 4-5 days to learn words like come, said, what etc. because they do not follow phonetic rules. Do the 4 steps every day! Make sure they say the word, not spell it! During the table writing and white board writing. DO NOT RUSH THE PROCESS Appendix F Levels A-I Jan chose words by searching text from a variety of publishing companies to see which words appear most frequently at those text levels. She also chose words for level A & B that can be decoded phonetically. The words in level C and higher are less phonetic. REMEMBER THIS IS ABOUT SPELLING RETEACH the same word on Day 2 and review it at the beginning of the next few lessons. Teach the same sight word for 2 days Do not introduce a new sight word until students are fluent at “writing” the word you just taught

Word Study Activities Picture Sorting Making Words Sound Boxes Level A Initial consonants Level B Initial and final consonants / short medial vowels Level C CVC, short medial vowels Level D Digraphs Level E & F Blends Level G-H Silent -e Level I Vowel Patterns Picture Sorting Making Words Sound Boxes Analogy Chart Word Study Activity pg 80 3-4 minutes Do only one activity! Start with picture sorting for a few lessons before moving onto making words and sound boxes Picture cards the measured mom Why? To teach phonemic awareness and phonics To learn about letters and sounds Word solving Strategy The focus is to teach how words work (phonemic awareness & phonics skills) not specific words At the end of the day 1 lesson Spend 3-4 minutes at the end of the lesson Keep it short Use data from the word Knowledge Inventory and the Dictated Sentence to select a targeted skill Use Picture Card to picture sort Use Magnetic Letters to make words Use Sound Boxes / Elkonin Boxes to segment sounds Use Analogy Charts to teach children how to use familiar words to write “new” words

Demo: Picture Sorting Procedure for Picture Sorting Say the word in the picture: mop Say the initial sound /m/ Say the letter that makes that sound: m Put the picture card under the letter m Picture Sorting Pg 81 Assess use letter sound checklist to identify 2 sounds students need to learn The measured Mom picture cards Pioneer Valley picture cards Words Their way http://www.isd500.k12.mn.us/uploads/3/5/9/9/3599199/words_their_way_letter_name_alphabetic_spellers.pdf Short a and short o are the easiest vowels to learn When you have ELL’s give them pictures they know Do not include pictures with digraphs and blends Tell students what the picture is, DO NOT waste time having them guess what the picture is

Demo: Making Words Level A – Change initial consonants can-man-pan-tan-fan Level B – Change initial and finial consonants OR change medial vowel can-cat-cap-map-mat Cap-cop-mop-map-mat Level C – Change initial, medial and final letters in a CVC word Can-cap-map-mop-top-tip Making Words Why? This activity teaches children how to use sound to monitor for visual information during reading. It also firms up Left to right visual scanning . Dictate a word for them to make Teach them to check the word by saying it slowly and run their finger under the letters Next, dictate a word that differs by one or two letters Coordinate auditory and visual processing After, have them break the word onset-rhime have them point to each part and say it before they remake the word Save time by having a tray of magnetic letters for each student. If students have trouble hearing short vowels do more picture sorts with vowels.

m a p Demo: Sound Boxes Procedure for Sound Boxes Say the word slowly /m/ - /a/ - /p/ Say the word slowly and touch each box when you say a sound Say the word slowly as you write each sound in a box Slide your finger under the word to blend the sounds together. Say the word (map) m a p Sound Boxes p 84 Elkonin Boxes 1971 Why? To help students hear sound sin words and record sound in sequence Children attend to sounds in a word and record those sounds in sequence. This activity will develop phonemic awareness because it help children blend and segment phonemes. Use only phonetically regular words with two or three should Do not use sight words unless they are phonetic Each phoneme or Sound goes in one box TIP: do no use for silent –e Each letter of a consonant blend should be written in a separate box because the blend contains two phonemes g-r-a-s-p Single sounds represented by two letters such as sh, ch, th, ck should be placed in the same box Chick would use 3 boxes. Appendix A has examples for sound box act ivies Only use with phonetically regular words, not sight words unless they are phonetic Each phoneme or sound goes in one box Kids need to do the work, model quickly

Demo: Analogy Chart Analogy Chart Transitional Video scholastic.com/NSFresources cap name Chap, snap, slap, flap came, flame, blame, same The best way to teach silent –e and vowel patterns is to use analogies. Students use the sound patterns in words they know to help them WRITE words they don’t know. Wait until students can hear and record short vowels, digraphs and blends BEFORE you teach vowel patterns. Why? They need a bank of known words that follow the spelling pattern before they will be able to apply the rule to new words. pg136 Wait until children can independently hear and record short vowels, digraphs, and blends before you teach vowel patterns. Choose two patterns, one they know fairly well and a new one.

Demo: Make and Break a Big Word Level K and higher Select a multisyllabic word from the story Make it Break it Say it Make it again understand un der stand Make and break a big word Dangerous Dan ger ous Select multisyllabic words that have decodable parts from the story. Save time, by having letter trays. Tell kids what letters they will need to make he big word.

Resources Strategies and skills chart page 291 Word Lists by level page 300-304

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