1. Sight Words & Contextual Reading
The application steps of the Seeing Stars® Program

2. Theory: Sight Words What are sight words?
When do we introduce sight words?
straight from Nanci—pg.131
Does Airwriting/ Imaging and word attack support word recognition?
Dual Coding?
Talk about high frequency words and what constitutes a high frequency word
Patterns of sight words must match level of airwriting/ syllable card construction

3. What’s wrong with these Sight Words
See poster

4. Seeing Stars Day 1 Opening 10-6-09_Draft7n
4/28/2017
The Reading Circles 31
A Paradigm of Integration
Sensory-cognitive functions for the component parts of reading.
Comprehension
Auditory
Visual
PA & SI SI
Word Attack
Word Recognition
Refer to chapter 4, pg 31 in Seeing Stars manual. They can take notes in the manual.
Language
Contextual Reading

5. Seeing Stars Day 1 Opening 10-6-09_Draft7n
4/28/2017
Cascade for Reading Competency
Reading
Comprehension
Sensory-
cognitive
PA-SI-CI
and
Oral
Vocabulary
Contextual
Accuracy
and
Fluency
Word
Recognition
Word
Attack
• Sound/Symbol (FAST)
• Tracking sounds/letters
VC through CCVCC
simple syllables
complex syllables
Multisyllable
• Decoding Practice
Decoding practice
Sight Words
100
200
300
Practice reading
in context
©Lindamood-Bell Learning Processes

6. Who could benefit from more more Sight Word Practice on the lesson plan?
6:55 done

7. Star Words: 1000 word list Are there other lists to use?
Building Background Knowledge for Academic Achievement by Robert Marzano
Building Academic Vocabulary by Marzano and Pickering
The Reading Teacher’s Book of Lists by Fry, Kress, and Fountoukidis
5:10 move on

8. Break out session #1 Station 1: Capturing Day 1
Station 3: Categorizing
Station 4: group practice
5:26 move on
In a center airwriting takes place immediately after capture and put on cards into slows

9. GVC and Sight Words What does the GVC say about sight words?
How many sight words should students be exposed to by the end of Kindergarten? “Student read high frequency words by sight…”
First grade?
Second grade?
Third grade?
5:35 done
Kidergarten – 100, First- 400, Second 750, Third 1000 exposed

10. Break out Session #2 Station 1: Games for Slows (group/individual)
Station 2: More Games for slows
Station 3: Reward games (for Fridays/fun days)
Station 4: Whole class (group) games
5:55 done

11. Take a Break!!!
Who wants candy?
I do! I do!
6:05 done

12. Reading in Context: Jigsaw
“What really matters in Fluency” Richard Allington
Break up into two sections, summarize chapter
Partner with another person in a different chapter
Come together and summarize
6:45 done

13. Theory: Reading in Context
What’s been done in the past? Guided Reading, Lit Circles, AR, Read Aloud, Reading Workshop…
When do we put RIC on the lesson plan?
How is this activity applied at the early primary grades vs. intermediate, junior high, high school?
“When his sight words begin to increase, we began reading on the page to integrate and apply his new skills from the Auditory and Visual Circles to the Language Circle.” pg. 215

14. Seeing Stars Day 1 Opening 10-6-09_Draft7n
4/28/2017
The Reading Circles 31
A Paradigm of Integration
Sensory-cognitive functions for the component parts of reading.
Comprehension
Auditory
Visual
PA & SI SI
Word Attack
Word Recognition
Refer to chapter 4, pg 31 in Seeing Stars manual. They can take notes in the manual.
Language
Contextual Reading

15. Seeing Stars Day 1 Opening 10-6-09_Draft7n
4/28/2017
Cascade for Reading Competency
Reading
Comprehension
Sensory-
cognitive
PA-SI-CI
and
Oral
Vocabulary
Contextual
Accuracy
and
Fluency
Word
Recognition
Word
Attack
• Sound/Symbol (FAST)
• Tracking sounds/letters
VC through CCVCC
simple syllables
complex syllables
Multisyllable
• Decoding Practice
Decoding practice
Sight Words
100
200
300
Practice reading
in context
©Lindamood-Bell Learning Processes

16. Who could benefit from more RIC?
6:55 done

17. Good-Bye Round Robin?
Fishbowl activity: How to not use/use stones to non- verbally and positively engage students.
7:05 done

18. Break out Session #3 Station 1: Pre-reading/ scanning
Station 2: Whisper reading w/ error handling
Station 3: Partner reading
Station 4: Teacher models fluency w/ students reading certain words
7:20 done

19. Error Handling for RIC
When do we stop the student’s from reading in order to error handle?
Why error handle to concept imagery?
When don’t we error handle to concept imagery- error handle to word matching, etc…
How does selection of materials matter?
7:35 done
Pg 219- if student is a new reader, trying very hard to read fluently, let a few of the small errors go for awhile, and come back to them later when he or she has learned to enjoy reading and imaging concepts.

20. Break out session #4
Station 1: Error handling for adding/ omitting words and parts of words
Station 2: Error handling when the errors make sense
Station 3: Error handling when errors don’t make sense
Station 4: Choral (whole group) reading with error handling.
7:55 done

21. Homework for next time Quiz 9, number 1 Quiz 3 number 2
Chapter 17 and 18 Seeing Stars Manual