1. 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

2. 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

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

4. Assess
Sight Word Chart
10 sight words
Level A-I

5. Assess
Word Knowledge Inventory p324
Or in NSGRA assessment

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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 p Rather than sight word review, introduce new vocabulary, in 4 steps P
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

13. 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 spelling errors may be tan for than, or muh for much, the activities I may try are picture sorting-making words-sound boxes

14. 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

15. 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

16. 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

17. 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
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

18. 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.

19. 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

20. 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.

21. 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.

22. Resources Strategies and skills chart page 291
Word Lists by level page

23. Natalie Harjes picnatalie.weebly.com Teachingsquad.com
THANK YOU
Natalie Harjes
picnatalie.weebly.com
Teachingsquad.com
Content Specialist