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New Teacher Literacy Training:
Grades K-2 Guided Reading & Word Study in
the Guided Reading Group Northwest ISD
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Goal today To refine and realign our instructional practices so that we are working smarter and our students are getting the most out of the literacy portion of our day.
Purposes for today:
Review what guided reading should look like in our classrooms
Examine lesson plan formats for specific reading stages
Debrief about a model lesson Review strategies that can be used as a focus
during guided reading instruction.
All kids deserve instruction at their level!
What does research say about whole group?
Lets’ talk about learning…
Independent Instructional Frustration/ Hard/
Challenging
INDEPENDENT
What you can do by yourself.
The more you do something; the easier it gets.
EASY READING Allows students to enjoy the process and
use what they know in a smooth operating system. They are unhindered by the demands of reading because they automatically use the skills they control.
IT’S ENJOYABLE!
Instructional
This is where new learning occurs.
The brain starts all learning from where it is and constructs the new from there.
Feedback is critical!
FRUSTRATIONAL What happens in the brain when something is too hard? FACT: The brain is our survival organ. It is born to learn. New Dendrites can only grow off of what is already there. New skills must connect to, and grow off of, previously learned skills. How do emotions effects memory and learning?
HARD READING
Forcing students to read too-hard text has devastating results: Children begin to think reading is simply a
matter of saying one individual word after another. They lose the meaning because they spend too much
time and energy on word solving that they have little attention to give thinking beyond the text.
Motivation is severely undermined. Reading becomes a task to be avoided!
Gradual Release of Responsibility
I do, you watch. I do, you help. You do, I help. You do, I watch.
Stop and Jot
Stop and jot some thoughts about what has been covered so far…..
20 seconds to jot – GO!!!
3 things to help your guided reading lessons
Focus – What can I teach them? You can only know this through assessments
Running records Help you analyze student behaviors and know how to plan for future instruction
Prompting for strategic activity!
So where do we start?
Assessments!
It’s not a guessing game
What are some of the assessments you use? Jan Richardson resources
PLANNING
Guided Reading Stages
Pre-A Reader (< 40 UC & LC) *Choral Read Level A text
Emergent A-C (1-4)
Early D-I
(6-16)
Transitional J-M
(18-28)
Fluent N+
(30+)
Which students are Early Readers
Students who:
◦ know the letters and their sounds, but they may still be learning how to apply these skills to attack challenging words. ◦ Able to read about 30-60 sight words; still
struggle with fluency
What should my Guided Reading lesson look like for an Early Reader?
Early readers will read Levels D-I text. Specific text you choose will differ according to your focus. Monitor and decode: Select a text at students’
instructional level Fluency: Choose an easier text with dialogue Retelling – Select a fiction text with clear problem
and solution. When children reach Levels E and higher, the stories grow more complex and have several characters. Setting and plot become more important.
Lesson Component Review Sight Words – (1-2 min) • Teacher dictates 3 words from the leveled sight word list to see if
students can write independently; • If student has trouble, prompt students to write it correctly: “It has
4 letters. What is the first letter? Second? What comes next?” • Teacher tallies progress on sight word progress monitoring form • 5-6 tallies/checks show student mastery • Optional after Level E Introduction – (3-4 min) • Teacher gives a gist statement • Students talk about each page, locate sight words, etc. • Teacher supports oral language/vocab. • A thorough introduction ensures student success with the text.
Lesson Component Review (cont.) Text Reading With Prompting – (5-10 min) • Students are reading the book INDEPENDENTLY (no round
robin reading). • Teacher listens to each student briefly and uses the Prompts on
the lesson plan to know what to look and prompt for each student. Encourage student independence for strategy use.
• Take brief anecdotal notes on student behaviors. Notice what strategies several students need and choose and model one or two teaching points to match needed strategies. (Capturing the “teachable moment”.)
Teaching Points After Reading – (1-2 min) • Choose 1 to 2 teaching points noticed during that day’s “Text
Reading with Prompting” (or could be from analyzing RR) • MODEL the strategies with the student text with BRIEF student
practice
Lesson Component Review (cont.)
Discussion Prompt– (1-2 min) • Pose an inference question when possible, using how or
why stems
Teach One Sight Word– (1-2 min) • Choose a word students are experiencing difficulty with
from the High Frequency Word Chart for leveled texts • Use ALL FOUR strategies EVERY TIME: What’s
Missing, Mix and Fix, Table Writing, Whiteboards • Optional after Level E • MUST pull letters for the word AHEAD of time to save
instructional time
Lesson Component Review (cont.) Word Study– (3-5 min) • Use ONE of the strategies on the lesson plan template • Use RR/miscues to determine a word work skill AND/OR • Use Continuum of Literacy Learning to determine word work
appropriate for each level • Use Appendix A – pgs. 271-282 for determining/examples of word work
per text level from JR book • “How to Teach Guided Reading Word Study” Handout from JR website • MUST prepare materials ahead of time for maximum time use Guided Writing– (8-10 min) • DO NOT SKIP this component – “If you want to teach a student to
read…..give him/her a PENCIL…” • Emergent: use a dictated sentence; Early: 2-5 sentences based on
comprehension focus • Differentiate for each student by rotating from student to student to
address needs such as generating ideas, letter formation/spacing, conventions, etc.
• Separate guided writing journal/notebooks just for responding to guided reading texts (You keep at table with you after students write.)
Resources for Guided Reading & Word Work
Mix and Match Debrief
Stand up and start walking around the room to “mix” with the group.
At the signal, “match” up with a colleague. Take turns discussing one or two things
that have “stuck with you” so far.
Let’s watch an example of an early lesson
Make some notes on the completed lesson plan as you watch the video and be ready to debrief.
Early Reader Lesson Debrief
What was the teacher doing? What were the students doing? Noticings?
Questions?
A Quote from Jan……
“By following lesson plans and selecting a purpose for your guided reading groups, you will see radical improvements in children’s reading progress. Your focus will determine your effectiveness.”
-Jan Richardson
Great Resources www.janrichardsonguidedreading.com Lots of resources/downloads Video demonstration lesson segments,
including multiple levels of word work The Next Step in Guided Reading K-
8, by Jan Richardson. (Amazon.com) Continuum of Literacy Learning by
Fountas & Pinnell
Reflection- What questions do you still have
about guided reading?
Stretch Break!!
Take 15 seconds to stretch and clear your mind!!
Word Study within the Guided Reading Group: K-2
New Teacher Training NISD
What is word study?
Working with and manipulating letters or words to develop fluency and flexibility in taking words apart.
This enables children to better understand how words work.
Why is targeted word study so important?
“The true purpose and promise of word study is to expand and refine children’s reading and writing powers. In the complex processes of reading and writing, letters, sounds, and words are the keys to help children grasp and use language as a tool.”
-from Word Study Lessons, by Fountas & Pinnell
Why word study?
“Word solving is basic to the complex act of reading. When readers can employ a flexible range of strategies for solving words rapidly and efficiently, attention is freed for comprehension. Word solving is fundamental to fluent, phrased reading.” -from The Continuum of Literacy Learning by Fountas & Pinnell, (p. 216).
The Word Study Continuum Area of Learning What it means
Early Literacy Concepts Awareness of how language works (read left to right, diff between letter/word, upper/lowercase, etc.)
Phonological Awareness & Phonemic Awareness
First being able to hear the sounds in words, and then the ability to identify, isolate, and manipulate the sounds orally.
Letter Knowledge Knowing the graphic features of the alphabet; how letters look, how to distinguish from one another, detect them in continuous text, and how to use in words.
Letter-Sound Relationships Learning connections between letters and sounds is basic to understanding written language. Recognizing single letter sounds, as well as letter combinations as units.
Spelling Patterns Knowledge of spelling patterns helps students notice and use larger parts of words, making word solving faster and easier.
High-Frequency Words Automatically recognizing high-utility words allows students to concentrate on understanding and solving new words.
Word Meaning & Vocabulary Determining new word meanings in context, as well as knowing synonyms/antonyms, enhances comprehension.
Word Structure Understanding word parts (affix, prefix, suffix), and knowing how words can be changed by adding letters, letter clusters, and larger word parts.
Word Solving Strategic moves readers and writers make when they use their knowledge of the language system (all areas above) while reading/writing continuous text.
*from The Continuum of Literacy Learning – by Fountas & Pinnell (pgs. 213-216)
Emergent Lesson Plan – Levels A/1 - C/3-4 Early Lesson Plan – Levels D/6 – I/16
Word Work for: Emergent Readers (Know at least 40 UC & LC letters; text Level A-C)
& Early readers (Text levels D-I)
Sight Word Review -(can discontinue after Level E if no longer necessary)
Teach One Sight Word - (can discontinue after Level E if no longer necessary)
Word Study: (choose one) -Picture Sorts -Making Words -Sound Boxes -Analogy Chart (Early Reader- starting at level G)
Word Work for: Emergent & Early Readers Sight Word Review (1-2 minutes)
• Use High Frequency chart to determine words to use within the text level
students are reading • Choose 3 words • Say one word and have students write on dry-erase board quickly. Prompt
for “noisy” writing, but do not tell them the letters. Record a check or tally if correct, incorrect word if wrong. If student can write several times independently, move on to a new word. THIS IS NOT A TEACHING TIME, only you observing if students can write word independently.
• If most students miss a word, move it to the “Teach One Sight Word” routine.
• If students can write most sight words independently after Level E, this routine may be discontinued. If students still need it, you may continue.
Word Work for: Emergent & Early Readers
Teach One Sight Word (1-2 minutes)
Choose a sight word from HFW list that students don’t know, or perhaps struggled with in “Sight Word Review”. Use all 4 steps in order: 1) What’s Missing 2) Mix and Fix 3) Table Writing 4) Whiteboards
(Video – “Teach a New Sight Word”) *Discontinue after Level E if students are able to write most sight words consistently.
Word Work for: Emergent & Early Readers
Word Study Picture Sorts – Students need to “hear the sounds” with picture support before writing the sounds. Initial Consonants Short Medial Vowels Digraphs Blends (video – Picture Sort - Initial Blends)
Word Work for: Emergent & Early Readers
Making Words Simple Rules for Making Words: -Check it: run finger under word to see which letter(s) need to be changed -Make it: replace wrong letter with correct one -Break it: separate the letters at the onset and rime -Say it: say each part while pointing to it; push the letters together to make the word and say it again
Word Work for: Emergent & Early Readers
Making Words
Exchange Initial Consonants Exchange Initial and Final Consonants Exchange Initial, Medial, and Final Sounds in
CVC Words Digraphs and Blends (video – digraphs) Make a Big Word (will cover in Transitional
Routines coming up)
Word Work for: Emergent & Early Readers
Sound Boxes Procedures: • Say word naturally. • Students repeat word slowly. Do not segment for them! • Hold up a finger for each sound you hear (emergent and
beginning early students only.) • Students write word in sound boxes as they say the sounds. • Students check the letters by saying word naturally and
running their finger under the boxes. • Video - Sound Boxes – Blends, Level E
Mind Map
Draw a simple sketch of you brain. Around the sketch, jot several
thoughts/ideas you are having up to this point about word work.
30 seconds – GO! Share your top two ideas with a partner.
Transitional Lesson Plan – Levels 18/J – 38/P
Jan Richardson’s Word Study Inventory
Word Work for: Early & Transitional Readers
Analogy Chart (Start at Level G for Early Reader; Levels J – M for Transitional)
• Choose two different sounds (silent e, vowel pattern) • Write key words at top of T-chart for each sound/pattern • Say other words with both sounds/patterns, students must
write word on side of T-chart that it belongs under key word • After writing words, students read words in each column • *Sound Boxes at top of Analogy Chart if needed, to stretch out
word before determining where it goes on T-chart • Put 5-6 Analogy charts in plastic sheet protectors and use dry
erase markers for easy use and reuse in group time. • Video- Analogy Chart – vowel patterns • Video – Analogy Chart – doubling final consonant
Word Work for: Transitional Readers
Make a Big Word (Refer to last section of “Making Words” on Word Study Chart)
• Give students magnet letters/letter tiles to
make a multi-syllabic word. (Could be a word from the text they are reading)
• Say the word and have students clap the syllables.
• Students use the letters to make the word. • After making the word, students break word
into parts (usually syllables) and say each part. Remake word.
How do I know which sounds/phonograms to teach? Analyze miscues on running records Analyze student writing The Continuum of Literacy Learning by Fountas &
Pinnell – look in “Guided Reading” tab for Word Work at each guided reading level
Jan Richardson’s The Next Step in Guided Reading – Appendix A – pgs.271-282 for word work ideas/routines; Appendix B for word lists to use
Transitional Readers (Levels J/18 – P/38) –Give each student the “Word Study Inventory” like a spelling test. Analyze and determine student needs.
Videos to watch “model” word work routines-
www.janrichardsonguidedreading.com
What questions do you have?
Intentionality and planning are VITAL to provide students with targeted word work that
will move them forward as readers and writers.
Ticket out
On your name plate, write two ideas you would like to implement as a result
of today’s training.
Thank you for coming today! You are valued and appreciated!
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Questions? Sunni Johnson, Ph.D. Elem. ELA Coordinator [email protected]
For Seven Hills, Prairie View, Justin, Love
Contact Patrice Brake Instructional Support Teacher
For Hatfield Contact Mary Van Etten
Reading Recovery Lead Teacher/Literacy Instructional Support
Teacher
For Beck, Lakeview, Haslet, Nance, Thompson, and
Peterson Contact Rachel Lawson
Instructional Support Teacher
For Cox, Granger, Hughes, Schluter, Sendera Ranch, and
Roanoke Contact Lori Jones
Instructional Support Teacher
