Moving Forward with Guided Word Study

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www.literacyfootprints.com/conf/JANCIRR18

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MOVING FORWARD WITH GUIDED WORD STUDY

2 0 1 8 W I S C O N S I N S T A T E R E A D I N G A S S O C I A T I O N C O N V E N T I O N Jan Richardson, Ph.D. • www.janrichardsonguidedreading.com

NEXT STEP LESSON FRAMEWORK

RESOURCES Dufresne, M., & Richardson, J. (2016). Literacy footprints: A complete system to support guided reading. Northampton, MA: Pioneer Valley Books. literacyfootprints.com

Richardson, J. (2016). The next step forward in guided reading: An assess-decide-guide framework for supporting every reader. New York: Scholastic.

Richardson, J. (2009). Next step guided reading in action, Grades K–2: Model lessons on video featuring Jan Richardson. New York: Scholastic.

Emergent and Early Plan: Levels A–IBased on 20-minute lesson each day

Transitional: Levels J–Q Based on 20-minute lesson each day

DAY 1 DAY 2 DAY 1 DAY 2 DAY 3

Sight Word Review (1 min)

Sight Word Review (1–2 min)

Introduce the New Book (3–5 min)

Read and Prompt(12–15 min)

Guided Writing(20 min)

Introduce the New Book (3–5 min)

Read, Discuss, and Teach (8–10 min)

Read and Prompt(10–12 min)

Discuss and Teach(2–3 min)

Read, Discuss, and Teach (10–12 min) Word Study (1 min)

Discuss and Teach(5–7 min)

Word Study(3–5 min)

Word Study (5–7 min) Guided Writing (8–10 min)

ACTIVITY PURPOSE MATERIALS

Picture Sorting Hear sounds and link to letters Picture Sorting cards

Making Words Monitor for visual-auditory matching Magnetic letters

Breaking Words Take words apart using onsets, rimes, and endings Magnetic letters

Sound Boxes Hear and record sounds in sequence Sound Box template

Analogy Charts Use known words to write new words with similar patterns Analogy Chart template

Making Big Words Build and take apart multisyllabic words Magnetic letters

Writing Big Words Making words using common roots and affixes Dry-erase boards and markers

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Does this sound familiar? Jan, I do a whole class phonics program my school wants everyone to follow. But the activities are too hard for some of my students and too easy for others. Plus I don’t see many of the students using what I have taught to decode or spell words they don’t know. What should I do? - Bethany

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Why Include Guided Word Study?

• Teach developmentally-appropriate skills

• Opportunity to scaffold

• Create echoes across the lesson

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Overview• Pre - A (<40 letters)

• Emergent Readers (Levels A-C)

• Early Readers (Levels D-I)

• Transitional Readers (Levels J-P)

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The Most Effective GR Teachers…

1. Understand the reading process 2. Use assessments (beyond the level) 3. Carefully select appropriate texts 4. Differentiate their prompting 5. Create echoes across the lesson 6. Collaborate with interventionists7. And they have a …

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Sense of UrgencyThe one-third of entering kindergartners who don’t know all their letter names are likely to become struggling readers.

Allington,“What At-Risk Readers Need,” Educational Leadership, 68:6, 40-45.

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Tracing Alphabet Book Pre A Lesson

Pre-A Lesson FrameworkWork w/ Letters & NamesWork with Sounds

Work with Books

Interactive Writing< 40 LID

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If a student knows less than 40 letters…

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1 week 2 wks 3 wks 4 wks 5 wks 6 wks 7 wks 8 wks 9 wks 10 wks 1113-Sep 20-Sep 27-Sep 4-Oct 11-Oct 18-Oct 25-Oct 1-Nov 8-Nov 15-Nov 22-Nov

1 1 3 5 7 7 7 9 12 22 302 4 8 16 16 26 30 36 43 50 512 2 3 8 11 13 24 38 41 48 493 5 7 15 22 35 45 47 51 52 522 9 12 15 17 16 24 27 27 37 453 9 10 11 11 17 23 30 43 49 51

14 19 36 48 49 51 52 52 52 52 524 5 7 9 11 14 17 27 33 45 49

11 15 22 48 51 51 51 52 52 52 526 9 12 31 35 42 46 50 52 52 529 21 26 26 41 50 52 52 52 52 52

11 17 29 39 47 50 51 52 52 52 5211 19 24 31 39 43 45 48 49 52 5217 21 24 29 37 49 51 52 52 52 52

35 39 44 45 46 49 50 51 51 52 52

32 39 42 45 47 47 49 49 49 52 52

33 40 51 52 52 52 52 52 52 52 52

38 38 49 52 52 52 52 52 52 52 52

49 49 50 51 52 52 52 52 52 52 5249 51 52 52 52 52 52 52 52 52 5249 50 50 52 52 52 52 52 52 52 5252 52 52 52 52 52 52 52 52 52 5218 17 14 12 10 6 6 6 3 2 1

23 23 23 23 23 23 23 23 23 23 23

9 8 5 3 1 1 1 1 0 0 0

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What is taught in the Pre-A Lesson?

1. Work with letters & names

2. Work with sounds 3. Work with books 4. Interactive writing

●Alphabet knowledge● Letter formation ● Letter-sound links ●Visual scanning●Visual memory●Phonemic awareness●Concepts of print●Oral language

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Sep Nov Dec Jan # of students < 40 letters

76 71%

49 46%

13 12%

6 6%

Level A Level B Level C Level D+

1 1%

13 13%

36 35%

52 51%

June Reading Levels

Title 1 School: 107 K students - 103 ESL

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Student K LID K Jun 1ST Jun 2nd Jun 3rd Jun Kalaya $ 0 B D F H

Ulises* 0 C H L NMohammed*$ 15 C H K MGabriel* 1 C H K MJennifer* 0 C H N P

Kenia* 8 C J N QAna 3 D J N QSteven * 17 D I N PJamare 13 D J O P

Andres * 0 D I N PShayla* 9 E K Q QBrian R*$ 2 C H N PMatthew* 2 E L Q T

Javier* 4 F M Q T

Emmanuel 7 F L Q TYasly* 3 E L Q T

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Next Step Lesson Framework

J

Day 1 • Sight Word Review • Read Text, Discuss, and Teach

•Word Study

Day 2 • Sight Word Review • Reread Text, Discuss,

and Teach • Guided Writing

M

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What do Emergent readers need to learn about letters,

words and sounds? How can I teach them to use what they

know?

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Written by Michèle DufresneIllustrated by Max Stasiuk

Look at me.

I can jump.

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How to foster attention to print? Known words create “footholds” in the sea of print.

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Why Teach Sight Words?

• Automaticity with reading and writing words

• Visual scanning

• Provide anchors in the text

• Can help decode new words

lookcanwe

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Sight Word Review

• Review three words at the beginning of every lesson.

• Keep a record.

• Continue to teach sight words through level I.

THE NEXT STEP FORWARD IN GUIDED READING © 2016 by Jan Richardson, Scholastic Inc. • scholastic.com/NSFresources 317

APPENDIX F Sight Word Charts for Monitoring Progress

Sight Word Chart for Monitoring Progress—Level A

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

am

at

can

go

is

like

me

see

the

to

Sight Word Chart for Monitoring Progress—Level B

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

dad

he

in

it

look

mom

my

on

up

we

NSFGR_ZBM_317-326.indd 317 5/16/16 4:02 PM

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Teaching Sight Words 4 steps

• What’s missing?

• Mix and Fix

• Table Writing

• Write and Retrieve

h re

here

here

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Tips for Teaching Sight Words

• Select an appropriate sight word.

• Follow ALL 4 steps Day 1 and Day 2. • Include new sight word in guided writing. • Repeat same word until it is known. • Collaborate with intervention

teachers.

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Word Study Materials (Levels A-C)

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Target Skills A-CLevel Purpose

A (1) Initial consonants

B (2) Initial and final consonants short vowels (a and o)

C (3-4)

Short vowels (all) hear and record CVC sounds in

sequence

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Word Study OptionsActivity Purpose

Picture sorts Learn sounds

Making words Apply skills in reading

Sound boxes Apply skills in writing

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Picture SortsGoal Reading/Writing Connection

Learn “sound to

letter” links

• Use visual information to solve new words

• Hear and record sounds in words

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Making Words

Goals Reading/Writing Connection

•Visual Scanning

•Synchrony

•Monitor for visual information

•Take words apart in reading

pant m i c

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Sound BoxesGoal Reading/Writing

ConnectionHear and

record sounds in

words

Write unknown words through sound analysis

w i g

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Early Lessons Levels

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What do early readers need to learn about letters, words

and sounds? How can I teach them to use what they know?

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Continue to Teach Sight Words

THE NEXT STEP FORWARD IN GUIDED READING © 2016 by Jan Richardson, Scholastic Inc. • scholastic.com/NSFresources320

Sight Word Chart for Monitoring Progress—Levels G, H, and I

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

Set 1

didn’t

don’t

eat

from

give

good

make

of

out

saw

were

when

Set 2 (more challenging)

again

because

could

does

every

laugh

many

new

night

very

walk

why

NSFGR_ZBM_317-326.indd 320 5/16/16 4:02 PM32

Target Skills D-ILevel Purpose

D (5-6) Digraphs

E-F (7-10)Initial and final blends

G-I (11-16)Silent e and Vowel teams

Taking apart words (onset/rime and two syllable)

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Word Study Options

• Picture Sorts

• Making Words

• Sound Boxes

• Analogy Charts

flap

sh i n

fl fr

fl ap

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• Make the students say the word slowly!

• Have them check the word with their finger.

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Analogy Charts

Goal Reading/Writing Connection

•Notice patterns in sounds (rimes)

•Change onset and retain the rime

•Add endings

Use what they know to solve unfamiliar words

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lesson plan

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Transitional Lesson

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What do Transitional readers need to learn

about letters, words and sounds? How can I teach

them to use what they know?

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P. 329-330

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Who has better processing? What’s your evidence?

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Target Skills J-PLevel Purpose

J-L Vowel teams

J-P Multisyllabic words

L-P Inflectional endings

M-P Suffixes and prefixes

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Word Study Options• Analogy Charts

• Making Big Words

• Breaking Big Words

• Writing Big Words

dan ger ous

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Inflectional Endings

hikinghikebakechoke

bakingchoking

hoppinghopstopspit

stoppingspitting

flap flappingcriescry

trybaby

triesbabies

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Make a Big Word

Goal Reading/Writing Connection

See and hear syllable breaks

• Take words apart in reading

• Write multi-syllable words

im por tantimportant

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Breaking Big Words1. Write a word on the easel. 2. Student makes the word. 3. Students breaks & says the parts and then the word. 4. Change onset (repeat steps). 5. Write two different words with the same rime but different onset and ending.

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Writing Big Words

• Select a big word from the book.

• Clap the syllables.

• Students write the word.

• Students write other words with the same feature.

adventure

connections

pioneervalleybooks.com

9 7 8 1 6 0 3 4 3 0 9 9 9

ISBN 978-1-60343-099-9

OKI AND THE POLAR BEAR

set one

POLAR BEAR

WRITTEN BY MICHELE DUFRESNE ILLUSTRATED BY GABHOR UTOMO

!

and the OKI

R

Oki and the Polar Bear

MIC

HÈ

LE

DU

FR

ES

NE

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From conference to classroom . . .Moving Forward!

• Teach for visual memory EARLY.

• Establish visual scanning routines EARLY.

• Teach developmentally-appropriate skills.

• Follow the Next Step procedures.

• Create “echoes” across the lesson.

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J A N R I C H A R D S O N & E L L E N L E W I S

T H E N E X T S T E PF O R W A R DI N R E A D I N GI N T E R V E N T I O N

The FrameworkRISE

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