Northwest ISD Engage Conference
Summer 2016
To Get Credit for each
session you must do 2
things!
1.
2.
Sign-up for the course through
Eduphoria.
Sign-in on the Sign-in sheet.
NO EXCEPTIONS!!
 In
the Sched App, click
on the session you are
in right now.
 Click the Eduphoria
Link at the bottom of
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mobile)
 Once in Eduphoria, you
may need to login, but
it will take you straight
to the course.
 Click the Register
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Mix and Match
Get out of your seat and “Mix” around to greet each
other.
When I say “Match”, pair up with someone. High five
them and say, “You are my HIGH FIVE partner!”
Mix again. When I say “Match”, pair up with
someone. Give them a handshake and say, “You are
my HANDSHAKE partner!
Mix again. When I say “Match”, pair up with
someone. Touch elbows and say, “You are my ELBOW
partner!”
Remember your three partners to debrief with
throughout our session!
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.
“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
“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).
 Find
your “High Five” partner.
 Share
with each other the successes you
have had with Word Work when you work
with students in the guided reading group
time.
 Share
the struggles you have had with Word
Work when you work with students in the
guided reading group time.
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)
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Working with Letters
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Working with Names (optional after students
write their first name without a model)
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Working with Sounds
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Working with Books
Working with Letters (2 minutes)
Choose one Letter Activity a Day:
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Match letters in the bag
Match letters to an alphabet chart (video #2)
Match caps with lowercase letters
Sort by color (video #4)
Name letters left to right (video #5)
Name a word that begins with that letter
Name a letter that begins with the word
Find the letter that makes the sound (video #8)
Letter Formation – 1 minute DAILY – Select a letter most students in the
group know by name: form in air with big movements, on table with
finger, and on whiteboard with marker. Say the letter name and verbal
directions as they write the letter. (If needed, use tactile surface such
as salt/sandpaper, or textured letters.) *Verbal Path in Phonics Lessons
Binder
Working with Names
(optional after students write their first names without a model)
*Choose one activity a day for about one minute
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Name Puzzles (videos – Part 1 & 2)
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Make names out of magnetic letters
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Rainbow writing with names (video)
Choose one a day: (2-3 minutes)
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Clapping Syllables- use picture cards, alphabet chart, or just
say a word and have students clap syllables. Begin with one or two
syllables, and go onto three when they are successful with one or two.
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Rhyming words-Say two words. Rhyme – thumbs up; Don’t
rhyme- thumbs down. Use body parts such as nose and chin.
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Picture sorts-Sort pictures by initial consonant sound
(video – Initial Sort Level A)
Working with Books
(Shared reading with a level A book; encourage oral language and
teach Concepts of Print below)
Choose one or two: (5 minutes)
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Concept of word (frame word or count words in a
sentence)
Concept of a letter (frame letter or count letters in a
word)
Identify first letter/word
Identify last letter/word
Identify period
Identify capital/lowercase letters
One to one matching
“Interactive writing allows children to work
alongside the teacher as they construct a text
by “sharing the pen”. Interactive writing with
Pre-A readers builds oral language and provides
opportunity to teach sound/letter links, print
concepts, and letter formation.”
-The Next Step in Guided Reading by Jan
Richardson (2009), p. 70
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Dictate a simple sentence (four to six words).
Most often, the sentence will relate to the Level A text they just read, but
does not have to be the exact sentence from the book. The teacher will
construct the sentence to include letters and sounds you have been teaching
the group.
Say the sentence for the students, then ask them to say it with you.
Students repeat the sentence several times while you distribute dry-erase
markers and alphabet linking charts.
Draw a line for each word in the sentence on a sentence strip while students
repeat the sentence.
Students help you write each word. Teach students to say the word slowly and
listen for the sounds, using the alphabet chart to link sound to letter.
Students take turns writing dominant consonant sounds in each word. You
write the sounds students are not yet ready to learn. Do not allow invented
spelling.
Cut-Up Sentence – when you finish writing the sentence with the students, cut
words apart. Give each student one or more words and have them work
together to remake the sentence. Put a paper clip around cut-up sentence for
one child to take home and practice.
Video of Interactive Writing/Cut-Up Sentence Routine – PreA lesson plan video
clip
 Get
with your “Handshake” partner
 If
you ever have Pre-A students,
what are one or two word work
strategies you would like to try?
 Take
a 5 minute break!
 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)
Sight Word Review
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(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.
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)
2)
3)
4)
What’s Missing
Mix and Fix
Table Writing
Whiteboards
(Video – “Teach a New Sight Word”)
*Discontinue after Level E if students are able to write most sight
words consistently.
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)
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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
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
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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.
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Video - Sound Boxes – Blends, Level E
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Many students come to school without experiences of
playing with language, such as exposure to nursery
rhymes and poems that naturally promote
phonological awareness in young children.
Explicitly teaching phonological awareness skills to
Pre-A, Emergent, and Early readers, is vital for
students to be able to move forward in their reading,
if they are lacking these skills.
These skills are quick and could be reinforced in the
word work time of guided reading, the skill block, or
any extra time in the day such as standing in line at
lunch, waiting at the restroom, etc.
How do you do that?
Phonological awareness involves the detection
and manipulation of sounds at three levels of
sound structure: (1) syllables, (2) onsets and
rimes, and (3) phonemes. Awareness of these
sounds is demonstrated through a variety of
ORAL tasks. Can students play with words
orally? This is an indicator of future reading
success.
 A child with strong phonological awareness
should be able to recognize and use rhyme,
break words into syllables, blend phonemes into
syllables and words, identify the beginning and
ending sounds in a syllable and see smaller words
within larger words (ie. “cat” in “catalog”).
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While phonemic awareness also involves an
understanding of the ways that sounds function in
words, it deals with only one aspect of sound:
the phoneme. A phoneme is the smallest unit of
sound in a language that holds meaning. Phonemic
awareness is just one aspect of phonological
awareness.
 Though there is a distinction between
phonological awareness and phonemic
awareness the two terms are often used
interchangeably. For the most part both are used
to refer to what is technically phonological
awareness. The more common term used to
encompass both skill sets is phonemic awareness.
 Solid phonemic awareness skills are predictors
of future reading success!!!!!!!!!
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Find
your “Elbow” partner.
Share
a word work idea or two
you want to try with your
students who are Emergent or
Early readers.
Analogy Chart
(Start at Level G for Early Reader; Levels J – M for Transitional)
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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
Make a Big Word
(Refer to last section of “Making Words” on Word Study Chart)
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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.
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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 - M/28) –Give each
student the “Word Study Inventory” like a spelling
test. Analyze and determine student needs.
Videos to watch “model” word work routineswww.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.
Please take a few
minutes to fill out the
feedback form. It is just
a few clicks!
 In the Sched App, click
on the session you are in.
 Click the Feedback
button. This will take
you to a Google Form.
 Please complete the
form.
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