MOVING FORWARD WITH GUIDED WORD STUDY NEXT STEP …

Moving Forward with

Guided Word Study



conf/JANCIRR18

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2018 WISCONSIN STATE READING ASSOCIATION CONVENTION Jan Richardson, Ph.D. ?

MOVING FORWARD WITH GUIDED WORD STUDY

NEXT STEP LESSON FRAMEWORK

Emergent and Early Plan: Levels A?I Based on 20-minute lesson each day

DAY 1

DAY 2

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

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)

Introduce the New Book (3?5 min)

Read, Discuss, and Teach (10?12 min)

Word Study (5?7 min)

Read, Discuss, and Teach (8?10 min)

Word Study (1 min)

Guided Writing (8?10 min)

Read and Prompt (10?12 min)

Discuss and Teach (5?7 min)

Discuss and Teach (2?3 min)

Word Study (3?5 min)

Guided Writing (20 min)

ACTIVITY Picture Sorting Making Words Breaking Words Sound Boxes Analogy Charts Making Big Words Writing Big Words

PURPOSE Hear sounds and link to letters Monitor for visual-auditory matching Take words apart using onsets, rimes, and endings Hear and record sounds in sequence Use known words to write new words with similar patterns Build and take apart multisyllabic words Making words using common roots and affixes

MATERIALS Picture Sorting cards Magnetic letters Magnetic letters Sound Box template Analogy Chart template Magnetic letters Dry-erase boards and markers

RESOURCES

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

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.

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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 developmentallyappropriate skills

? Opportunity to scaffold ? Create echoes across the lesson

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Overview

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