Please make sure your group is composed of people from at least three different guided reading observations

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Welcome

• Please make sure your group is composed of people
  from at least three different guided reading
  observations
• Sit at a table with materials, no more than five
  at a table.
• Practice your highlighted lines with those in
  your group/side of table.

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Goals for today

• See how to teach a phonics lesson with multiple
  components.
• Learn how to assess phonics
• Examine how to create and use word walls.
• Consider the role of fluency what is it? Why
  does it deserve instructional focus? How do you
  assess it?
• Share guided reading experiences and deepen
  understanding of what it is and how it fits into
  the language arts classroom.

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Phonics Instructional Focus by Grade Level

• K
• Recognize, name all letters
• Develop phonemic awareness
• Alphabetic principle
• 1st
• Produce sounds for all single consonants,
  consonant digraphs (th, ch), short and long
  vowels, high utility vowel digraphs feet, rain,
  boat) r-controlled vowels (bird, fort, cart)
• Blend these sounds into single-syllable words
• Read common short- (at, op, en families)and
  long-vowel phonograms (ight, een, ead families)
• 2nd/3rd
• variant vowels (a in cat, father, aw/au oo in
  mood, book)
• vowel diphthongs (pie, sky, ride toy, foil)
• units of text

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Phonics Lesson Components

• Phonemic Warm-up
• Teach sound/spelling
• Practice blending
• Read decodable text
• Dictation and spelling
• Word work

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Phonemic Warm-up
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Teach sound/spelling
--Most common sounds (m, a, l, t, h, s, o, d, n,
f, p) --Some short vowels --Continuous
consonants initially (m, l, s) --Letters w/
sounds related to letter names (s, l, m)
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Practice blending

• Sound by sound
• Vowel-first
• Whole word

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Read decodable text

• Mack has a big tan cab.
• Mack can pass two big cabs.
• The big tan cab hit a big tack.
• Mack has to quit.

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Dictation and spelling

• K
• 1st
• 2nd -5th

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Earlier
m

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Later
Sam
mat jam
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Word Work

• Building
• Making words
• Sorting
• Picture sorts
• Word sorts
• Closed sorts
• Open sorts

a a i m n l
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Assessment Phonics and Other Word
Identification Strategies

• Decode in isolation
• Decode in context
• Encode in isolation
• Encode in context

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• i o a
• u e

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• sh th
• ch wh

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Read these words to me

• map rip met rub mop
• fine rope rake cute kite
• soap leak pain feed ray
• burn fork dirt part serve
• coin soon round lawn foot
• filled letting rested passes licked
• silent ladder napkin polite cactus
• distrust useful unfair hardship nonsense
• volcano potato electric respectfully

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Title Pam and Tad RW 34 E SC
RW 4 10 16 22 28 34 Pam and Tad sat. Pam said, I see the band. Tad said, I see the band. Pam said, I like the band. Tad said, I like the band. Pam and Tad sat and sat
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High Frequency Words

• From reading Chapter 7
• What big ideas did you get?
• What are high frequency words?
• Where do we find them?

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High Frequency Words

• From reading Chapter 7
• What big ideas did you get?
• What are high frequency words?
• Where do we find them?

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1 FRY INSTANT WORDS (Revised) First Hundred
Group 1 the of and a to in is you that it
he was for on are as with his they I at
be this have from
Group 2 or one had by word but not
what all were we when your can said there use an
each which she do how their if
Group 3 will up other about out many then them the
se so some her would make like him into time has l
ook two more write go see
Group 4 number no way could people my than first w
ater been call who oil now find long down day did
get come made many part over
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High Utility Word Walls

• Most frequently used in childrens
  reading/writing
• Example word for each initial consonant
• Example word for most common blends
• bl, br, c., dr, dr, fl, fr, gr, pl, pr, sk, sl,
  sm, sn, sp, st, str, tr
• digraphs
• ch, sh, th, wh
• and combinations
• Ph, wr, kn, and qu
• Examples for most common spelling patterns
• at make rain day car saw caught
• Example for highest utility phonograms
• ack, ail, ain, ake, ale, ame, an, ank, ap, ash,
  at, ate, aw, ay
• Example for most common contractions
• Examples for most common homophones
• to, too, two

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Getting Practice with the Word Wall
Clap, chant, write 1. Find the word quiet write
it on your paper. Point to the word. Clap and
chant. 2. Repeat they. Rhyme and Word Wall 1.
First letter and rhyming clues. Begins w/v and
rhymes w/berry. 2. Begins with s and rhymes
w/dead. 3. Begins with p and rhymes
w/steeple Mind Reader Each clue narrows down
possibilities may have same word more than
once. For each clue, write down a word. 1. Its
one of the words on the word wall. 2. It has four
letters. 3.It begins with d. 4.The vowel sound is
e. 5. It finishes this sentence I begin most
of my friendly letters by writing _____, then a
persons name (dear).
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Wordo



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Guided Reading
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A Balanced Reading Program

• Read Aloud
• Shared Reading
• Guided Reading
• Independent Reading

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Guided Reading

• Core of the reading program
• Text difficulty
• Control of text
• Model reading strategies
• Variety of genres
• Text structure

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Bibliography

• Guided Reading Good First Teaching for all
  Children (K-2) and
• Guiding Readers and Writers Teaching
  Comprehension, Genre and Content Literacy (3-6)
  by Irene C.Fountas and Gay Su Pinnell
• Guided Reading Making It Work by Schulman and
  Payne
• Conversations and Invitations by Regie Routman