Download Word Study

First Steps Daily Lesson Plan
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Re-Reading (Fluency)
Word-Study
Writing
New Read
Transition Lesson Plan
Instructional Reading
Word-Study
Writing
Easy Reading (Fluency)
Re-reading
Re-reading should last between 10-12 minutes of
the 30 minute session.
The tutor will be guiding the student to work on
word units and beginning sounds.
The key components are FINGER-POINTING
(tracking print) and your random pointing to
words after you read. Random pointing helps
assess if a student reads a word at sight or uses
context/picture support.
This builds reading fluency.
Re-Reading
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Use appropriate leveled text.
Echo read sentences/pages.
Picture Cues ~ Use picture talk as a constant
way to introduce a new book.
Context ~ The word pattern of the book
Cue the Initial Consonant ~ Have the reader go
to the beginning sound. Ask “How did you
know that was a ___?” “Why couldn’t it
be___?”
Re-Reading
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Rotate books down one slot on the plan sheet.
The bottom book will have been read 4 times
and then placed back with the other books.
Let the student be in control and do the work.
The student turns the pages.
New Read
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Picture Cues ~ Use picture walk as a constant
way to introduce a new book.
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Echo read sentences/pages.
Word Study
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This gives direct instruction at the student’s
instructional level.
Levels of sequence
Alphabet
Beginning Consonants
Word Families
Short Vowel Patterns
Vowel Patterns
Word Study ~ Alphabet
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Select 3-4 alphabet letters that the child needs to
learn. Have a mix of two familiar and two
unknown.
Flash
Match uppercase and lowercase
Random Point
Concentration
Flash
Write in journal (MODEL, TRACE, WRITE 3)
Word Study ~Alphabet
Have the child say the name of the
letter and match the lower case letter
under the upper case letter.
While letters are still out, randomly
point to each letter. (note how quickly
child can identify the letter.)
Word Study Picture Sorts ~SOUNDS
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The picture sort activity is designed to help the child focus on
beginning consonant sound in spoken words.
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Day 1
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Flash picture cards to make sure the child knows them. If he doesn’t
don’t use it.
"We are going to be listening for words that begin alike.“
•Tutor begins sort by placing a card from deck in the correct
column and pronounces both words carefully.
•Takes turns with child.
•If the child misplaces a picture, the tutor says, "Listen, mousebike No, those two words do not have the same beginning
sound." Then move the picture to the correct column.
•Continue in this manner always reading all the words in the
column.
Word Study Picture Sorts ~SOUNDS
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Day 2
Follow day 1 procedures but after sorting choose
two cards with the same sound and 1 that is
different. See if the child can find the card that
begins with the same sound on top.
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Day 3
Letter/Sound Relationship~ Bring in the letter
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Day 4
Assessment – “What sound do you hear at the
beginning of … (bear, mouse, etc)”
Word Study
(word families, short vowels, vowels patterns)
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Day One
Flash the anchor words to see if the child knows them.
In order to sort the child must be able to read the top
card in the sort. If they can't, you must teach them the
words.
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Tell the child you are going to sort some words.
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Tutor models the process first by saying the top card
and then the word underneath.
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Begin with two columns at first then go to all four. (for sorts
when introducing new concepts – short vowel, long vowel)
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Ask: “How did you know to put it in that column? What
is the same?”
Word Study
Day 2
 Place same key words at the top
 Sort the same as yesterday
 Randomly point to words in each sort to see
how quickly the child can identify each word.
Day 3
 Play a Game
Day 4
 Quick Sort, then oral spelling game
Word Study
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Day 5
Spelling Test – 10 words
If the child spells 80% of the words
correctly, move to the next lesson of Word
Sorts.
*Remember any of the activities may take more
than 1 day to complete - so each word sort may
take longer than a week to finish.
Sight Words
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Use word list
Make connections while rereading
Flash quickly
No prompting
This builds fluency
Sentence Writing
Reading 3D Writing Component adds a sense of
urgency with our writing instruction!
 Don’t SKIP this!
 A child writes a sentence every day.
 Talk about what makes a sentence
(Who? Doing What? Where?)
Help child sound out words
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Complete on a sentence strip with a cut up sentence.
DIAGNOSIS
Do Once a week
(Thursdays)
Use the book in the #1 slot
(your new book from yesterday)
As the student reads, mark any errors in
the evaluation area.
DIAGNOSIS
What are considered ERRORS?
Substitution
 Omission
 Insertion
 Teacher Help
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Self correction is NOT an error
(You are looking for ACCURATE reading!)
DIAGNOSIS
How to calculate:
If the words are not counted in your book:
 Count the total number of words read (100)
 Minus the errors (-5)
 Total number of words read correctly (95)
 Then divide by the total to get a percentage. 95/100= 95%
If the words are counted and the Error Quotient is
already figured for you: (100 words / EQ = 1.0)
Multiply number of errors by EQ (5 x 1.0 = 5)
and subtract this number from 100 (100 - 5 = 95%)
DIAGNOSIS
What do the numbers mean?
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97-100% Move to the next level
93-96% Consider moving to next level
87-92% Remain at the level
80-86% Move down if no improvement is noted
Below 80% Move down a level
Must use 2 diagnosis to get an average. That
will give you an accurate score.
Let’s Practice:
Nov. 7th – 93%
Nov. 14th – 96%
(get an average): 93 + 96 = 189
189 / 2 = 94.5% --
We need to consider moving up to the next level – ask
yourself: What types of errors were made?
If the errors were mainly proper nouns, letter reversal, etc.
go ahead and move up to the next level
If the errors were mainly the repeated vocabulary
throughout the book, stay at this level for another week and
re-check next Thursday.
Your turn:
Dec. 5th – 96%
Dec. 12th – 98%
What should you do?
Move up? Stay at the same level?
Jan. 9th – 93%
Jan. 16 – 91%
What should you do?
Move up? Stay at the same level?
Questions?