Word Work.
In the word work segment "children learn to read and sell highfrequency
words and learn the patterns which allow them to decode and spell lots of
words" (Cunningham & Hall, 1997, p. 118). Time is spent introducing or reviewing
. several Word Wall words. Students discuss similarities and differences among Word
Wall words and any spelling patterns they may notice. In each word work segment
.
Different activities are used each day. According to Cunningham and Hall some of the
most popular activities during word work are, "Guess the Covered Word, Making Words,
and Rounding Up the Rhymes. Other activities include: Tongue Twisters, On-the-Back
activities and Hink Pinks" (p. 118).
When implementing a guided reading group it is recommended to allow students to read
out loud as a group with the teacher or independently.
During: The teacher and learners begins by reading the text. The teacher points to each word
with a pointer as it is read. When a covered word is reached, the teacher stop reading and
prompts the learners by cueing picture clues to predict what the covered word might be. One
learners can be selected to share his/her thinking. If she/he predicts the word is infact the
written word than remove ithe second sticky note to mreveal the whole word. The teacher
closely observes the learners ability to predict words suing the picture clues as well as,
provide scaffolding support. An extra instruction to individual learners or specific partners
when necessary.
Therefore, the amount of time spent
with each guided reading group is important in creating powerful lessons that focus on skills
to
help students grow as readers. The components of guided reading work together to create a
powerful lesson. The components (in order) that will help to build student comprehension
are:
selecting appropriate text, introducing the text, reading the text (or portion), discussing and
revising the text, teaching for processing strategies, extending the meaning of the text, and
word
work
Shared reading is a whole class reading experience
The learners will participate in pre-reading activities
Follow along with their eyes during the first reading
Offer their ideas in and after reading discussions.
Explicitly stating the purpose for reading lesson and the objectives.
For the consolidation phase the learners will be engaged in a focussed discussion about the
content and meaning of the text.
DAY 1: Introduce and read the text; teach vocabulary
Day 2: Teach related phonics skills
Day 3: Focus on comprehension
Day 4: build fluency
Day 5: Do a fun reading response
Asking Questions:important to ask questions while reading
Visualization:What did you visualize
Making Inferences
Determining text importance: examples of facts in the story
Making conncetions
Shared Reading
Before Reading
1. Introduce text (engage learnres: connections, preview and predict
2. Introduce a strategy to practice while reading; Good readers think about
3. Seta purpose for reading: Questions form, Aligns with the strategy you are
teaching
After Reading
Learners respond to purpose questions in speaking and writing
Uaing a response structure is a great way to encourage good thinking and writing
skills.
Other outputs as appropriate to encourage learners reflection on the text and
strategy can be used.
Follow up
Connect to independent reading or independent practice
Vocabulary:Fluent readers
For your fluent readers, pick 2-3 difficult words from the text to focus on. As you write
each word on the whiteboard, discuss the word and its definition. Use the word in a
sentence, and see if learners can determine the meaning from the context of the
sentence
You’ll also do direct vocabulary instruction with fluent readers. Ask them to find a
specific word in the story, and then teach and model a specific vocabulary strategy to
help them solve the word’s definition(picture, clues, context clues, looking for known
word parts, etc.
Comprehension Strategy
Advanced or Fluent readers are ready to learn higher-level comprehension skills.
Provide explicit teaching and share the specific comprehension strategy you want
them to focus on as they read; then model the strategy. ( Choose one of the 14 basi
comprehension strategies from the list below, traits, inferring, summarising, author’s
purpose, etc…) finally allow children to follow the strategy as they read.
Read & Pro,pt
This is part of the reading where the learners read independently the text at their
own pace. Prompt readers as need for decoding strategies, fluency and vocabulary.
Confirm that they are practicing and applying the reading and decoding strategies
they’ve learned.
Discussion Prompts
Use open-ended questions as discussion prompts to help leraners develop and build
comprehension strategies as they review the text. For Emergent, early and
Transitional groups, focus on one or two comprehension strategies, such as setting,
inferencing, and sequencing. Problem/solution, characted traits, making predictions.
Have learners do a retelling, or instruct learners to do a turn & walk with a partner.
Day 1: Comprehension(We ask questions before, during and after reading to
understand the text. We make conncetions, inferences and visualise the text in order
to deepen our understanding.
Day 2: Vocabulary: We explore word choice and word meaning. This helps us
expand our own vocabulary
Day 3: Fluency: We know that good readers read fluently. This helps us understand
the text, meaning and its message. We focus on intonation, punctuation, and
expression
Day 4: Phonemic Awareness: We use our knowledge of words and cueing systems
to predict any unknown words and their meaning.
Day 5: Responding to the story: We respond to the story in our writing as a way to
express ourselves and to help develop and organise our thinking in written form
