Fun and Academic

1. Strategies for Reading Intervention
in a Three-Tier Model: Word Work

2. As a group, poor readers of
all ages have weaknesses
in phonological processing
and in accurate and fluent
word recognition.

3. Comprehension problems
OFTEN stem from decoding
problems. Accurate and fluent
decoding is necessary but not
sufficient for comprehension.

4. Virtually all of the effective
interventions used by researchers
provide explicit instruction in the
alphabetic principle along with
opportunities for application in text at
the student’s instructional level.

5. Independent Level: 96% - 100%
accuracy (the “homework level”)
Instructional Level: 90% - 95%
accuracy (the “teaching/supported
level”)
Frustration Level: Below 90%
(promotes ineffective strategies and
behavior problems)
If the student misses more than 1
word for every 10 words read, the
text is too difficult to use in reading
instruction.

6. Intervention at tiers 2 and 3 will almost
always include explicit decoding instruction.
 Tier 1 should include explicit phonics
instruction in Grades K-2, continued in Grade 3
for students who need it.
 All students in Grade 3 should receive explicit
instruction in more advanced word work:
 Structural analysis (meaningful word
parts)
 Multisyllable words

7. Skilled Readers
 Use primarily letters and letter patterns
in words, rather than context, to
identify familiar and unfamiliar words
 Process nearly every letter
 Look for known word parts in
unknown words
 Use context to confirm pronunciation
 Use context to confirm that the word
makes sense
 Recognize many words that they have
read often “automatically”.

8. Less Skilled Readers
 Rely heavily on context and guessing
 Read slowly and with great effort
 Focus on decoding rather than
comprehending
 Skip challenging words and
sections of text
 Do not monitor their reading to
make sure it makes sense
 Read much less than more skilled
readers

9. What Do You Do?
Theoretically, slight hyponatremia may be
beneficial by decreasing the concentration of
hemoglobin within the red blood cell and
MCHC. Hence, this author prefers to use
lactated ringers if there is no lactic acidosis
over normal saline because of the lower
sodium content of lactated ringers. Lastly,
mannitol or hypertonic saline should be used
with great caution in the sickle-cell-disease
patient because increased serum osmolality
may cause red blood cell dehydration.

10. Why teach phonics?
English has:
• 40+ phonemes
• 250 ways of writing them
• Example: a_e, ai, ay, eigh
• 600,000—750,000 words!

11. Vowel and Consonant
Sound Spellings

12. 12
 Provide explicit and systematic instruction in
 letter-sound relations
 how to blend sounds to read words
 Give lots of opportunities for students to apply
phonics as they read text and spell words
 Phonics instruction is important in Grades K-2 (and
for older students who need it); Word Study
instruction should continue in the upper grades
What Does Research Say about Phonics
and Word Study?

13. Assessment to Guide Instruction
 Diagnostic Assessment:
Purpose is to find out the
student’s strengths and
needs to guide instruction
 “Targeted” instruction
 Informal tests

14. Assessing Letter and Word Knowledge
in Young Children
From Denton & Hocker (in press).
Responsive Reading Instruction.
Longmont, CO: Sopris West.
 Letter-Sound Assessment
 High Frequency Word
Assessment

15. Apply to All Word Work Activities:
Model and teach
Show students the correct way. (I do it.)
Guided practice
Students do it with teacher support and
feedback. (We do it.)
Independent practice
Students practice alone with teacher
monitoring and feedback. (You do it.)
Cumulative practice
Students practice new items along with items
already learned.

16. Teaching Letter-Sounds
 Refer to Letter-Sound Assessment
 Teach only 2-3 new letter-sounds a week.
 Make words and teach sounding out as
soon as students know 2 or 3 letter-
sounds.
 Use a variety of teaching activities.

17. Teaching Letter Sounds and Combination
Sounds
• Point to a new letter or combination
to be learned.
• Tell students how the letter or
combination is usually pronounced
in words.
• Ask students to repeat.
• Ask individual students. ea
Example:
Model/Demonstrate

18. Letter-Sound Combinations: Guided
Practice
eat
meat
tea
leaf
team
steam
flea
leaf
red
seed
team
flea
tree
Guided Practice: Cumulative practice:
Read the underlined part, then the whole word.

19. Video Clips
Teaching Letter Sounds
Teaching Letter Combinations

20. Pick-Up-the-Letter Game
 Provide 2-5 letter cards or magnetic letters
 “Pick up the letter that makes this sound.”
 Students hide it in their hands
 “Show Me”
 Model how to pick up a letter that makes a
sound.
 Guided and Independent Practice
 Later, include capital letters or write the
letters.

21. Teaching Sounding-Out
 Model for students what to do when they come to
a “hard” word:
• Use only regular words--not was or come
• Say sound slowly, stretch the word
• Move finger quickly under word, read the word
fast
 Guided Practice and Monitored Independent
Practice
 Provide many opportunities to apply the strategy
when reading text.
 Model and reteach as many times as needed.

22. The Point Game
 Implement for practice
sounding out words.
 Model with CVC word:
 Students must point,
say word slowly, and
then say word
correctly.
 Students keep track of
points on fingers.
cancan
panpan
fun
 Provide guided and
independent practice.

23. Video Clip
The Point Game

24. Teaching the Silent e Rule
 Model and teach: “When a short word ends with
an e, the e is usually silent and the vowel in the
word usually says its name.”
 Demonstrate by making the word kit with
magnetic letters or letter cards. Ask the
students to read the word with you. Then add
an e to the end of the word to form kite. Point to
the i and ask for the name of the letter. Repeat
the rule and model sounding out the word with
the long /i/ sound.
 Provide guided and independent practice.
 Later, mix CVC and CVC-E word cards, and
practice writing words.

25. Teaching High-Frequency Words
 Refer to High-Frequency Word Assessment
 Teach unknown and confusing words.
 Model the new word; then provide guided
practice.
 For independent practice: use flashcards
(timed), write high-frequency words.

26. “Beat the Teacher” Game
 Timed flash card game
 Students need practice identifying high-
frequency words automatically.
 Review known and recently taught words
 Model the game:
 Show student a word card, allow 3 seconds for
answer. Decrease time gradually to 1 second.
 At end of the game, a student who has more
cards than the teacher “beat the teacher.”

27. Writing High-Frequency Words
 Pick 1–2 high-frequency
words
 Show the first word, set
timer for 1 minute.
 Students write, say the word,
cover up words
until timer goes off.
 If using a white board,
students
 erase words one at a time

28. Video Clip
Writing High-
Frequency
Words

29. Three-Step Strategy for Reading
Words
1. Look for parts you know.
2. Sound it out.
3. Check it.

30. Teaching the Word Identification
Strategy
When a student comes to an unknown
word:
 Prompt or model the strategy.
 Scaffold with white board or by masking
letters in text.
 Praise the student for applying the
strategy.

31. Application to Spelling
 Elements you are teaching for
decoding should be included in
spelling instruction.
 Decoding and encoding should be
taught together.

32. Basic Spelling Strategy
Teach students:
 To stretch a word sound by sound, and then to
spell the sounds in the order that they hear
them.
 While every sound they hear is represented by
specific letters, they must remember which
way the sound is spelled in that particular
word.
 Sometimes parts of words do not follow the
rules. For those parts, they must memorize
the spelling.

33. Give Immediate Feedback
When a student makes an error:
 Prompt them to apply a principle,
concept, or pattern
 Pronounce the word in a way that
exaggerates the sounds within each
syllable

34. Listen and Spell
 Strategy: Segmenting a word into sounds and
writing the sounds.
 Model the strategy with a simple word, then
practice.
 Guided Practice and Monitored Independent
Practice
 Later, teach the strategy using words with letter
combinations and more complex word patterns.

35. Sound Boxes (With Print)
 Students first use sound boxes without print
 Model: Start with VC or CVC words
 Guided and independent practice: Students
“push for” the word with magnetic letters.
 Later provide several letters to choose from

36. f a n
Sound Boxes (With Print)

37. Video Clip
 Sound Boxes With
Print
 Listen and Spell

38. Partner Practice:
Elkonin Sound Boxes

39. Tier 1 Instruction for Grade 3

40. Assessing Decoding: The Hasbrouck Quick
Phonics Screener

41. Teaching Letter Sounds and Combination
Sounds
• Point to a new letter or
combination
to be learned.
• Tell students how the letter or
combination is usually pronounced
in words.
• Ask students to repeat.
• Ask individual students.
er
Example:
Model/Demonstrate

42. Word Study Lesson Sequence
-er her
over
winter
energy
temperatures
thermal
temperate
winter liberty fur lotion
energy temperatures
condensation vacation
purchase thermal over
evaporation
Students partner-read The
Water Cycle with teacher
support
Guided PracticeModel Cumulative Guided Practice
Supported Application:

43. Independent Practice:
Word Sort (May follow with definition match or
sentence writing)
er ur or ar
energy turn vapor starch
water surface evaporate chart
thermal burning works department
over darkness
temperature

44. Word Sorts
 Students sort words according to
specific features
 Reinforce generalizations and
concepts
 Product: Record sorted words in
columns in a word study notebook.

45. Sample Word Sorts
Sort by sound
Sort oo words (cook vs. boot)
Sort by spelling pattern
Sort long a words (a_e words and ai
words)

46. Supported Application
 Listen to students read the passage with
examples of the new element
 Move through room as students are partner-
reading, or have them read silently, but “turn
on the radio” as you come to them to read
quietly to you (Do with students of all levels.)
 Observe to see if students apply the element
when reading connected text
 Prompt and reteach as needed

47. Multisyllabic Words
 When skilled readers encounter a
long, unfamiliar word, they assign
the word a pronunciation by breaking
the word into manageable units
(chunks or syllables).
 Less skilled readers need to be
taught how to do this.

48. Syllable Types
 Closed (CVC) (pic-nic)
 Open (CV) (ve-to)
 Silent e (VCe) (de-bate)
 Vowel team (re-frain)
 R-controlled (en-ter)
 Consonant-le (bot-tle)
 Other (a-bove)
Hint: Teach
basic
decoding to
older
students by
practicing
syllable types

49. Multisyllabic Words Page
con/tains pho/to/graph team/mates he/ro
in/for/ma/tion seg/re/ga/tion pur/ple re/gard/less
con/den/sa/tion in/tim/i/date mi/cro/phone gam/ble
pitch/ers de/spite va/por de/bate

50. Word Sort By Syllable Types
 Sort each word by syllable type.
 Write a word under a heading that matches one of its
syllables and underline that syllable.
 Underline other syllables of the same word as you write
them on the chart under the appropriate headings.
 Each word should appear on the chart as many times as
it has syllables, with a different syllable highlighted in
each case.
Closed
(VC,
CVC)
Open
(CV)
Silent-e
(VCe)
R-
controlled
Vowel
Team
_le Other

51. Teaching Syllable Types
 Focus on one syllable type at a time.
 Model-Guided Practice-Independent
Practice
 Apply to two syllable words
 Apply to longer words.

52. Teaching Multisyllabic Words
 Model: Model the syllable type and
demonstrate it with several words.
 Guided Practice: Students practice reading
lists of words with the syllable type
 Supported Application: Students read a text
selection with examples of the syllable type
with the teacher or a peer.
 Independent practice: Students complete
workstation activities supporting learning of
the new syllable type and read independently.

53. Word Study Sequence: Silent e Syllables
Silent-e
syllables
cap
cape
de/bate
place/mat
com/pete
com/pute
compete wonder baseball
history timeless despite
intimidate posess athlete
dis/pute violently disgrace
Students read Jackie Robinson
orally in pairs. Teacher listens to
each student read for at least two
minutes and collects anecdotal
record data.
Guided
Practice
Model Cumulative Guided Practice
Supported Application:
base/ball
time/less
dis/pute
dis/grace
com/pete
ath/lete

54. Multisyllabic Word Practice
• List multisyllabic words from text selection.
• Underline each syllable.
• Ask students to read each syllable, then
read the whole word.
• If an error occurs on a syllable, point out
the syllable type, pronounce the syllable
correctly, and ask students to pronounce
the syllable again.
• Students read the selection
tremendous segregation

55. Flexing
 Teach students to be flexible if a syllable
does not work according to the rules.
 “Play with the word” until it makes
sense.
 Say the vowel another way.
 Try a schwa sound.
 Check the word to see that it makes
sense in the sentence.
ded/i/ca/tion

56. Flexing
“Normal” Syllables
tremendous segregation regardless
opportunity intimidate hostility circulated
provoke athletes
fountains attempts dedication opposing
Flexing Practice

57. Independent Strategy
Teach students to:
1. Locate the vowels
2. Look for recognizable parts (like pre-) or
patterns (like silent-e syllables)
3. “Get a mouthful of the word” (Read each
part)
4. Read the whole word
5. Check to see if it makes sense
6. Flex if needed
interesting
spoken