This document summarizes an optional webinar for a course on literacy instruction. The webinar will take place on June 14 from 6:00-6:30 PM and cover topics like guided reading methods, lesson planning, and a balanced literacy framework. Participants are encouraged to login early and turn off audio/video unless speaking. The webinar will include a review of assignments, a professional development handout, information on guided reading and word study, and a demonstration of introducing texts. Participants will have an opportunity to discuss their work and share as readers/writers from their childhood. Resources on reading levels and running records will also be provided.

1. OPTIONAL WEBINAR WEEK 4
LIST 5373
6:00-6:30 PM CST
TUESDAY, JUNE 14, 2016
OR VIEW THE RECORDING
Last webinar for the course!
Chat window: before the
conference
Starts-
Type your topic for the PD
Handout into the chat window
No names will be recorded in
the webinar session.
Please be sure your audio and
video are turned off during the
session unless you raise your
Note: Please login 10
minutes early to the
webinar.
Tech support (24/7) for
the videoconference
if you are having trouble
logging in to the
sessions
1 (877) 382-2293

2. Webinar Tools
 Audio (optional!)
 Video (optional!)
 Pen tool (looks like pen)
 Text tool (A)
 Chat window (Required)
 No names will be in the video recording
 Use emoticons 
 Can move windows around to make bigger/smaller

3. VIDEOCONFERENCE PLAN
 Review due dates and assignments
 Professional Development Handout
 Applications and Dialogue Interaction @ Routman text
 Information on Guided Reading
 Word Study Plan

4. Objectives and Goals of Webinar
 Students will….
 1. Define guided reading and identify several instructional methods for
structuring an effective guided reading lesson.
 2. Discuss guided reading methods and lesson planning.
 3. Evaluate importance of a balanced literacy framework.
 3. Identify different instructional activities that are “best practices” in
balanced literacy instruction.
 4. Actively participate in the webinar.

5. Quick Interactive Poll @ Knowledge-Sharing of
PDH after the course is over.
Please vote!
 The polling area is next to the hand tool in the Participants
window.
 I hope to share my professional development handout with
colleagues outside of the class.
 Yes
 No
 Feel free to add any other information in the chat window of
who you might share this with!

6. Upcoming Items LIST 5373
 Word Study Plan—Week 4
 Professional Development Handout. Submit to Blackboard and TK20—Week
5
 Reader Response Groups, weeks 1-5.
 Quizzes each week!

7. Elaboration on chapter 10 of Reading Essentials by Dr.
Semingson
 Routman text, 2003
 Chapters 10
Key ideas [selected by Dr. S.]
 “[M]eeting with a group once a week…is not enough…s” (p. 156)
 “…spend most of reading time reading” (p. 160)
 Teacher talk for guided reading (p. 169)
 Questions on bottom of p. 167 are great to consider for the teacher
for every guided reading lesson.
 Let’s revisit pages 170-171; what stands out? How does this connect to
what you know about guided reading?

8. Demonstration/Modeling by Dr. S.
 Demonstration of previewing and introducing a text by Dr.
Semingson with several children’s literature texts…. *Fountas and
Pinnell (2006) is a great resource for more on introductions.
 What stood out?
 What do you do that is the same? What do you do that is different?
 What advice do you have for book introductions? (can be used in read-
aloud, shared reading, and guided reading).

9. Websites-resources
 Reading stages chart: http://www.readinga-z.com/guided/stages.html
 comparing different leveling systems: http://www.readinga-z.com/correlation-
chart.php
 running records: http://www.readinga-z.com/assess/runrec.html#whatis

10. Sharing of yourself as a reader and writer; share your own work
from your own childhood, if possible!
“If you like the
book, it will like you
back”.
“I like this book.”
“I like this dog.”
--Dr. Semingson,
back of homemade
book, age 8.

11. Sharing of yourself as a reader and writer; share your own work
from your own childhood, if possible!
“You are a book.”—former
third grade student
Students notice the power of
your modeling whether it is your
current writing or your sharing
from your own literacy life as a
child.
Consider:
What can you share with them
from your past?
What can you share with them
from your present?
What goals are you working on
with reading and writing that
you can share?

12. Word Study Phonics Lesson Plan

13. Word study plan
Check-in…Type a response to either questions in in the chat
window. Typing is optional. Read what others post.
What is the topic for your word study plan?
What has been helpful to you in this project?
 On your own: Prior to the webinar, view the examples of the word study
plan.

14. Lesson Steps Activities Materials
Introduction
 connect today’s
lesson to previous
lessons
 give a purpose for
today’s lesson
“Students, you remember that we have been studying the sounds of the alphabet letters. Today
we will learn how to blend the letter sounds together to read words. Learning to blend letter
sounds together is the first big step in learning to read most of the words you’ll see.”
Explicit Teacher
Explanation and
Demonstration
1. Write the word mat on the whiteboard.
2. Point to each letter and make its sound.
3. Blend the three sounds together slowly, then pronounce the word. Sweep your hand below the
letters as you blend the sounds slowly, then tap below the word as you pronounce it.
4. Repeat this blending process with several other short-a CVC words until you feel that the
students are ready to move on.
whiteboard
markers
eraser
Interactive
Guided Practice
1. Write the word sad on the teacher’s whiteboard and have the students write the word sad on
their individual whiteboards.
2. Using the teacher whiteboard as an example, lead the students in blending and pronouncing
the word sad in unison on their whiteboards.
3. Repeat the blending process with the students on several more short-a CVC words. Provide
guidance as needed.
student
whiteboards
markers
eraser
Monitored
Independent Practice
1. Write the word fat on the teacher’s whiteboard. Have the students copy the word onto their
whiteboards.
2. Say to the students, “When I say think, you look at the letters on your whiteboard and figure
out the word in your head. When I say word, you tell me the word.”
3. Repeat this process with more short-a CVC words until you feel that the students are beginning
to understand the blending process well.
4. Have the students read a short-a decodable text for additional practice.
Student
whiteboards
markers
eraser
SOURCE: from Dr. John Smith based on template from Smith and Read,
2009

15. Phonics Tutorial…for later review
 Keep this tutorial and review it regularly! It is a collection of short videos
that will serve as good review:
 https://mavspace.uta.edu/xythoswfs/webview/_xy-3426948_1
 Subscribe to my YouTube Channel!
https://www.youtube.com/channel/UCcXN5J1i1Yli0Jh0jpswj7g
 [Prof. Semingson will send the tutorial over the conference and also
post on Announcements on Blackboard.]

16. Dr. S. is also on BBIM (Blackboard Instant Messenger)

17. Thanks for your participation!
 Thanks for attending or watching the recording! 
 Dr. Semingson and Coaches

18. FREE MOOC (Massively open online course) through edX in July
https://www.edx.org/course/what-now-emerging-technologies-
practical-utarlingtonx-edtech101x