This document provides information about an optional webinar for a course taking place on May 3, 2016 from 6:00-6:45 PM CST. It outlines the objectives and agenda for the webinar, which will focus on guided reading, word study plans, and applications of course readings. Participants are encouraged to login early and participate through the chat function. Technical support is provided for any issues accessing the webinar. The webinar will include demonstrations, discussions, and interactive polls related to balanced literacy instructional methods and guided reading best practices. Resources and examples will be shared to support participants' understanding of literacy lessons and plans.

1. OPTIONAL WEBINAR WEEK 4
LIST 5373
6:00-6:45 PM CST
TUESDAY, MAY 3, 2016
OR VIEW THE RECORDING
Last webinars 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 [start now!]
 Professional Development Handout. Submit to Blackboard and TK20—Week
5 (May 12)
 *Work on this along the way!
 Reader Response Groups, weeks 1-5.
 Quizzes each week!

7. PD Handout
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.

8. What is your phonics focus for the plan?
Pick a focus to develop and build across one mini-lesson
Examples
Beginning readers (1st grade):
• CVC words (dog, mop, etc.)
• Vowel digraphs
• Consonant digraphs
• Onset-rime word families
• [see pages 62-68 in Dow and Baer, 5th edition]
More advanced readers:
• Multisyllabic words
• Morphemes (e.g., prefixes, suffixes)

9. Webliography [practical resources and description for
teachers in your handout]-
Websites should contain a practical
focus. They should answer the question
a teacher might pose:
“How can I get started right away
with this method/strategy?”
• Resources/lesson plans/downloadable items,
etc. –not “more research” or something to
“digest”

10. Webliography [practical resources and description for
teachers in your handout]-
• Together we will explore:
• Florida Center for Reading Research
[feel free to explore this site before the
webinar!]
• Browse for two minutes
• What did you find?
• Notice types of articles and multi-media
resources
• Link: http://www.fcrr.org/ [please
preview this prior to the webinar, if
possible!]
Guided
web tour:
Florida
Center for
Reading
Research
*Focus on
student
center
activities

11. Example Tips
 Strategy #2: Make Reading Goals
 One study indicated that the creation of
content goals had a significant impact on
both student motivation and reading
comprehension in nonfiction/expository texts
(Guthrie et. al, 2004). Using their content
goals, students utilize and develop strategies
(Guthrie et. al, 2004) as they read and
search the text for information about their
goals. For instance, before reading a
nonfiction text, introduce the content within
the text through a read-aloud of a short book
or poem. A picture about the content may
also be used. Use these activities to begin
discussion of the content. As a class, create
goals or information the class wishes to learn
about through their reading.
Parenthetical
citation, APA
6th edition
Use transitional
phrases such as
“What teachers
can do…” or “In
the
classroom....”

12. APPLICATIONS, MODELING, AND
KNOWLEDGE SHARING:
LECTURE AND QUICK-WRITE
DURING SYNCHRONOUS
SESSION
 What is your understanding of the readings for the
recent week? Let’s focus on the key ideas from the
Routman text, Reading Essentials, chapter 10
about Guided Reading.
 Remember: Guided reading is a scaffold;
teaching students to problem-solve while building
fluency, vocabulary, and comprehension.

13. Source: Austin ISD Website

14. Critical Thinking—chat window
 Why is this balanced literacy model effective?
 What is important about it?
 How do you see yourself using it?

15. POLL about guided reading!
Which aspect of guided reading do you need most information
about still? Tell why in chat.
A. Creating an introduction to a book
B. Selecting before, during, and after activities
C. Creating effective comprehension questions
D. Modeling my own comprehension processes
E. All of the above!

16. 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?

17. 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 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).

18. Small group task: Type in chat area (not on whiteboard!)
 Discuss: What are your thoughts on guided reading? How does
what you know about guided reading connect with Routman’s
ideas from chapter 10 in Reading Essentials (2003)? What
resources do you know of that can help us in guided reading?
 Comment on each other’s thoughts. Be prepared to discuss your own
thoughts on guided reading.
 Time: 7 minutes to chat. Everyone participates! Be prepared to
post your initial thoughts at this time.

19. Follow-up prompts for higher-level questions:
 Why do you think so?
 How do you know?
What in the text told you that?
 What clues or evidence in the text let you know that?
(Let’s revisit the text to find out how we knew that….)
 Adapted from: Fountas, I.C. & Pinnell, G.S. (2001). Guiding Readers
and Writers: Grades 3-6. Portsmouth, NH: Heinemann.

20. Generic Prompts for Teachers and Students
 On your own, Google “Literature Response Prompts”
 Print and tape into student’s reading notebook; practice these orally
during reading group; model them and expect students to incorporate
them into verbal and written responses.
 Students write in response journal following guided reading using
prompts (similar to book club preparation)
 Have a simple rubric or checklist to grade written literature response
(length, depth, connections to the text, etc.!).

21. Scaffolding Tools
 Graphic Organizers Anchor Charts [Google Images for examples]
 Character Traits Charts/Lists
 iPads/mobile tools [Example: Popplet.com]
 Pocket chart or iPad or Popplet for displaying vocabulary words.
 *Let’s all aim for technology integration in the lesson plans.

22. 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

23. Synthesizing our learning so far
 Please type in the chat window something you’ve gleaned from the
webinar so far.
 What are you thinking now?
 A fact
 A resource
 An idea from the instructor
 An idea from a colleague
 Something surprising or interesting
 Something you want to explore further on your own

24. Quick interactive poll relating to “balanced
literacy” Our own memories of elementary
literacy from our own childhoods!
The polling tool is next to the “hand” tool in the
PARTICIPANTS window.
Which of the following do you remember best from
your own elementary experiences as a child? [If
you had to pick only one!]
*Optional: Feel free to elaborate more in the chat
window.
A. read-aloud
B. shared reading
C. guided reading
D. independent reading
E. partner reading

25. 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.

26. 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?

27. Word Study Phonics Lesson Plan

28. Word Study Lesson: Resources & Examples
Examples are in:
Smith and Read chapter
On Blackboard (already posted)
Let’s look at the blank template together (desktop sharing).
• What are you noticing about the type of instruction in these examples?

29. The Big Five of Reading (National Reading Panel, 2000)
Phonemic
Awareness
Phonics
FluencyVocabulary
Comprehension

30. 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

31. Writing objectives
 C-ABC Format
 See the Lesson Plan Tutorial on Blackboard
A is the Audience
B is the Behavior
C are the Conditions
And + C is Plus Criteria
 [when/where] + [who] + [what] + [how well]

32. Discussion in chat window
 Much debate and discussion (e.g., Chall, 1967, 1983) has been
discussed about the role and place of phonics in reading
instruction. What are your thoughts about phonics, especially in
light of what you have been reading in this class and your own
experiences in teaching reading?
 Type your responses in the chat window.
 I will share more about Jeanne Chall’s work and influence on the field of literacy and the “great debates” of
reading in Webinar 3! In 2009, I studied in the Chall collection at Harvard as a recipient of the Jeanne S. Chall
Research Grant.

33. Closure--Synthesizing our learning so far
 Please type in the chat window something you’ve gleaned from the webinar,
overall
 What are you thinking now?
 A fact
 A resource
 An idea from the instructor
 An idea from a colleague
 Something surprising or interesting
 Something you want to explore further on your own
 Something about the webinar experience itself!

34. 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.]

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

36. Saving key resources
 Download and save all of the PAR Notes from all sessions! Save these
in a folder.
 Dr. Semingson’s YouTube channel. Stay tuned!

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

38. FREE MOOC (Massively open online course) through edX
in July