AS_Class 13_Word Study & Interactive Writing

Sit by Level & Language
O Find a partner at your same level/language to sit
O English
O Level 3
O Level 10
O Level 24
O Spanish
O Level 4
O Level 14
O Level 24
Word Study &
Interactive Writing:
Early Language and Literacy
Certificate, Course 1
Class 13
Guided Reading Plus
O Progress Monitoring of Acceleration
O the purpose is to sit down with initial &
current data and reflect
on acceleration
O Have my students accelerated?
O If not, why not? – look closely at running
records and focus areas
O Will reflect on these questions in ERJ for
O Other PM Issues
O 3 different books (or different pages of the same longer book)
O only need about 100 words – listen to other students rereading if
extra time
O turn in ALL pages of the running record
O Focus Areas
O narrow – should be achievable in about 6 days
O should have changed since last time
O use Focus Area handouts
O meaning, visual & structure are not specific enough!
O PM will not be given ‘points’ this time, each time after will be
worth ‘5 points,’ so learn from the feedback 
Homework Review
O Share with a partner what you are now doing
differently in word study as a result of last
week’s class and reading.
O From this point on in word study:
O HFW: 2 known, 1 learning (kids WRITE them)
O Phonics: should resemble the sample lesson
Running Record Practice
O Take a running record – Hide & Seek
O Score – missed 13 of 108 words, 6 SC
total words
O Analyze (MSV)
O What can we say about this child?
Essential Questions
O What are the most powerful procedures in
supporting word solving?
O How do I support comprehension, language
structure & word solving (MSV) during
interactive writing?
Word Study
Early Language and Literacy
Certificate Program
Word Study –
Powerful Procedures
O Practice “Say it Slowly” (SS)
example: ship
O All your students should now know this now!
O When you say ‘Say It Slowly’ this should
trigger a specific behavior in your students –
this is the foundation for other procedures.
Word Study –
Powerful Procedures
O Slow Check - Reading
O a checking procedure in reading once the
child has a possible word in mind
O NOT a solving procedure
O Teaching the task: spread magnetic letters
far apart, slide your finger under the word
and say it slowly matching voice to the letter
the finger is under
Example: nest
Word Study –
Powerful Procedures
O Say it Slowly While You Write (SSWW)
O a solving procedure in writing where children
say the word slowly in coordination with the
letters they write
O Teaching the Task: Teacher models
O write word they know that is phonetically easy
Example: mom
O SSWW is the flip side of Slow Check
SSWW = writing; sl √ = reading
Foundational Ideas
O Words are made from parts/chunks/
Foundational Ideas
O Proficient readers read in chunks
O Move quickly to chunks!
Foundational Ideas
O We learn to chunk by moving from the
KNOWN to the NEW
O I know can, so I can figure out plant
O I know car, so I can figure out started
Foundational Ideas
O Chunks are learned from known words
[Known = child can write the word quickly]
O High frequency words (they, look)
O Exemplar words (cookie)
O All words used in word study MUST be in the
students’ oral vocabulary
O big to pig, NOT big to jig
Exemplar Words
O Handout: Exemplar Words for Chunks
O Most common chunks
O Used to give teacher & students a common
reference point when solving words
O Note: words with bold letters for digraphs &
Early Language and Literacy
Certificate Program
Foundational Ideas
O When children contribute to interactive
writing, stay on the “cutting edge” (ZPD)
of what they are learning
O The teacher writes the easily known (ZAD)
and the too difficult
Foundational Ideas
O During interactive writing, students
should be engaged the entire time
O whiteboard
O ABC chart
O fast pace
O rereading
Interactive Writing - Routines
O Assisted Writing DVD - Dorn
O Interactive Writing Phase 2 (parts1-& 2)
O What did you notice about the routines that
have been established?
Interactive Writing Procedure
1. Students have a conversation to review the text.
2. Discuss the prompt – deep conversation.
O Turn & talk, oral rehearsal, sentence stems might be
3. Students and teacher jointly determine the
message – but the teacher strongly guides what
is actually written.
Interactive Writing Procedure
4. Write the message:
O Teacher supports message construction in a variety
of ways (pre-plan)
O Teacher keeps students engaged in problem solving
at the letter, word & sentence level (rereading,
whiteboard usage, rewriting HFW, letter charts, etc.)
5. Reread the message repeatedly
O How often depends on the level
6. Discuss strategies
O What did we do to help ourselves when ___?
Revisit Interactive Writing –
Strategic Actions
O Assisted Writing DVD - Dorn
O Interactive Writing Phase 2 (parts1-& 2)
O What did you notice about how the teacher
O comprehension?
O language structure?
O word solving?
Plan Interactive Writing
O Find a partner who is teaching about the same level as you
and choose 1 text:
O Wake up, Dad (3), Julio busca el tesoro (4)
O Bat Rescue (10), La hormiguita y el saltamontes (14)
O The Right Tools for the Job (24). En busca de tesoros (24)
O Read the text
O Decide on a prompt AND a possible response
O Analyze that response –
O rectangle the words that you would just write (hard/easy)
O circle the words that would be solved together
Essential Questions
O What are the most powerful procedures in
supporting word solving?
O How do I support comprehension, language
structure & word solving (MSV) during
interactive writing?
Essential Connections
O MCD: methods & pacing, academic language
O HIIM: check for understanding, feedback
O English Language Learners
O Oral Language Development
O Academic Language
O Common Core Shifts
O Nonfiction
O Evidence
O Increasing text complexity
O Apprenticeship in Literacy: 68-69 – Interactive
O Reflect on class
O Reflect on reading
O Reflect on progress monitoring (slide 2)
O Teach your GRP group Slow Check & SSWW
O BRING to next class
O Next class power point (for notes)
O ALL handouts received thus far

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