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Word Study Focused Reading Group Planner

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Word Study Focused Reading Group Planner

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GEMS AA Word Study Focused Reading Group Planner

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From Clare Landrigan

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mollyrance@gmail.com

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For each of these seven must haves, Wiley shares lessons, routines, word lists, tips for ELL and advanced learners, and advice on pitfalls to avoid regarding pacing, decodable texts, transition time, and more.

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A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success (Corwin Literacy)

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A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success (Corwin Literacy)

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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If you're not sure how phonics fits within your daily instruction, or crave a more effective process for teaching phonics, Heidi Anne Mesmer is here to help. In Letter Lessons and First Words, Heidi Anne provides a research-based vision of what lively, engaging phonics instruction can look like, along with practical, classroom-tested tools to make it happen in your classroom.

Heidi Anne provides a one-stop shop for phonics instruction, including a clear scope and sequence of what to teach, a quick assessment to differentiate instruction, a simple lesson framework, and three activity-filled units matching key developmental milestones.

More than twenty classroom videos bring the content to life, showing children working with letters, words, and books at various stages of learning. Additional resources include:

A "know the code" chapter explaining English spelling (and online glossary)

Answers to common questions

Guidance about choosing books for readers at different stages

new info about how children cognitively store words and why inductive tension is important.

Isn't it time to re-imagine how you teach phonics? Letter Lessons and First Words will show you the way toward joyful instruction for today's classrooms.

Read Heidi Anne's Blog post Developmentally Responsive Phonics Instruction: A Research-Based Approach

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Research-based strategies for lively, engaging phonics instruction with young children. - Heinemann

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Text Project

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The Reading GPS gives teachers information about whether students are moving toward the goal of proficient reading.

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Reading and Writing Workshop in International Schools

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Reading and Writing Workshop in International Schools

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Great group focused on literacy!

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Sign up for free at the bottom of the page

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A couple of years ago, and I wrote a collection of guided reading books to go with the Who's Doing the Work? K-2 Lesson Sets (Stenhouse, 2018). Carnegie Learning has graciously agreed to let me share the fiction titles from this collection with you, here on this site.

There are 15 titles ranging from Level A to Level J. I have built flipbooks with each title, and embedded them here on the site. The text below, one of my favorite in the collection, is an example of the set-up for each book, and will show you how the flipbooks in the collection work. Missing Socks, like all the books in the collection, includes illustrations designed to engage students and deepen the story.
​

Mindfulness:
​There are three titles in the collection that relate to mindfulness. Happy (Level C) is about a little girl who is exploring different kinds of happiness, such as the calm happiness of a breeze vs. the palpable happiness of a surprise birthday party. Hurry Up, Slow Down (Level D) is about a little girl who is walking to school with her father and is caught up in the simple beauty around her. Finally, Everyday Beautiful (Level H) is about two boys who have been asked to find something beautiful. One boy overlooks the natural beauty around him while another shows him how simple things can be beautiful.

There are five titles in the collection that use science related to light and shadows to tell a story. They range in levels from C-J. We wrote these to align with science standards. If you teach light and shadows, you may find these texts a nice way to integrate your science content into your reading instruction.

The books are all in flipbook format and are free to use and share with children, but they require a password to access them. To get the password, complete the form below. When you hit submit, a password will pop up on the screen. Use that password in step 2 (below) to access the books.

If you already have the these digital versions of some of the books should be helpful. Although you don't need the lessons to use the books, if you are interested in the lessons that go with the books, they are available from .

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Free Virtual Guided Reading Book Collection

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A couple of years ago, and I wrote a collection of guided reading books to go with the Who's Doing the Work? K-2 Lesson Sets (Stenhouse, 2018). Carnegie Learning has graciously agreed to let me share the fiction titles from this collection with you, here on this site.

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Jennifer Serravallo

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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels—everything from fluency to literary analysis.

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Jennifer Serravallo

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Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

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Writing Strategies Book by Jennifer Serravallo.

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Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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A tool for supporting moving readers up levels

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A tool for supporting moving readers up levels

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Levels A-M Tool for Studying Text Complexity

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Levels A-M Tool for Studying Text Complexity

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GOTS: What was most helpful? What will you carry with you?

WANTS: What content would you like to dig into in upcoming sessions? What are you wondering?

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Kirsten Tivaringe, literacywithdr.t@gmail.com let's keep in touch

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Kirsten Tivaringe, literacywithdr.t@gmail.com let's keep in touch

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Central goal: High leverage assessments and practices that target word recognition with early readers in small groups.

1.  Assessment Based Grouping

2. Instructional methods (high leverage instructional practices that are in response to needs based on assessment)

3. Instruction over time (scope and sequence),skill progressions

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GEMS AA Word Study Skill Group_CVCshorta

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Suggested Phonics Progression -Student Needs

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Phonological Awareness -> Phonics Online GAA

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Word Study Skill Group Lesson Plan Template

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Word Study Skill Group Lesson Plan Template

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Literacy Manipulatives List (feel free to add on)

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Literacy Manipulatives List (feel free to add on)

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Magnetic letters (with sorting box and metal trays/boards)

Syllable clappers

Whisper phones

DICE (best ones are dry erase on foam)

Beads on a pipe cleaner

Eloknin boxes with chips

Finger lights to track word

Etch a sketch

Binders/binder rings for flip cards

Magnetic letter trace drawing board

Snap cubes (often used for mat)

Magnatiles

Poppers (fidget toys)

Flyswatters or bug-catching nets

Playdough (my least favorite;-))—Better is Wixi Sticks!!!

Legos (douplos, the bigger ones)

PROPS

Magnifying glass (best not high resolution, or even without lens)

finger pointer (teacher prop)

Big glasses (teacher prop)

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Alphabet Study: The suggested approach is on the last page for one way teachers might organize letter/name instruction.

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Alphabet Study: The suggested approach is on the last page for one way teachers might organize letter/name instruction.

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Portrait of Pre-A Emergent Reader/Pre-A Reader Small Group

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Portrait of Pre-A Emergent Reader/Pre-A Reader Small Group

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Portrait of Emergent Reader/Emergent Reader Guided Reading Group

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Portrait of Emergent Reader/Emergent Reader Guided Reading Group

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Next Steps Guide for Pre-A Readers (from The Next Step Forward in Guided Reading by Jan Richardson)

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Next Steps Guide for Pre-A Readers (from The Next Step Forward in Guided Reading by Jan Richardson)

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GAA KG2 Pre-A Small Group Lesson Planning

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One possible skill sequence for letter recognition...

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One possible skill sequence for letter recognition...

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Word Study Writing Small Group Planning Template (and example)

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Word Study Writing Small Group Planning Template (and example)

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GEMS AA Word Study Focused Writing Group Planner

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HFW that make up 50% of words in children's texts

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HFW that make up 50% of words in children's texts

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GAA KG2 Pre-A Small Group Lesson Planning

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Word Study Focused Reading Group Planner

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Word Study Focused Reading Group Planner

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GEMS AA Word Study Focused Reading Group Planner

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Word Study Skill Group Lesson Plan Template

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Word Study Skill Group Lesson Plan Template

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Your writing lesson was well-modeled, clear, and engaging, but your students were still at a loss when it came time to write independently. Why? There's a good chance your kids needed more time in the "We-Do" phase of the gradual release model. In this book, Leah shows you how to maximize practice and coaching to better prepare students to write meaningfully on their own. Through the use of uncomplicated structures and systems, she walks you through choosing the right level of support for various teacher goals and student needs. You will get guidance on how to: Identify the components of effective writing, Use specific writing techniques or "sessions" in your daily planning, Differentiate strategies by grade level and student development, Improve classroom collaboration, and Build flexibility when responding to students in the moment. Some great writers are born, but many more are made. Allow We-Do Writing to help you nurture young writers by providing them with the skills and confidence to soar.

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"We-Do" Writing | Maximizing Practice to Develop Independent Writers | Professional Development Book for Educators | Grade Level K-5

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Your writing lesson was well-modeled, clear, and engaging, but your students were still at a loss when it came time to write independently. Why? There's a good chance your kids needed more time in the "We-Do" phase of the gradual release model. In this book, Leah shows you how to maximize practic...

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Kindergarten and First Grade Student Center Activities Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

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Blending Sounds in Syllables with Autumn, Kindergartner

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Mastering Short Vowels and Reading Whole Words with Calista, First Grader

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Text Project

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The Reading GPS gives teachers information about whether students are moving toward the goal of proficient reading.

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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Sign up for free at the bottom of the page

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A couple of years ago, and I wrote a collection of guided reading books to go with the Who's Doing the Work? K-2 Lesson Sets (Stenhouse, 2018). Carnegie Learning has graciously agreed to let me share the fiction titles from this collection with you, here on this site.

There are 15 titles ranging from Level A to Level J. I have built flipbooks with each title, and embedded them here on the site. The text below, one of my favorite in the collection, is an example of the set-up for each book, and will show you how the flipbooks in the collection work. Missing Socks, like all the books in the collection, includes illustrations designed to engage students and deepen the story.
​

Mindfulness:
​There are three titles in the collection that relate to mindfulness. Happy (Level C) is about a little girl who is exploring different kinds of happiness, such as the calm happiness of a breeze vs. the palpable happiness of a surprise birthday party. Hurry Up, Slow Down (Level D) is about a little girl who is walking to school with her father and is caught up in the simple beauty around her. Finally, Everyday Beautiful (Level H) is about two boys who have been asked to find something beautiful. One boy overlooks the natural beauty around him while another shows him how simple things can be beautiful.

There are five titles in the collection that use science related to light and shadows to tell a story. They range in levels from C-J. We wrote these to align with science standards. If you teach light and shadows, you may find these texts a nice way to integrate your science content into your reading instruction.

The books are all in flipbook format and are free to use and share with children, but they require a password to access them. To get the password, complete the form below. When you hit submit, a password will pop up on the screen. Use that password in step 2 (below) to access the books.

If you already have the these digital versions of some of the books should be helpful. Although you don't need the lessons to use the books, if you are interested in the lessons that go with the books, they are available from .

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Free Virtual Guided Reading Book Collection

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A couple of years ago, and I wrote a collection of guided reading books to go with the Who's Doing the Work? K-2 Lesson Sets (Stenhouse, 2018). Carnegie Learning has graciously agreed to let me share the fiction titles from this collection with you, here on this site.

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Word Recognition-Alphabet Work Sample - Google Jamboard

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Word Rec and Fluency Sample - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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B-I-N-G-O! You are going to win with this educational Beginning Sounds Bingo Game!

Reading activities like this one are an engaging and entertaining way for your beginning readers to practice identifying initial sounds!

Beginning Sounds Bingo Game:

Just like the Bingo game that we all know and love, this version has Bingo cards and calling cards.

Instead of numbers, the Bingo cards have a picture in each box. The first player to get five pictures in a horizontal, diagonal or vertical row gets BINGO!

Educational Bingo games are always a fun way for kids to work on things like sight words, CVC words, letter recognition, and beginning sounds!

Why Do Kids Need To Learn Letter Sounds?

Teaching your pre-readers the sounds made by individual letters will help them to decode or sound out words.

This will help your kids figure out unknown words as they learn how to read. It will also help children to make the connection between words in print and spoken words.

Getting Ready To Play The Beginning Sounds Bingo Game:

This post may contain affiliate links. Please read our disclosure here.
What's Included:

5 Beginning Sounds Bingo Cards

26 Lowercase Letter Calling Cards

What Else Is Needed:

White Card Stock or Copy Paper

Laminator and Laminating Pouches

Paper Cutter or Scissors

Bingo Markers

To prepare this phonics activity, click on the button below and fill out the form.

Then, download and print this Bingo game on white card stock or copy paper. Next, laminate the cards for extra durability.

Or, you can put the Bingo cards in dry erase pockets. Either way, your kids can use this activity over and over. Then, cut the calling cards apart.

How To Play The Beginning Sounds Bingo Game:

To begin playing this beginning sounds Bingo game, your children will each select a Bingo card.

You may want to review the pictures on the cards and their beginning sounds before playing, so your kids can practice identifying any unknown ones.

Next, you or the bingo caller will select a calling card and say the letter on it.

Your children will then look for the picture on their bingo card that begins with that letter sound. If they have the letter on their card, they will cover it with a marker.

For bingo markers, you can use mini erasers, pom poms, two-color counters, or any other small manipulative.

If you laminate the cards or put them in dry erase pockets, your kids can mark the letters with dry erase markers too.

If you are making this activity reproducible by printing the bingo cards on copy paper, you can have your kids use do-a-dot markers or bingo daubers.

This Beginning Sounds Bingo Game is an engaging and educational bingo game for kids to play in small groups, with a partner, or even by themselves as an enrichment activity.

It's a fun phonics activity for beginning readers who are learning letter sounds!

Pin It For Later:

Do you want to save this beginning sounds activity for later? Pin this to your phonics board on Pinterest and it'll be here for when you're ready!

You May Also Like:

Are you looking for more beginning sound resources? These Beginning Sounds Sort Activities are engaging, hands-on ways to practice identifying letter sounds at the beginning of a word. Click on the picture to see all of the activities included in this bundle!

More Beginning Sounds Activities:
Animal Beginning Sounds Clip Cards Hammering Beginning Sounds Activity There Was An Old Lady Who Swallowed A Beginning Sound Activity
Download The Freebie:

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Beginning Sounds Bingo Game: Phonics Activity for Kids

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B-I-N-G-O! You are going to win with this educational Beginning Sounds Bingo Game! Reading activities like this one are an engaging and entertaining way for your beginning readers to practice identifying initial sounds! Just like the Bingo game that we all know and love, this version has Bingo cards and calling cards.

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GEMS AA Progression of Small Groups for Pre-A

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Progressions of Phonics Transfer Small Groups

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Progressions of Phonics Transfer Small Groups

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GEMS AA Progression of Phonics Transfer Small Groups Planner 

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High-leverage instructional routines to support problem solving words

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High-leverage instructional routines to support problem solving words

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From Shifting the Balance (Burkins/Yates, 2021)

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GEMS AA Progression of Small Groups for Pre-A

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Progressions of Phonics Transfer Small Groups

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Progressions of Phonics Transfer Small Groups

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GEMS AA Progression of Phonics Transfer Small Groups Planner 

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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GEMS AA Progression of Phonics Transfer Small Groups Planner 

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EXAMPLE - Phonics Transfer Small Groups Planner 

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Copy of Literacy Baseline K-1 GAA (Updated June 2022)

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Key 'Look-Fors' for Phonics Progressions (from Wiley Blevins)

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Key 'Look-Fors' for Phonics Progressions (from Wiley Blevins)

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Sample Phonics Progression for Kindergarten

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Sample Phonics Progression for Kindergarten