Word work should be a component of your guided reading
lesson plans. During a twenty minute lesson, word work should take place for
approximately five minutes. Word work will focus on phonemic awareness and
phonics. The focus of word work should be differentiated based on grade level,
reading level, and English language proficiency. According to Mesmer and
Griffith (2005), word work is essential because this is when we teach “the
relationships between letters and sounds and how to use this system to
recognize words” (p. 367). They also discuss the three layers of word work;
sounds, patterns, and meaning. Mesmer and Griffith (2005) argue that explicit phonics
instruction allows students to apply knowledge of letters and sounds in order
to master spelling patterns in order to decode unknown words. This results in
fluent reading.
For emergent readers, word work should be focused on phonemic awareness. Yopp and Yopp (2000) argue that when students understand that words are made up of phonemes they are able to manipulate these spoken sounds in written language.
Word work for ELLs students should be embedded in context. Avalos, Plasencia, Chavez, & Rascon (2007) suggest a modified guided reading lesson for ELLs. Word work should be explicitly taught, but then students should able to apply the skill within the text they are reading. Word work should focus both on phonics and morphological instruction.
In order to differentiate word work, Jan Richardson (2009) suggests conducting a word study inventory with all students. This will help determine which level of word work an individual child needs. This word study inventory can be found in Jan Richardson’s book The Next Step in Guided Reading and on her website under the resource section. Jan Richardson’s book includes and explains several word work activities for all stages of reading development.
Below are resources for all levels of word work and suggested activities.
Resources
Books
The Next Step in Guided Reading by Jan Richardson
Words Their Way Series
Websites
http://www.janrichardsonguidedreading.com/
Documents
Word Study at a Glance.doc
Word Study Inventory.doc
Suggested Word Work Activities
English Language Learners
Word/letter activities within context
Pre-A
Letter name/sound activities
Clapping syllables
Rhyming words
Picture sorts
Emergent Readers
Picture sorts
Making words
Sound boxes
Early Guided Reading
Picture sorts
Making words
Sound boxes
Analogy charts
Word hunts
Transitional Readers
Sound Boxes
Analogy Charts
Making a big word
Fluent Readers
New word list
Suffixes/Prefixes
Greek and Latin roots
References
Avalos, M. A., Plasencia, A., Chavez, C., & Rascon, J. (2007). Modified guided reading: Gateway to English as
a second language and literacy learning. The Reading Teacher, 61(4), pp. 318-329.
Mesmer, H. E., & Griffith, P. L. (2005). Everybody’s selling it-but just what is explicit, systematic phonics instruction? The Reading Teacher, 59(4), pp. 366-376
Richardson, J. (2009). The next step in guided reading. New York, NY: Scholastic Inc.
Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), pp. 130-143.
For emergent readers, word work should be focused on phonemic awareness. Yopp and Yopp (2000) argue that when students understand that words are made up of phonemes they are able to manipulate these spoken sounds in written language.
Word work for ELLs students should be embedded in context. Avalos, Plasencia, Chavez, & Rascon (2007) suggest a modified guided reading lesson for ELLs. Word work should be explicitly taught, but then students should able to apply the skill within the text they are reading. Word work should focus both on phonics and morphological instruction.
In order to differentiate word work, Jan Richardson (2009) suggests conducting a word study inventory with all students. This will help determine which level of word work an individual child needs. This word study inventory can be found in Jan Richardson’s book The Next Step in Guided Reading and on her website under the resource section. Jan Richardson’s book includes and explains several word work activities for all stages of reading development.
Below are resources for all levels of word work and suggested activities.
Resources
Books
The Next Step in Guided Reading by Jan Richardson
Words Their Way Series
Websites
http://www.janrichardsonguidedreading.com/
Documents
Word Study at a Glance.doc
Word Study Inventory.doc
Suggested Word Work Activities
English Language Learners
Word/letter activities within context
Pre-A
Letter name/sound activities
Clapping syllables
Rhyming words
Picture sorts
Emergent Readers
Picture sorts
Making words
Sound boxes
Early Guided Reading
Picture sorts
Making words
Sound boxes
Analogy charts
Word hunts
Transitional Readers
Sound Boxes
Analogy Charts
Making a big word
Fluent Readers
New word list
Suffixes/Prefixes
Greek and Latin roots
References
Avalos, M. A., Plasencia, A., Chavez, C., & Rascon, J. (2007). Modified guided reading: Gateway to English as
a second language and literacy learning. The Reading Teacher, 61(4), pp. 318-329.
Mesmer, H. E., & Griffith, P. L. (2005). Everybody’s selling it-but just what is explicit, systematic phonics instruction? The Reading Teacher, 59(4), pp. 366-376
Richardson, J. (2009). The next step in guided reading. New York, NY: Scholastic Inc.
Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), pp. 130-143.