1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer

2. Agenda
Guided Reading
Lesson Review
Words Their
Way (QSI)
Progress
Monitoring
(Running
Records)
Homework

3. Homework Discussion
Discussion of Homework: Article –
Research Base for Guided Reading as
an Instructional Approach
m.socrative.com
Join room 980994
Type response to question:
What did you find was the most
valuable piece of information for
you in the chapter?

4. Lesson Plan Review
 Share your lesson plan with your table
group.
 Discuss strengths.
 Did you teach it? If so, how did it go? If
not, what final adjustments will you
make before teaching it?
 How are the students doing with the
selected strategy?

5. Why Words Their Way?
 Words Their Way is…
Developmentally
appropriate
Grounded in
Research
Takes students
from what they
know to what
they don’t know
Is Motivating

6. Words Their Way
Collect Data:
Spelling sample
Student writing
Spelling
Inventory (QSI)
Analyze data
to determine
stage
What students
use
What students
misuse
What is absent
Plan
Instruction
Organize small
groups
Developmentally
appropriate
word study
Monitor Growth

7. Ten Principles of Word Study
Instruction
 1. Look for what students use but confuse.
 2. A step backward is a step forward.
 3. Use words students can read.
 4. Compare words “that do” with words “that
don’t.”
 5. Sort by sight and sound.
 6. Begin with obvious contrasts first.
 7. Don’t hide exceptions.
 8. Avoid rules.
 9. Work for automaticity.
 10. Return to meaningful texts.

8. Words Their Way Videos
 http://www.youtube.com/watch?v=DUof
XtF18GY (3 min for parents)
 http://www.youtube.com/watch?v=NGgki
QgtnnU (3 min introduction to Words Their Way)

9. Characteristics of Stages of Spelling
Emergent
Early Letter
Name
Letter Name
Within Word
Syllable and
Affixes /
Derivational
Relations

10. Word Sorts
 http://www.mypearsontraining.com/pdfs/TG_WTW_WordSor
ting.pdf
 Words Their Way Word Sort Within Word Examples
handout
 Lewis Byrne autofill $8.00 see example:
http://www.youtube.com/watch?v=Fn2132GJz9A
 Words Their Way iPad http://www.youtube.com/watch?v=-
XKtWNhCPkI
 http://www.youtube.com/playlist?list=PL85F360B935DA2D6
F (WTW Video Series)

11. Handouts
Word Wall
Activities
Grade 1
Sequence
Oral
Fluency
Norms

12. Running Records
Research shows that
implementation of running
records improves student
achievement in both
reading and writing.

13. The Running Record is
a method of recording a
student’s reading
behavior.
It provides the teacher
with information that
can be analyzed to
determine the strengths
and needs of an
individual student.
A Running Record can
be taken at any time on
any reading material.
What Are Running Records?

18. Choosing the Right Book
What level is the book at?
Independent
• 95-100%
accuracy
• Independent/
Self-
Sustained
Reading
Instructional
• 90-94%
accuracy
• Guided
Reading
Hard
• 89% and less
• Frustration
level
Select a text that will challenge the reader a little, but will allow them to
be successful with the instructional scaffolds you provide them.
Running Records may be done on text that is seen or
unseen, depending on their level of reading development.

20. Does it
look right?
Does it
sound
right?
Does it
make
sense?
Proficient readers use all
three cueing systems
simultaneously and
efficiently.
When children have trouble
comprehending, they are not
attending to one of the
cueing systems.

21. Does the error
look like the
word?

22. The meaning or general
context of the
story/sentence is reflected
in the substitution.

23. Analysis of the text
should only take into
account the text up to and
including the error:
Sentence: I like to see
horses at the farm.
Error: I like to fly horses
at the farm.
Only read through the
error: I like to fly.

27. It’s important
for teachers to
conference with
a child
immediately
after taking a
running record.
The conference
should include
what the child
has done
successfully
and one or two
teaching points.
Immediately after a running record

28. After the Running Record – ask
yourself…
What is the child’s strength?
What cues and strategies are missing from his/her
repertoire?
What part/parts of this running record could you go
back and use as a reinforcement of strategy use?
Is this selection of text appropriate for this child?
What level would you use for tomorrow’s lesson?

29. Retrospective Miscue Analysis
 See handout
 Student was ultimately responsible for
defining the strategy he/she used and the
fact that the student was an active
participant in the dialog, not someone that
was being “told” what to do and/or talked
“at”.

30.  http://eworkshop.on.ca/edu/core.cfm?p=
main&modColour=1&modID=2&m=121&
L=1 (show me – play)
 http://www.youtube.com/watch?v=ZO-
4OYiJiUA (teacher with Lucas)
 http://www.youtube.com/watch?v=votEntro
eLQ (Coding a running record series)
Practice
See How It’s Done:

31. Practice
 My Shadow

32. My Shadow Running Record
 Compare the running record you took on
My Shadow with the following…

34. Teaching Point
Discuss with your
table group what
teaching point
you would make
with the student.
Practice
retrospective
miscue analysis
at your table
group

35.  http://www.learnnc.org/lp/editions/readas
sess/983
 Videos:
http://www.youtube.com/results?search_
query=running+records&oq=running+rec
ords&gs_l=youtube.3..0l10.116265.1183
75.0.118635.15.12.0.3.3.0.112.894.11j1.
12.0...0.0...1ac.1.11.youtube.JQSSGwV
wJIc
Other Practice

36. Exit Ticket
 Write any questions you would like
answered in the last session.
 Write any suggestions you would like for
future reading Professional Development to
help you implement reading workshop with
fidelity.

37. Homework:
Read Redesigning
Reading Instruction and
be prepared to discuss.
Next time you come bring
a word study lesson plan
for one group of students
and a completed running
record

38. Questions?