Advanced Phonics/Word Study Instructional Routines

Advanced Phonics/Word Study 3) Build word reading automaticity Instructional Routines o Transition to sight word reading (4th – 5th grade)

4) Segment and Spell Words 1) Associate letters and sounds o Word Dictation o Letter- Multisyllabic Word Dictation Combinations/Affixes/Roots o o Sentence Dictation o Discrimination Format

. Practice discriminating between new and 5) Read connected text (see fluency previously learned sounds instructional routines)

o Practice advanced phonics/ word 2) Blends sounds/parts to read words study reading skills within connected text o Continuous 1) Associate Letters & . Regular words including blends Sounds (Ex. Affixes)

o Spelling-Focused (precorrection procedure) rewrite . Combinations/Affixes/Root s 1. (Point to rewrite.) o Loop Loop This word is rewrite. . Multisyllabic words What word? (Signal)

o REWARDS rewrite. 2. The underlined . Multisyllabic words with part is re. What part? affixes (Signal) re o Word Meanings 3. (Repeat with remaining parts.) . Using affixes & root words to help determine the 4. (Correct errors meaning of a word immediately and repeat until firm.) o Irregular Words 5. (Give individual turns.) your finger under each letter.) /sssllluuummmp/ What word? slump 2. (Repeat with remaining words until Discrimination Format firm.) 3. (Give individual turns.) 1. When I touch under the letters/parts, you say the sound/part. Spelling-Focused Blending 2. (Point to the first (Ex. Combinations) letters/part, pause 1-2 seconds.) What light sound/part? (Signal) re 3. (Teacher either 1. (Underline the letter(s) that corrects immediately or make the sound being taught.) points to the next 2. (Point to the underlined letters.) letters/part.) What sound? (Signal) / īīīī / 4. (Repeat until firm.) 5. (Give individual 3. (Point to the word.) What turns.) word? (Signal) light 4. (Have students reread the list without the precorrection.)

2) Blend Sounds/Parts to Read Words Spelling-Focused Blending Continuous Blending (Ex. Affixes)

slump retell

1. When I touch a 1. (Underline the letter(s) that letter, say its sound. make the sound being taught.) Keep saying the sound until I touch the next 2. (Point to the underlined letters.) letter. Don’t stop What sound? (Signal). / re/ between the sounds. 3. (Point to the word.) What Get ready. (Slowly slide word? (Signal) retell 4. (Have students reread the list 1. Circle the prefixes without the precorrection.) 2. Circle the suffixes 3. Underline the remaining vowel sounds Loop Loop 4. Say the parts of the words mountain 5. Say the whole word 6. Make it a real word 1. (Draw loops to segment the multisyllabic word into decodable Word Meanings (Ex. prefixes) chunks.) 2. (Point your finger under the first part.) rewrite What part? (Signal). 1. Re means again. /moun/ What does re mean? 3. (Repeat for (signal) again remaining parts.) /tain? 2. We are going to 4. (Loop the whole determine the meaning word.) What word? of words with a prefix. mountain (Point to rewrite.) What 5. Make it a real word? (Signal) rewrite word. mountain 3. If you rewrite your 6. (Repeat with paper, you write it remaining words.) _____. again 7. (Give individual 4. (Repeat with other turns.) re words)

Irregular Word Instruction REWARDS giant

instruction 1. This word is giant. What word? (Signal) giant 2. Spell giant. (Signal) Word Dictation g-i-a-n-t 3. What word did you spell? (Signal) giant 1. (Say the word.) 4. Yes, giant. bright 5. (Repeat until firm.) 2. (Say the word in a 6. (Give individual turns.) sentence.) The sun is bright. 3. What word? bright 3) Build Word Meaning Automaticity 4. Fist in the air. Put up one finger for each sound. First sound? Transition to Sight Word /b/ Next sound? /rrrr/ Reading Next sound? /īii/ Last sound? /t/ (Put up a hydration finger as you say each sound.) 1. You are going to read 5. Now say each these words the fast way. When I point to a sound to yourself as word, sound it out to you write the word. Go. yourself. When I signal, 6. (Write the word on say the word the fast the board or overhead way.” when the majority of 2. (Point to the left of the students are finished first word, pause 3 writing the word.) seconds.) What word? 7. If your word does (Signal) hydration not match mine, cross 3. (Follow the same it out and rewrite it procedure with the correctly. remaining words.) 8. (Repeat with 4. (Students read all words again with only a 2- remaining words.) second pause.) 5. (Vary order and give individual turns.)

4) Segment and Spell Words Multisyllabic Word Dictation 1. Teacher says a sentence. 1. (Say the word.) 2. Students repeat the authorize sentence. 2. (Say the word in a 3. Teacher dictates the sentence.) I will not first part of the sentence. authorize you to leave. 4. Students repeat the 3. What word? first part of the sentence. authorize 5. Students write the 4. Fist in the air. Put first part of the sentence. up one finger for each 6. Teacher moves part. First part? /auth/ around the classroom Next part? /or/ Last and monitors student part? /ize/ (Put up a work. finger as you say each 7. Teacher dictates the part.) second part of the 5. Now say each part sentence. to yourself as you write 8. Students repeat the the word. Go. second part of the 6. (Write the word on sentence. the board or overhead 9. Students write the when the majority of second part of the students are finished sentence. writing the word.) 10. Students reread their 7. If your word does sentence and check the not match mine, cross spelling. it out and rewrite it 11. Teacher gives feedback correctly. on each word. 8. (Repeat with remaining words.)

5) Read Connected Text See Fluency Instructional Routines

Sentence Dictation