Using Table 1 below and an anthology selection, find words in the selection with potentially difficult sound/spellings. List those sound/spellings in Column 1. Make sure the sound/spellings you choose are represented on your HMR Sound/Spelling Cards. You will list these sound/spellings on the board for students and review their proper pronunciations before reading the story. Refer to the appropriate HMR Sound/Spelling Card when doing so.
In Column 2, list decodable one syllable and simple two syllable words from the selection with potentially difficult sound/spellings. You will list these words on the board for students and review them using Card #10, Word Reading-Spelling Focused, before reading the selection. Simple two syllable words can be defined as those with clear syllable types (hap/pen, ta/ble) or inflectional endings (sell/ing, test/ed), but not words with Greek or Latin roots (lucid, dissect).
Find words in the selection that are irregular and therefore can not be read by decoding the regular sound correspondences for the spellings of each word. List them in Column 3. These words must be taught as wholes. You will introduce them prior to reading the selection using the say-it, spell-it, say-it method, continue to review them throughout the week, and finally post them on your irregular word wall.
Find all the multisyllabic words in the story. List them in Column 4. Then read your list and star words that fit all three of the following criteria:
Tier 2 words (Isabel Beck)
Words of which your students probably will not have a deep knowledge
Words that are important for students to know for the rest of their lives
Circle those words that do not meet all three of the criteria above and place those that students will know the meaning of once they know the pronunciation in Columns 5 or 6 in Table 2 (for pronunciation purposes only).
Analyze each starred word and place them in the appropriate Column in Table 2 (Columns 7, 8, or 9).
Place all foreign words, proper nouns like names of people or places, or Tier 3 words (words too technical to teach in depth and only needed for that story but not for life, like amniocentesis) in Column 10. You will help students pronounce these words, explain the meaning, and move on.
(Pronounce and define them for students and move on.)
Decide whether to teach the words in Columns 5 and 6 before students read the selection, or when they come across them while reading. Either way, use Card 16 to do so if the word is decodable. If a word is not decodable, tell students the proper pronunciation of the word.
Teach the words in Columns 7 and 8 when you come across them in the selection using Card 16 to pronounce them (if decodable) and then Card 17, Word Learning Strategy Instruction, to discover meaning. If a word is not decodable, tell students the pronunciation of the word.
Teach the words in Column 9 before students read the selection.
Pronounce and define the words in Column 10 when students come across them during the initial reading of the text.
Remember to also teach the meaning of any irregular word from Column 3 or decodable word from Column 2 that students do not know.
one & two syllable words
Write the word here if the meaning of the word will be clear once students can pronounce it.
Write the Tier 2 words here that students do not deeply know the meaning of, but need to for story understanding and for life.
Anglo Saxon root &/or affixes
(Use Card 16)
(Use Card 16)
Greek/Latin root and affixes that give clue to meaning (Use Card 16 if the word is decodable. Then use Card 17, word learning strategy instruction for word structure)
Good context clues
(Use Card 16 if the word is decodable. Then use Card 17, word learning strategy instruction for context clues)
No clues to meaning, teach directly (Use Card 16 if the word is decodable. Then use Card 17, specific word instruction)