Instructional Decision-Making Before Reading During/After Reading Letter/Word Work Reading/Writing Connections

Facilitator Notes

High frequency words are often – usually –  a major impediment to the progress of struggling readers.  Therefore, we work on them in all parts of guided reading, and they are discussed in each section of this module.  During reading, we closely observe children’s reading of high frequency words in text, and support readers in developing automaticity with them.

 

How do we help struggling readers build automaticity with high frequency words during and after reading?

Growth Over Time:  What can we learn from one teacher approach to a reader’s difficulty with high frequency words?

 

How do we help struggling readers build automaticity with high frequency words during and after reading?

See also Example 1, Step 2: High Frequency Words in Additional Analysis of Running Records (Instructional Decision-Making Section)

Video: High Frequency Words 1 (Level 4); Transcript,
Maryann McBride, First Grade

 

Growth Over Time:  What can we learn from a teacher’s approach to a reader’s difficulty with high frequency words?

Ashinique Owens, Reading Recovery/Intervention Teacher at Nevitt Forest Elementary School, Anderson, SC, shares the progress of a second grade reader struggling with high frequency words as she moves from Level 16-24 text.

Supporting Documents: HF Words Running Records and Notes


Video: Assessing the Problem; Transcript,
Ashinique Owens, Second Grade


Teaching for High Frequency Words; Transcript,
Ashinique Owens, Second Grade


Observing Progress; Transcript,
Ashinique Owens, Second Grade