1 of 19

Early Words��Learning the first 48 reading words accurately and fluently �

By Yolanda Soryl

2 of 19

THE EARLY WORDS �PROGRAMME�IMPROVING BASIC READING �VOCABULARY�

  • Early words is a programme of one-on-one systematic five minute word-focused lessons.
  • During the five minute lesson, the child is taught, or retaught, a high frequency word at both word and sentence level.
  • The emphasis is on accuracy and fluency.

3 of 19

Why Early Words?

  • It combines teaching for accuracy and fluency.
  • It is a basic vocabulary of 48 common words.
  • Assessment is daily so that every lesson taught is in response to a learning need.
  • It only takes 5 minutes a day.
  • It can be administered by teacher, teacher aide or more capable, older student (tuakana teina) or at home by whanau.

4 of 19

Who?

Any child at the beginning stage of learning to read.

Low progress readers.

Learners who can read the words but not fluently.

ESOL learners benefit because of the repetitive sentence structure and step-by-step progression.

5 of 19

How to teach Early Words?

Instructions           Time Allocation

  • Probe                    1 minute
  • Words cards           1 minute
  • Worksheet             2 minutes
  • Probe                    1 minute
  • Revision                 No Time (outside lesson)

6 of 19

Case Study for ICS Student �Results after 20 weeks of Reading Recovery and Literacy through LLI Programme:

Still only recognised 6/100 HF Words. 

Read Level 1 PM Benchmark 85% Accuracy and 50% Comprehension

Poor concentration, required constant 1:1 attention to engage in learning. He needed short bursts of learning and varied learning tasks  

7 of 19

Case Study for ICS Student �Post Data after Early Words implemented :

At the end of the 1st Term he could read and remember 17 sight words

At the end of the 2nd Term he knew 40 sight words

He now reads at Level 5 with 90% Accuracy and 100% comprehension  

8 of 19

Overview of steps:

9 of 19

Step 1: Homework��Check homework has been returned (word cards and exercise book). Praise if so.�

10 of 19

Step 2: PROBE��Tell child yesterday’s score. “See if you can go faster today”.��a) Point to the word “Tell me this word.”��b) “On your marks, get set, go!”��c) Record and share the outcome – how many seconds to read PROBE and number of errors. Point out the errors.��Note – should take less than 30 seconds except where child has specific learning difficulties�

11 of 19

Step 3: Teaching decision ��Stay with the same word if:��a) the child did not recognise it when you pointed at it.��b) the child did not read as quickly as you expected, or��c) the child made more than two errors���

12 of 19

Step 4: Word cards��Point at today’s word and say the word,�a)Child points at word and reads it,��b) Mix the word with previously taught words.��C) Games (play one): Word Ladder, Slap, 10 Second Sprint, Match, Chase the Chopstick, Snap, Memory.��

13 of 19

Step 5: Reading Worksheets �The child reads the whole page (or part if time is short)��i)Then re-read each sentence one at a time. The child circles today’s word with a pencil before reading that sentence again.��ii) If the child forgets, prompt them to look at the word at the top of the page.��

14 of 19

Step 6: Writing Worksheets ��The child reads today’s word on the top right of the sheet.�i) Teacher reads the sentence. Say ‘something’ for the blank word.��ii) Ask the child, “What word should go here?’��iii) Child writes the word in the blank space then re-reads the sentence��iv) Once the child grasps the idea, they read the sentence first and work out what the missing word is and then read it again.

15 of 19

Step 7: PROBE��Teacher to use either use the same PROBE from the start of the lesson  if the child needs to revise the word from previous day or a new PROBE for the new word learned today.��

16 of 19

Step 8: REVISION��Ask the child to make sure the word cards and worksheets are read again for homework later in class/at home for homework.��

17 of 19

While watching this video clip, think about the things that the Learning Assistant did that supported the child and made this an effective lesson.�

18 of 19

What were some of the key take-aways from this video clip?

Share your thoughts with your partner.

Time to share your ideas with the group.

19 of 19

Practice Time