Wilson Reading Worksheet 2

Achieving Literacy for Life
®
Wilson Reading System
in the Classroom
© 2007 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (010507) | www.wilsonlanguage.com
WILSON Reading System®
• Orton-Gillingham Based
• Student instruction (clinical, adult education
centers and elementary, middle and high
school settings)
• Reading research
WILSON Reading System 1
• Appropriate for students

grades 2-12 and adults who
have not internalized the
sound/symbol system
for reading and spelling.
Cirpa
Profile of a WRS Student
• Students with a language based learning disability

• Students unable to decode accurately
• Slow, labored readers who lack fluency
• Students who may know many words by sight, but have difficulty
reading new words and “nonsense” syllables
• Students who often guess at words
• Students able to speak and understand English, but not read or
write it (such as ELL students)
• Poor spellers
• Students unsuccessful with other reading programs or who have
gaps in their decoding and/or spelling
© 2007 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (050107) | www.wilsonlanguage.com 1
How can we reach older students with
word-level deficits?
WRS Provides Scientifically-Based Instruction
FCRR Reading Component Rating of Wilson Reading System
Phonemic Vocabulary Comprehension

Phonics Fluency
Awareness Development Strategies
+++ +++ +++ ++ ++
READING COMPONENT (RATING)
+ some aspects of this component taught or practice
++ most aspects of this component taught or practice
+++ all aspects of this component taught or practice
n/a not address in this program
WRS Provides Scientifically-Based Instruction
“Our conclusion from reviewing current research on the Wilson

Reading System is that it is consistent with the idea that the
program can be used effectively to help “close the gap” in
reading skills for struggling readers.”
- FCRR Report on WRS
Key Components
• Phonemic Segmentation
• Synthetic Phonics
• Decoding-Encoding-Word Analysis
• Irregular Word Instruction
• Fluency
• Vocabulary Development
• Comprehension with Visualization
Focus on Instruction for Students with Primary Decoding Deficit
Accuracy & Vocabulary &

Automaticity Fluency
Comprehension
Develop a student’s Develop a student’s
accurate and speedy word Develop a student’s listening comprehension,
recognition independent reading of vocabulary and background
connected text with ease, knowledge
expression and meaning
Accuracy - Study of Word Structure
Includes
• Phonemic Awareness
• Phonics
• Study of Syllables and Affixes
Focus on Accuracy
Explicit Instruction In:
Sound/Symbol Relationships a
Blending & Segmenting m a t
Syllable Structure fan tas tic
Word Parts re gret ful
Irregular Words what

Focus on Accuracy
Concepts are taught for both reading

and writing.
Decoding Encoding
(Reading) (Spelling)
Incremental & Cumulative
Incremental and Cumulative
Phoneme Segmentation and Blending
l a sh
s l a sh
s l u m p
s c r i p t
Total Word Structure: Syllable Types
Closed Syllable
Vowel-Consonant-e Syllable
Open Syllable
Consonant-le Syllable
R-Controlled Syllable
Vowel Digraph/Diphthong Syllable

WILSON Reading System Click on the words to view markup 13
Closed Syllable
s m a sh
t
Closed Syllable
• Has only one vowel m e t
• Ends in one or more consonants
• The vowel is short m e a t
i t m a t e
l i sh
Closed Syllable: Multisyllabic
pub lish
cat nip
es tab lish
fragment
Manipulate Cards for Syllable Division
catnip
relish
ethnic
contract
Study of Word Structure is Cumulative
Teach syllable type in isolation and then combine with

other types already studied.
r i d e
ath lete
c a p e
volume
l e t e
Combine Syllable Types
pub lish
con trast
rec og nize
Teach Total Word Structure (Not Just Phonics)
Prefix-Baseword-Root-Suffix
Morphology
Morpheme
pre dict pro vide ing
ab so lute ly
c o v-e
Accuracy Î Automaticity
Automaticity:
accurate and speedy
word recognition
Automatize a New Word
Children vary in amount of practice needed to achieve

automatic recognition of a word
• Average child need 4 – 12 exposures
• Child with reading disability needs up to 40
Phonetically Regular Words and Pseudo Words
Words Pseudo Words
m
t ai th
p tl ei sh
b
Pseudo Words
tas ab blem
blemish
Focus on Instruction for Students with Primary Decoding Deficit
Accuracy & Vocabulary &

Automaticity Fluency
Comprehension
Develop a student’s Develop a student’s
accurate and speedy word Develop a student’s listening comprehension,
recognition independent reading of vocabulary and background
connected text with ease, knowledge
expression and meaning
Focus on Fluency: Connected Text
“Instruction in guided oral reading is effective in improving reading

fluency.” NRP
Did Jim jog on that path?
Narrow the Gap: Increase the Amount of Reading
• Provide time for struggling students to read “easy” text

• Provide support to children in reading more difficult text
• Repeated reading
• Assisted reading
• Help children to read increasingly challenging materials
(Part 9 of the WRS Lesson, and after Step 3, in Part 10 with non-
controlled decodable text)
Reading to Children Helps Narrow the Gap
• Studies have found that children can learn as many words from
hearing stories as from reading them
• Reading to children can somewhat overcome that which
struggling readers lose by not reading challenging materials
• Reading to children is enhanced by interactive dialogue about
words
(Part 10 of the WRS Lesson)
Controlled Text
Phonetically controlled, decodable passages at A and B Levels
Controlled Text: Word List

upset nutshell hotrod
tomcat sunfish puffball
bathmat uphill hatbox
catfish Batman dishpan
red-hot shellfish tenpin
suntan tiptop lapdog
bedpost cobweb pigpen
bathtub sunset bellman
zigzag catnip sit-up 3.1 A
mix-up bedbug pinball

WRS Principles of Instruction | Controlled and Decodable Text
Controlled Text: Sentences

1. Bob went to get Beth in his red Mustang.
2. The press did not want to panic the public.
3. It was hectic in the mall.
4. Ms. Chan must submit the plan to the boss.
5. They must publish the net profit.
6. Did Sanchez get a callus on his hand?
7. The kidnap of Edwin was not public.
8. Milton did not wish to go in the tunnel.
9. Jill lost the tablet in the grass. 3.1 B
10. Tom was candid with his boss.

Controlled Text: Passages
Flipping Pancakes
Jim has a job at the Esquire Pancake Shop. His boss is Mr. Musgrave, but they
call him “Bigtime”. He has the shop as a franchise. On the front of the shop, in
big print is:
Handmade Pancakes
Jim, Helene and a kid they call “Wishbone” run the shop. Jim and Wishbone
make pancakes. Helene sets up the plates and flatware. They all help with the
milkshakes.
Jim gets up at sunrise and commutes to the shop on his bike. He has to compete
with the traffic stampede, inhale its fumes, and contrive not to collide with a bus
or van and injure himself. At the shop, he and Wishbone fire up the king size
grill and flip the pancakes. Last month Bigtime told them they had to be in white
hats and jackets on the job. They had a dispute on that subject. Jim told Bigtime
4.2
it was an insane mistake to put on such childlike costumes…..
Decodable Text: Controlled and Non-Controlled
Decodable Text
Non-
Non-Controlled
Controlled Decodable Decodable Text
Text (95% of word read
independently)
Enriched Text and Non-Controlled Decodable Text

Use enriched text to build schema for independent work with non-controlled,
decodable text to assist with anticipatory processing.
Comprehension S.O.S.™
SOS = STOP - ORIENT - SUPPORT

Orient / Support
• Discuss meaning/vocabulary as encountered in student-
friendly terms.
• Model Thinking.
• Create imagery, helping students to picture the story in
their minds or to “make a movie.”
• Draw picture symbols as needed. Label with vocabulary.
The WRS Ten Part Lesson Plan
Addressing:
Phonemic Awareness
Decoding
Encoding
Fluency
Vocabulary
Comprehension
Block 1: Word Study
Block 2: Spelling Block
Block 3: Fluency/Comprehension
WRS Group Instruction
Weekly 75 – 90 Minute Lessons

Block 1 Block 2 Block 3
Monday Parts 1 – 5 Parts 6, 7, 8 Part 9
Tuesday Parts 1 – 5 Parts 6, 7, 8 Part 9
Wednesday Parts 1 – 5 Parts 6, 7, 8 Part 10
Thursday Parts 1 – 5 Parts 6, 7, 8 Part 10
Parts 1, 2 Select: Block 3 (Part 10), Charting,

Friday
Fluency Drills, Spelling Test or Wilson Games
Wilson provides models for 45-minute periods. However, progress

through substeps will take more time.
Grouping Students: Pacing
The most important factor for successful group instruction is

proper student placement.
Group Word Attack Percentile Scores
Group 1
Between 0 – 15%
(slowest pacing track)
Group 2
Between 16 – 30%
(medium pacing track)
Group 3
Between 30 – 50%
(fast pacing track)
Professional Development
Teachers lack the core information about

phonology, orthography and morphology.
(Moats, 1999)
Wilson offers:
• Workshops
• Instruction via Online Education
• WRS Level I and II Certification Program
• Implementation and Coaching meetings
Wilson Academy
• On-going support
• Trainers available to answer questions
• Discussion boards
• Animated videos teaching techniques
• Printable materials including text passages
www.wilsonacademy.com
Recognized Professional Development Program
Wilson is recognized by the National Staff Development Council

(NSDC) as one of the professional programs to be included in
their publication “What Works in K-12 Literacy Staff
Development.”
Wilson Reading System in NYC
The Wilson Reading System (WRS) provides a complete

reading and spelling curriculum for students with word-level
deficits in grades 2-12.
General Education Settings - NYC
• Alternative English Language Arts Class

• 90-minute daily lessons
• up to 12 students
• This can be implemented in any two consecutive grades beginning in grade
two. This model has been implemented in: Grades 6- 7; Grades 9-10
• Collaborative Team Teaching (CTT)
• 45-minute daily lessons, at minimum
• between 6-12 students (for a mixed group of students with and without IEPs
up to 12 students may be served in a group)
• WRS Student Clusters during Language Arts Block
• 45-minute daily lessons, at minimum
• between 6-12 students (for a mixed group of students with and without IEPs
up to 12 students may be served in a group)
Other Settings - NYC
• SETSS or AIS Pull Out Setting

• At minimum 45-min daily lesson (five days/week) pr three 45-minute
lessons, combined with four 37 ½ minute lessons per week
• up to 6 special education students, up to 12 general education
students, or up to 12 students for a mixed group of students with and
without IEPs
• Full-Time Wilson Teacher
• 45 minute daily lessons, at minimum; 60-90-minute daily lesson
recommended
• up to 6 special education students, up to 12 general education
students, or up to 12 students for a mixed group of students with and
without IEPs
Special Education Settings - NYC
WRS in Self-Contained Special Education Classes (12:1, 12:1:1,

15:1)
• 45-minute daily lessons, or 90-minute lessons three times per
week.
Students can participate in whole-class activity for Read Aloud,
and other literacy instruction during the day.
• up to 6 students per group for their WRS instruction.
In schools with more than one 12:1 or 15:1 teacher, students
can be clustered for Wilson lessons as appropriate
Paraprofessionals - NYC
In New York City, paraprofessionals have been trained to

support Wilson implementation and to teach fluency with the
Wilson Fluency/Basic program.
Wilson At Work In NYC: 37 ½ Minutes
After School Programs (37 ½ minutes)

• The 37 ½ minute period can be used for Wilson students who
currently receive Wilson Reading System during the school day.
(WRS cannot be implemented solely during the 37 ½ minute
period.)
Wilson Fundations for K-3
• The 37 ½ -minute period can be used for either the Fundations
Standard daily lesson or the Double Dose lesson, as
appropriate.
Implementation
Intervention (Tier 2)
• Students with word-level deficits reading and spelling below grade
level
• General education reading class (up to 12 students)
• 60-90 minutes daily
• Intensive (Tier 3)
• Students with a language-based learning disability
• Highly trained teacher certified in WRS is recommended
• Instruction 1:1 or small group of 3-6 students
• 60-90 minutes daily
Wilson provides a complete curriculum

for students with word-level deficits

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Achieving Literacy for Life

WILSON Reading System 1

Wilson Reading System

• Appropriate for students

WILSON Reading System 2

Profile of a WRS Student

• Students with a language based learning disability

WILSON Reading System 3

WILSON Reading System 4

WRS Provides Scientifically-Based Instruction

FCRR Reading Component Rating of Wilson Reading System

Phonemic Vocabulary Comprehension

+++ +++ +++ ++ ++

READING COMPONENT (RATING)

+ some aspects of this component taught or practice

++ most aspects of this component taught or practice

+++ all aspects of this component taught or practice

n/a not address in this program

WILSON Reading System 5

WRS Provides Scientifically-Based Instruction

“Our conclusion from reviewing current research on the Wilson

WILSON Reading System 6

WILSON Reading System 7

Focus on Instruction for Students with Primary Decoding Deficit

Accuracy & Vocabulary &

WILSON Reading System 8

Accuracy - Study of Word Structure

WILSON Reading System 9

Blending & Segmenting m a t

Syllable Structure fan tas tic

Word Parts re gret ful

Irregular Words what

Concepts are taught for both reading

Incremental & Cumulative

WILSON Reading System 11

Incremental and Cumulative

Phoneme Segmentation and Blending

WILSON Reading System 12

Vowel Digraph/Diphthong Syllable

Closed Syllable: Multisyllabic

WILSON Reading System 15

WILSON Reading System 16

Study of Word Structure is Cumulative

Teach syllable type in isolation and then combine with

WILSON Reading System 17

Combine Syllable Types

WILSON Reading System 18

pre dict pro vide ing

WILSON Reading System 19

WILSON Reading System 20

Automatize a New Word

Children vary in amount of practice needed to achieve

WILSON Reading System 21

Words Pseudo Words

WILSON Reading System 22

WILSON Reading System 23

Focus on Instruction for Students with Primary Decoding Deficit

Accuracy & Vocabulary &

WILSON Reading System 24