Getting Started with Megawords

Overview Resources:

Megawords Pacing Guide:

Helpful Hints
30 Minutes, 3 Days a Week
30 Minutes, 5 Days a Week
60 Minutes, 3 Days a Week
60 Minutes, 5 Days a Week

Helpful Hints:

Quality over Quantity!
Always consider the differentiation boxes
- They contain multisensory supports that are age-appropriate and highly engaging with older students
The comprehension for the controlled passage can be used as a teacher led activity instead of just as an assessment
- Part 5 could be used as the primary assessment and then step 6 could be used as a fluency/comprehension teaching tool
Instructional delivery pacing should always consider student performance during lessons and assessment results (using program data and other district provided data tools)
- Mastery can be reduced to 80% based on teacher discretion

30 Minutes, 3 Days a Week

Day	Focus	Breakdown	Overarching Focus of Activities
Day 1: Steps 1 & 2	Step 1: Work with One-Syllable Words and Word Parts & Step 2: Work with Combined Word Parts	•10-15 mins: Step 1 (See-Say; Hear-Write) •15-20 mins: Step 2 (Identify and combine word parts; Isolate and spell parts)	-Reading and Spelling syllables or one-syllable words -Identifying syllables or spelling patterns within a word -Matching syllables to make words -Completing words with common spelling patterns
Day 2: Steps 3 & 4	Step 3: Work with the Whole Word & Step 4: Work with Words in Context	•15 mins: Step 3 (Divide into syllables; Spell parts in sequence) •15 mins: Step 4 (Complete sentences and read them for meaning; Spell words in sentences)	-Dividing words into syllables -Identifying accented syllables -Sorting words by spelling pattern or pronunciation -Completing cloze sentences -Working with Latin and Greek roots -Applying knowledge of word meaning -Recognizing and understanding parts of speech
Day 3: Steps 5 & 6	Step 5: Monitor Progress to Increase Reading and Spelling Accuracy & Step 6: Monitor Progress to Build Reading Proficiency	•15 mins: Step 5 (Reading and Spelling words in isolation) •15 mins: Step 6 (Fluency Reading Assessment; Comprehension Assessment)	-Read selected words with 90% accuracy -Spell Selected words with 90% accuracy -Read list words with speed and accuracy -Read list words in connected text to build comprehension and fluency -Use correctly-spelled list words in writing

30 Minutes, 5 Days a Week

Day	Focus	Breakdown	Overarching Focus of Activities
Day 1: Steps 1 & 2	Step 1: Work with One-Syllable Words and Word Parts & Step 2: Work with Combined Word Parts	•10-15 mins: Step 1 (See-Say; Hear-Write) •15-20 mins: Step 2 (Identify and combine word parts; Isolate and spell parts)	-Reading and Spelling syllables or one-syllable words -Identifying syllables or spelling patterns within a word -Matching syllables to make words -Completing words with common spelling patterns
Day 2: Step 3	Step 3: Work with the Whole Word &	•30 mins: Step 3 (Divide into syllables; Spell parts in sequence)	-Dividing words into syllables -Identifying accented syllables -Sorting words by spelling pattern or pronunciation
Day 3: Step 4	Step 4: Work with Words in Context	•30 mins: Step 4 (Complete sentences and read them for meaning; Spell words in sentences)	-Completing cloze sentences -Working with Latin and Greek roots -Applying knowledge of word meaning -Recognizing and understanding parts of speech
Day 4: Review and Reteach	Practice reading through list words Additional Teaching Support	•15 mins: Partner reading through list words and/or controlled text •15 mins: Reteaching/Additional Support	-Students take turns timing themselves reading to a partner, building fluent reading of the list words -Teacher reteaches any necessary steps and/or uses the differentiation strategies in the script
Day 5: Steps 5 & 6	Step 5: Monitor Progress to Increase Reading and Spelling Accuracy & Step 6: Monitor Progress to Build Reading Proficiency	•15 mins: Step 5 (Reading and Spelling words in isolation) •15 mins: Step 6 (Fluency Reading Assessment; Comprehension Assessment)	-Read selected words with 90% accuracy -Spell Selected words with 90% accuracy -Read list words with speed and accuracy -Read list words in connected text to build comprehension and fluency -Use correctly-spelled list words in writing

60 Minutes, 3 Days a Week

Day	Focus	Breakdown	Overarching Focus of Activities
Day 1: Steps 1 - 3	Step 1: Work with One-Syllable Words and Word Parts & Step 2: Work with Combined Word Parts & Step 3: Work with the Whole Word	•20 mins: Step 1 (See-Say; Hear-Write) •20 mins: Step 2 (Identify and combine word parts; Isolate and spell parts) •20 mins: Step 3 (Divide into syllables; Spell parts in sequence)	-Reading and Spelling syllables or one-syllable words -Identifying syllables or spelling patterns within a word -Matching syllables to make words -Completing words with common spelling patterns -Dividing words into syllables -Identifying accented syllables -Sorting words by spelling pattern or pronunciation
Day 2: Step 4 and Reteaching	Step 4: Work with Words in Context Additional Teaching Support	•30 mins: Step 4 (Complete sentences and read them for meaning; Spell words in sentences) •30 mins: Reteaching/ Additional Support (List word reading; differentiation activities from the script)	-Completing cloze sentences -Working with Latin and Greek roots -Applying knowledge of word meaning -Recognizing and understanding parts of speech -Students take turns timing themselves reading to a partner, building fluent reading of the list words -Teacher reteaches any necessary steps and/or uses the differentiation strategies in the script
Day 3: Steps 5 & 6	Step 5: Monitor Progress to Increase Reading and Spelling Accuracy & Step 6: Monitor Progress to Build Reading Proficiency	•30 mins: Step 5 (Reading and Spelling words in isolation) •30 mins: Step 6 (Fluency Reading Assessment; Comprehension Assessment)	-Read selected words with 90% accuracy -Spell Selected words with 90% accuracy -Read list words with speed and accuracy -Read list words in connected text to build comprehension and fluency -Use correctly-spelled list words in writing -If finished early: reteaching and fluency/comprehension support can be added in

60 Minutes, 5 Days a Week

Day	Focus	Breakdown	Overarching Focus of Activities
Day 1: Steps 1 - 3	Step 1: Work with One-Syllable Words and Word Parts & Step 2: Work with Combined Word Parts & Step 3: Work with the Whole Word	•20 mins: Step 1 (See-Say; Hear-Write) •20 mins: Step 2 (Identify and combine word parts; Isolate and spell parts) •20 mins: Step 3 (Divide into syllables; Spell parts in sequence)	-Reading and Spelling syllables or one-syllable words -Identifying syllables or spelling patterns within a word -Matching syllables to make words -Completing words with common spelling patterns -Dividing words into syllables -Identifying accented syllables -Sorting words by spelling pattern or pronunciation
Day 2: Step 4 and Reteaching	Step 4: Work with Words in Context Additional Teaching Support	•30 mins: Step 4 (Complete sentences and read them for meaning; Spell words in sentences) •30 mins: Reteaching/ Additional Support (List word reading; differentiation activities from the script)	-Completing cloze sentences -Working with Latin and Greek roots -Applying knowledge of word meaning -Recognizing and understanding parts of speech -Students take turns timing themselves reading to a partner, building fluent reading of the list words -Teacher reteaches any necessary steps and/or uses the differentiation strategies in the script
Day 3: Steps 5 & 6	Step 5: Monitor Progress to Increase Reading and Spelling Accuracy & Step 6: Monitor Progress to Build Reading Proficiency	•30 mins: Step 5 (Reading and Spelling words in isolation) •30 mins: Step 6 (Fluency Reading Assessment; Comprehension Assessment)	-Read selected words with 90% accuracy -Spell Selected words with 90% accuracy -Read list words with speed and accuracy -Read list words in connected text to build comprehension and fluency -Use correctly-spelled list words in writing -If finished early: reteaching and fluency/comprehension support can be added in

Day

Focus

Breakdown

Overarching Focus of Activities

Day 4: Steps 1 – 3

OF NEXT LIST IN THE SCOPE AND SEQUENCE

Step 1: Work with One-Syllable Words and Word Parts &

Step 2: Work with Combined Word Parts &

Step 3: Work with the Whole Word

•20 mins: Step 1
(See-Say; Hear-Write)

•20 mins: Step 2
(Identify and combine word parts; Isolate and spell parts)

•20 mins: Step 3
(Divide into syllables; Spell parts in sequence)

-Reading and Spelling syllables or one-syllable words
-Identifying syllables or spelling patterns within a word
-Matching syllables to make words
-Completing words with common spelling patterns
-Dividing words into syllables
-Identifying accented syllables
-Sorting words by spelling pattern or pronunciation

Day 5: Step 4 and Reteaching

OF NEXT LIST IN THE SCOPE AND SEQUENCE

Step 4: Work with Words in Context

Additional Teaching Support

•30 mins: Step 4
(Complete sentences and read them for meaning; Spell words in sentences)

•30 mins: Reteaching/
Additional Support
(List word reading; differentiation activities from the script)

-Completing cloze sentences
-Working with Latin and Greek roots
-Applying knowledge of word meaning
-Recognizing and understanding parts of speech
-Students take turns timing themselves reading to a partner, building fluent reading of the list words
-Teacher reteaches any necessary steps and/or uses the differentiation strategies in the script