error monitoring strategy presented to the secondary literacy council by dr. jean c. faieta tac...

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University of Kansas Center for Research on Learning 2006

Error Monitoring Strategy

Error Monitoring Strategy

Presented to the Secondary Literacy Council by Dr. Jean C. Faieta TAC Consultant

Intermediate Unit #5

April 6, 2011

The Error Monitoring Strategy

The Learning Strategy Series

2006The University of KansasCenter for Research on LearningLawrence, Kansas

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University of Kansas Center for Research on Learning 2006

Pertinent Setting Demands• Students must hand in relatively error-free written

products to their teachers.– paragraphs– book reports– themes/research papers– answers to chapter questions– essay answers on tests

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University of Kansas Center for Research on Learning 2006

Purpose of the Strategy• To teach students to detect and correct the

majority of errors in their writing.• To teach students to be aware of the appearance

of their completed products.

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University of Kansas Center for Research on Learning 2006

Steps of the Strategy• Require students to:

– integrate the Sentence Writing Strategy (and the Paragraph Writing Strategy) with a strategy for detecting and correcting four types of mechanical errors:

• Capitalization• Overall Appearance• Punctuation• Spelling

– utilize resources to aid in this process– make a rough draft and a final draft of their work– reread the final draft as a final check

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Rationales Behind the Error Monitoring Strategy

• Students often have no awareness of the appearance of their products. Instruction in this strategy makes them aware of the appearance and the impression it makes on others.

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University of Kansas Center for Research on Learning 2006

Rationales Behind the Error Monitoring Strategy

• Students often do not check their work. This is one behavior that characterizes low achievers. Instruction in this strategy makes them focus on the importance of checking work.

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University of Kansas Center for Research on Learning 2006

Rationales Behind the Error Monitoring Strategy

• Student often do not know how to check their work. The Error Monitoring Strategy gives them a simple approach to the checking task.

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Error Monitoring Results

First Draft Final Draft

Pretest

Posttest

1 error inevery 5 words

1 error inevery 4 words

1 error inevery 3 words

1 error inevery 33 words

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University of Kansas Center for Research on Learning 2006

Learning Strategies Curriculum

Acquisition

– Word Identification

– Paraphrasing

– Self-Questioning

– Visual Imagery

– Interpreting Visual Aids

– Multipass

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University of Kansas Center for Research on Learning 2006

Learning Strategies Curriculum

Storage

– First-Letter Mnemonic

– Paired Associates

– Listening and Notetaking

– LINCS

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University of Kansas Center for Research on Learning 2006

Learning Strategies Curriculum

Expression and Demonstration of Competence

– Sentences

– Paragraphs

– Error Monitoring

– Themes

– Assignment Completion

– Test Taking

– InSPECT

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University of Kansas Center for Research on Learning 2006

Go to Another Strategy

Go to AnotherStrategy

YES

NO

Pretest & Make CommitmentsStage 1:

Stage 2:

Stage 3:

Stage 4:

Stage 5:

Stage 6:

Stage 7:

Stage 8:

Describe

Model

Verbal Practice

Controlled Practice

Advanced Practice

Posttest & Make Commitments

NO

YES

Mastery?

NO

YES

NO

YES

GeneralizationOrientationActivationAdaptation

Maintenance

NO

YES

NO

YES

Mastery?

Mastery?

Mastery?

Mastery?

Mastery?

INSTRUCTIONAL SEQUENCE

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University of Kansas Center for Research on Learning 2006

Selecting Students for the Error Monitoring Strategy

1. Students must be able to spell a majority of words.

2. Students must have mastered at least simple and compound sentences (Parts I & II of the Sentence Writing Strategy) and preferably all four sentence types.

3. Students must know how to find the correct spelling of words in the dictionary.

4. Students must read at the fourth-grade level or above.

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Error Monitoring StrategyInstructor's Manual Contents

Introduction

Instructional Steps

Appendix A: Evaluation Guidelines

Appendix B: Instructional Materials

Appendix C: Controlled Practice Lessons

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University of Kansas Center for Research on Learning 2006

Error Monitoring StrategyInstructor's Manual Contents

Instructional Steps– Pretest & obtain commitment to learn– Describe– Model– Verbal rehearsal– Controlled practice and feedback– Grade - Appropriate practice and feedback– Posttest & obtain commitment to generalize– Generalization

• Phase 1:Orientation• Phase 2:Activation• Phase 3:Maintenance

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Error Monitoring Strategy Student Folder Contents

Front Cover:

– Error Monitoring Progress Chart– Controlled Practice Progress Chart

Back Cover:

– Envelope– Formula Card– Sentence Checklist– Paragraph Checklist

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University of Kansas Center for Research on Learning 2006

Error Monitoring Strategy Student Folder Contents

Eventual Contents:

– Cue Cards

– Tests

– Controlled Practice Attempts

– Grade Appropriate Practice Attempts

– Generalization Attempts• Activation

• Maintenance

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Error Monitoring StrategyTopic List

• Where I'd like to be

• What I want to be

• Who I want to be

• How I want to live

• Where I Want to Live

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The Most CommonMistakes in Writing

Capitalization

Overall Appearance

Punctuation

Spelling

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Proper Nouns

John, Susan, Tom, Bill, Kathy, Peggy

New York City

Sears

Proper Noun

The name that belongs to one person, place, thing, or a special group of persons or things.

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University of Kansas Center for Research on Learning 2006

Common Nouns

teenagers

city

store

Common Noun

Any other noun representing a person, place, thing, quality, or idea.

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Capitalization Questions

1. Have I capitalized the first word of the sentence?

2. Have I capitalized all of the proper nouns in the sentence?

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University of Kansas Center for Research on Learning 2006

Overall Appearance Questions

1. Is my handwriting easy to read, on the line, and not crowded?

2. Are my words and sentences spaced right?

3. Did I indent and write close to the margins?

4. Are there any messy errors?

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University of Kansas Center for Research on Learning 2006

Punctuation Questions

1. Did I use the right punctuation mark at the end of

each sentence? (period, question mark,

exclamation point)

2. Did I use commas and semicolons where

necessary? (compound, complex, compound-

complex sentences, items in a series)

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University of Kansas Center for Research on Learning 2006

Spelling Questions

1. Does it look right?

2. Can I sound it out?

3. Have I used the dictionary?

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University of Kansas Center for Research on Learning 2006

Steps for Error Monitoring

• Write on every other line using "PENS"

• Read the paper for meaning

• Interrogate yourself using the "COPS" questions

• Take the paper to someone for help

• Execute a final copy

• Reread your paper

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University of Kansas Center for Research on Learning 2006

The "COPS" Questions

1. Have I capitalized the first word and proper nouns?

2. Have I made any handwriting, margin, messy, or spacing

errors?

3. Have I used end punctuation, commas, and semicolons

correctly?

4. Do the words look like they're spelled right, can I sound

them out, or should I use the dictionary?

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Student's Name

Attempts

Steps 1 2 3 4 5 6

Write on every other line using PENSRead for meaningInterrogate yourself using the COPS questionsTake the paper to someoneExecute a final copyReread your paper

TotalPercentage Correct % % % % % %

Date

COPS Questions

Capitalize first wordCapitalize proper nounsHandwriting errorsSpacing errorsMargin errorsMessy errorsCommas & semicolonsLook rightSound it outUse dictionary

TotalPercentage Correct % % % % % %

Date

ERROR MONITORINGVERBAL REHEARSAL CHECKLIST

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Name:

Controlled Practice

Date Lesson No. Date Lesson No.

Grade-appropriate Practice

Date Topic/Assignment

Error Monitoring StrategyAssignment Sheet

(Steps 5 & 6)

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University of Kansas Center for Research on Learning 2006

CONTROLLED PRACTICE SCORE SHEET

Error Detection:

Nonerrors

Errors not detected

Percentage of = errors detected

Error Correction:

Percentage of = errors corrected

Student's Name:

Lesson No.:

Nonerrors

Errors not corrected

Total Errors

Mastery = No more than 1nonerror in each category

Mastery = 90% or above

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X 10020 20

= %=

Total Errors

Mastery = No more than 1nonerror in each category

Mastery = 90% or above

20

X 10020 20

= %=

C O P S

C O P S

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University of Kansas Center for Research on Learning 2006

100

90

80

70

60

50

40

30

20

10

0

Name:

Error Monitoring ControlledPractice Progress Chart

A B C D E F G H

Practice Attempts

- Percentage of errors detected- Percentage of errors corrected- MasteryM

Per

cen

t o

f E

rro

rs

M

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University of Kansas Center for Research on Learning 2006

Name:

Sentence Structure Errors

Paragraph Errors

Capitalization Errors

Overall Appearances Errors

Punctuation Errors

Spelling Errors

Other Errors

Error Monitoring StrategyIndividual Analysis

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University of Kansas Center for Research on Learning 2006

Practice Sample

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University of Kansas Center for Research on Learning 2006

Student's Name:

Date:

Pretest: Practice: Posttest:

Activation: Maintenance:

Error Monitoring Score Sheet

Writing Errors

Sentence

Paragraph

Capitalization

Punctuation

Spelling

Other

Line Number CategoryTotals

Total ErrorsCalculation the Score:

Total Number of Errors

Total Number of WordsErrors Per Word

Mastery - less than .05 errors per word

OverallAppearance

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

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University of Kansas Center for Research on Learning 2006

Name:

Activation Assignments Place to be Date Topic/Assignment completed

Maintenance Assignments Place to be Date Topic/Assignment completed

Error Monitoring StrategyAssignment Sheet

(Step 8)

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University of Kansas Center for Research on Learning 2006

ERROR MONITORING STRATEGY MANAGEMENT CHART

Student Names Maintenance Probes

Prete

stDes

crib

e

Model

Verbal

Pract

ice

Controlle

d

Pract

ice

Gra

de-A

ppro

p.

Pract

ice

Postte

stG

ener

aliz

atio

n

Orie

ntatio

nGen

eral

izat

ion

Activ

atio

n

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University of Kansas Center for Research on Learning 2006

Error Monitoring StrategyStrategic Instruction Model Training

Purpose: To explain, model, and practice the Error Monitoring Strategy.

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University of Kansas Center for Research on Learning 2006

Error Monitoring StrategyStrategic Instruction Model Training

Objectives: Following this session, you will be able to:

1. Explain the Error Monitoring Strategy.

2. State rationales for teaching the Error Monitoring Strategy to learning disabled and low-achieving students.

3. Describe and model the Error Monitoring Strategy.

4. Score student pretests, practice attempts, and posttests.

5. Implement the Error Monitoring Strategy.

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University of Kansas Center for Research on Learning 2006

Error Monitoring StrategyStrategic Instruction Model Training

Outline:

Advance organizer

I. Error Monitoring strategy overview

II. Materials and organization

III. Step-by-step run through the Error Monitoring Strategy

A. Role play practice

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University of Kansas Center for Research on Learning 2006

Error Monitoring StrategyStrategic Instruction Model Training

Outline:

IV. Scoring practice

V. Incorporation into IEPs

VI. Problem solving

VII. Planning for implementation

Post organizer

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University of Kansas Center for Research on Learning 2006

Sample Paragraph 4

Everyone's room reflects there personality. As you come into my room there are team pennates around all four walls. I have two beds and in the center is a night stand. On the left wall by my bed is a tall book shelf and farther on down is a stereo cabnent. Oposite the bed is a big clothes chest wit a big mirror comeing up from the center. Right near the door way is a desk, and left of the desk is a walk in claset. My room is very sporty and also a typical teenage room.