get ready for learning! tina spencer the college of w & m t/tac vdoe [email protected]

Get ready for learning!

Tina Spencer The College of W & M T/TAC VDOE [email protected]

™™

Ground Rules

• Participate

• Ask questions

• Listen respectfully

• Silence cell phones

PAPERS-PAPERS-PAPERS!

Pretest• Pretest Instructions:

– Locate the Prefix/Suffix Test in your packet.

– Read the instructions (both sets)– Complete all 20 items independently.– When finished, please turn your paper

over and wait for further instructions.

Learning Strategies Curriculum

NAMEDATEThe Unit Organizer

NE

W

UN

IT

SE

LF

-TE

ST

QU

ES

TIO

NS

Expanded Unit Map is about...

9

10

How to learn and use what has been

learnedAcquisition/Reading

Storage/Remembering

Demonstration of CompetenceWord

Identification

Self-Questioning

Visual Imagery

Summarizing & Paraphrasing

First Letter Mnemonics

Paired Associates

LINCs Vocabulary

Fundamentals in Sentence Writing

Proficiency in Sentence Writing

Paragraph Writing

Theme Writing

Error Monitoring

Assignment Completion

Test-Taking Essay Test Taking

through

through

through

Social & Motivational

Community Building

Cooperative Thinking

Possible Selves

through

Self Advocacy

Inference

Learning Strategies Curriculum

Where are we headed today?

Word Identification Strategy

At-A- Glance

At-a GlanceStep 1: Discover the sounds and context

Step 2: Isolate the beginning

Step 3: Separate the ending

Step 4 :Say the stem

Step 5: Examine the stem

Step 6: Check with someone

Step 7: Try the dictionary

DISSECT

IsolateIsolate the the

BeginningBeginning

CongratulationsCongratulations

Congratulations were in order when Ben won the contest.

Separate the

Ending(s)

Discover the Sounds and Context

Say the stemExamine the stem

ADVANCE ORGANIZER

1. Overview of the Strategy2. Tour of the WI Manual and

Student Materials3. Begin Stages of Word

Identification4. Practice Strategy5. Continue Stages of WI Strategy6. Reflection (Activity)7. Post-Organizer & Evaluation

The Word Identification Strategy

The Learning Strategy SeriesAuthorsB. Keith LenzJean B. SchumakerDonald D. DeshlerVictoria L. Beals

2002The University of KansasCenter for Research on LearningLawrence, Kansas

Copy of:

Tina Spencer

W&M T/TAC

Purpose of this Strategy

– To give the student a systematic process through which long words can be attacked.

Copy of:

Tina Spencer

W&M T/TAC

Rationales Behind the Word Identification Strategy Steps

1.The strategy requires the student to actively

interact with the reading material.

2.Through the application of a few rules, the

strategy enables the student to easily dissect

and pronounce most words.

3.The strategy enables the student to make use

of resources for very difficult words.

Word Identification Strategy Results

Performance on Grade-Level Materials

3 Words incorrectly

Pronounced

70%Comprehension

After Mastery

20 Words incorrectly

Pronounced

40%Comprehension

Before Instruction

SELECTING STUDENTS FORWORD ID…

PREREQUISITE SKILLS:1. Reading at or above the 3rd grade level.

2. Knowledge of phonic sounds. 3. Can find a word in the dictionary.

• See page 112: Appendix C: Prerequisite Lessons for ideas

Let’s get organized…..

• The guidebook….

Copy of:

Tina Spencer

W&M T/TAC

The Fundamentals of Paraphrasing and

Summarizing

Jean B. Schumaker

Jim Knight

Donald D. Deshler

Book WalkPut a flag on each of the following pages

• Page 3 Summary of how to teach the Word Identification Strategy

• Page 12 Instructional Methods: Begin the stages• Page 85 Appendix A: Evaluation Guidelines• Page 93 Appendix B: Instructional Materials (cue

cards, stem worksheet, verbal practice checklist, assignment sheet, scoring sheet, progress chart, and management chart)

• Page 112 Appendix C: Prerequisite Lessons (prefix/suffix lessons, prefix/suffix lists, prefix/suffix worksheets)

• Page 132 Appendix D: Answer Keys• Page 136 Appendix E: Suggested Commercially

Available Materials

3. MODEL

1. PRETEST

8.GENERALIZATION

Stages of Instruction

PRACTICE

4. Verbal Practice

5. Controlled Practice

6. Advanced Practice

2. DESCRIBE

7. POST TEST

Guided

Small Group

Independent

Stage 1: Pretest and Make Commitments (p. 12-15)

Time: 25 minutes for pretest, also

5-10 minutes per individual student feedback

Goals:To obtain measures of each student’s skills at identifying

prefixes and suffixes.

To obtain measures each student’s word-decoding skills.

To obtain measures of each student’s comprehension of written material.

To offer a written commitment to each student to facilitate his learning. To obtain a written commitment from each student to learn the strategy.

Stage 1: Pretest and Make Commitments (Pgs 12-18)

• Page 12• 35 minutes for all 3 tests

& 10 minutes per student to give results

• Directions include 3 tests:

1. Prefix/Suffix Test

2. Reading passage test

3. Comprehension questions

• Score & share results– Score Pretest: Pg 133

Mastery 80%

Success Formula: Pg 16

WORD ID

STRATEGY+ EFFORT =

SUCCESS

Teacher Commitment & Partnership

Where to go from here:

• If the student does not correctly identify 80% of the prefixes and suffixes on the Prefix/Suffix Test, give prerequisite instruction on prefixes and suffixes before proceeding to Stage 2:Describe.

• Proceed to the Prefix/Suffix Lessons in Appendix C.

Pg 17

Obtain the Student's Commitment

• Ask the student to set a goal to learn the strategy

• Review goals on the IEP (if needed)

• Give rationales for learning the strategy; "SELL IT”

Pg 17

Student/Teacher Commitments

Mastery Requirements: Pg 17

• Prefix/Suffix Test Score: 80%

• Oral Reading Score: Must pronounce 99% correctly

• Comprehension Score: Must answer 60% correctly

Contro

lled

Practi

ce

Advan

ce

Practi

cePos

ttest

Gener

aliza

tion

Student Name

WORD IDENTIFICATION MANAGEMENT CHART

Descr

ibe

Model

Verbal

Pra

ctic

e

1 2 3 4 5

Maintenance Probes

Gener

aliz

atio

n:

Orienta

tion

Gener

aliz

atio

n:

Activ

atio

n

Controlle

d Pra

ctic

e

Postte

st &

Mak

e

Comm

itmen

ts

Advance

d Pra

ctic

e

Prete

st &

Mak

e

Comm

itmen

ts

Gener

aliz

atio

n:

Adapta

tion

Student Folder Contents

Front cover:

Progress Chart

Assignment Sheet

Back Cover:

Envelope

Eventual Contents: Cue CardsTestsControlled Practice AttemptsAdvanced Practice AttemptsGeneralization Attempts

ActivationAdaptationMaintenance

Plot their Progress

Progress Chart: Student Folder

• Sample Progress Chart: Instructor’s Manual p 90

• Blank Progress Chart: Instructor’s Manual p 109

Word Identification Progress Chart

Student's Name:

Goal Date:Date Completed:

Per

cen

tag

e S

core

100

90

80

70

60

50

40

30

20

10

0Maint. Probes

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5

GOAL-SETTING SECTION

Post-test

Pre-test

Controlled PracticeAttempts

Advanced PracticeAtempts

Key:Percentage of Words CorrectPercentage of Answers Correct

MOR = Mastery Level for Oral Reading = 99%MC = Mastery Level for Comprehension = 60%

Stage 3 Stage 4 Stage 5 Stage 6 Stage 7 Stage 8

MOR

MC

THINK-PAIR-SHARE

1. How many stages are there in most learning strategies?

2. How many specific steps are there in Stage 1: Pretest and make commitments of the WI Strategy?

3. What’s the difference between the Progress Chart and the Management Chart?

3. MODEL

1. PRETEST

8.GENERALIZATION


PRACTICE

4. Verbal Practice



2. DESCRIBE

7. POST TEST

Guided

Small Group

Independent

• Tina: Steps 1-4 (P 20-21)

• Group 1: Step 5 a, b c (P 22-25)

• Group 2: Step 5 d, e (P 25-29)

• Group 3: Step 5 f, g (P 29-31)

• Group 4: Steps 6-9 (P 31-32)

• Group 5 Steps 10-12 (P 32-33)

With your “number” group, become an expert on your section (using corresponding cue cards, if any, while

instructing your group) 15 minutes

Stage 2: Describe (p.19-33)

Allow approximately 45-50 minutes to teach this stage

CUE CARDS

Stage 2: DescribeStep 1- p.20

Give an advance organizer

• State the purpose of lesson

• Define “Dissect”

• State your expectations

Stage 2: DescribeStep 2 – p.20

Discuss rationales for using the Word Identification Strategy

“If you are able to pronounce any word you encounter, you will be more likely to understand and more able to discuss what you read. How will this help you in classes such as English, science, and history?”

Elicit a response

“That’s right! You’ll be better able to answer a teacher’s questions in class, and you’ll be able to get through your reading assignments easily and quickly. You’ll be better able to complete your assignments, and you may even get better grades.”

Stage 2: DescribeStep 3 – p.21

Discuss general characteristics of situations and example situations where the Word Identification Strategy can be used.

• Look at reading materials such as textbooks, newspapers, menus, job applications, and magazines.

Elicit responses

Stage 2: DescribeStep 4 p.21

• Provide information about the results students can expect.

Number of errors

Percentage of comprehensionQuestions correct

Before Mastery

After Mastery

20 3

40% 70%

Stage 2: DescribeSteps 5-12

Jigsaw Activity

• Group 1: Step 5 a, b c (P 22-25)

• Group 2: Step 5 d, e (P 25-29)

• Group 3: Step 5 f, g (P 29-31)

• Group 4: Steps 6-9 (P 31-32)

• Group 5 Steps 10-12 (P 32-33)

With your “number” group, become an expert on your section (using corresponding cue

cards, if any, while instructing your group) 15 minutes

CUE CARDS

Where to go from here:

• Write completion date on Progress Charts

• Write completion date on Management Chart

• Proceed to Stage 3: Model

THINK-PAIR-SHARE

1. Name two stages of the WI Strategy.

2. What does “Discover the sounds and context” mean?

3. How does the word DISSECT help students remember the seven steps of the strategy?

3. MODEL

1. PRETEST

8.GENERALIZATION


PRACTICE

4. Verbal Practice



2. DESCRIBE

7. POST TEST

Guided

Small Group

Independent

Stage 3: Model (p. 34) Allow approximately 30 minutes for the demonstration.

• To demonstrate the WI Strategy while “thinking aloud” so students understand the processes involved

• To involve students to check their understanding

Goals:

Stage 3: ModelWhat To Do?

1. Review the strategy using a rapid-fire method

2. Give an advance organizer• Review previous lesson, state today’s purpose,

define “model”, define “imitate”, explain what the model will show, give expectations

3. Demonstrate the WI Strategy

4. Give the Post-Organizer

Modeling

• Watch as I Model a Passage

• Follow along with Model Passage “Bridging the Gap”

• Watch as I Model At-a-Glance sentence

At-a GlanceStep 1: Discover the sounds and contextStep 2: Isolate the beginningStep 3: Separate the endingStep 4:Say the stemStep 5: Examine the stemStep 6: Check with someoneStep 7: Try the dictionary

DISSECT


BeginningBeginning

CongratulationsCongratulations

Congratulations were in order when Ben won the contest.

Separate the

Ending(s)



If a stem or part of the stem begins with:•A vowel, divide off the first two letters

•A consonant, divide off the first three letters.

Rule 1:

DISSECT


BeginningBeginning clenchclench

Bob tried hard not to clench his fist hard when the dog barked at him.

Separate the

Ending



C lenchC lench

Which rules?Rules 1 and 2

DISSECT


BeginningBeginning requiringrequiring

My teacher is requiring all reports to be typed.

Separate the

Ending



Which rules?Rule 3

Practice

• With a partner practice with the Examine the Stem Worksheet Pg 105(cc #3)

• When complete check answers with Answer Key Pg 133

3. MODEL

1. PRETEST

8.GENERALIZATION


PRACTICE

4. Verbal Practice



2. DESCRIBE

7. POST TEST

Guided

Small Group

Independent

Stage 4: Verbal Practice

Verbal Practice, Verbal elaboration, Verbal Practice, Verbal elaboration, Rapid-FireRapid-Fire

To describe DISSECT, rules of 2’3 & To describe DISSECT, rules of 2’3 & 3’s, verbal elaboration (Pg 42-43)3’s, verbal elaboration (Pg 42-43)

@ 25-50 minutes, can be used @ 25-50 minutes, can be used daily!!!daily!!!

VIP: 100% MasteryVIP: 100% Mastery

Pg 41-46

Word Identification StrategyVerbal Practice Checklist

* Also: Written Quiz

for large class size

Pg 106

3. MODEL

1. PRETEST

8.GENERALIZATION


PRACTICE

4. Verbal Practice



2. DESCRIBE

7. POST TEST

Guided

Small Group

Independent

•

Stage 5: Controlled Practice & Feedback

• Word list of 5-10 words

• 400 word passages w/ 10 comp questions

• @ students reading level

• Practices: guided, small group & guided, small group & independent independent

•5-20 minutes per passage + quiz

•Score test & provide feedback

Pg 47-55

Controlled Practice p.48

Guided Practice Small Group/Paired Practice Independent Practice

*Guided Practice:Example…

I turned to see Vicky standing next to me. I hadn’t seen her since Mr. Dooling dragged me through the hallway to Ms. Spencer’s office. I felt a little embarrassed.

embarrassed

Pg 47

*Guided Practice Score Sheet: Pg

107

Word Identification Partner Sheets

• Reader’s Role: 1. Read the passage aloud.2. When you come to a word you don’t know

how to pronounce, stop and DISSECT.3. Accept your partner’s feedback.

• Coach’s Role: 1. Listen to your partner read.2. Help your partner by asking questions.3. Stop asking questions when your partner

says the word accurately.4. Fill out the checklist accurately.

*Small Group/Paired Practice: p.48

Word Identification FeedbackI like the way you…__Discovered the sounds and context__Isolated the beginning__Separated the ending__Said the stem__Examined the stem__Checked with someone __Tried the dictionaryNext time, you’ll do even better if you try to…__Sound out any word you can’t pronounce __Figure out any word you can’t pronounce by reading the entire sentence (context)__Isolate the beginning of the word using your word beginning list __Separate the ending of the word using your word ending list__Use the Rules of Twos and Threes to help you say the stems__Be polite when checking with someone__Make use of an online dictionary or classroom dictionary if no one can help youSee me if you need help!

Word Identification Feedback Checklist

(Score Sheet Pg 108)

•provides students with the opportunity to practice independently.

•ensures that students apply the strategy with more and more difficult materials.

•provides feedback to students about their use of the Word ID Strategy.

Pg 50-51Independent Practice

Robert Rogers

Name:

Calculating the Score:Total No. Wordsin the Passage

Number ofWords Missed

Total NumberWords Correct

% of Words Correct

Total No. Words CorrectTotal No. Words in the

Passage

INDEPENDENT PRACTICE SCORE SHEET

Date:

Pretest: Posttest: Practice: Maint. Probe:

Words CorrectlyDissected

(minus)

Words Missed Words Missed Words Missed

WORD IDENTIFICATION STRATEGY

Robert Rogers April 4

C #3

cantileversuspensionachievementprehistorictimestombsengineerscantileverdiamondsuspensiontoughgorgesuspensioncomparedcollapse

balancedVerrazanocrumpled

390 15 375

375

39096%

Page 89

Mastery Requirements:

• Word ID Score: Must pronounce 99% correctly

• Comprehension Score: Must answer 60% correctly

• Fluency: must read using strategy w/out long pauses, false starts & disfluencies

Pg 54

Providing Corrective Feedback

1. Positive

At least 3 positive remarks are madeOr “3 glows and a grow”

2. Corrective• Specify a category of errors• Specify what the student should do• Provide a model• Have the student practice• Have the student paraphrase the

feedback HINT: Providing Corrective Feedback cuts

down 50% practice time . (Kline)

Scoring Practice• Divide into groups of 3• Follow directions on envelope & practice

scoring• Mark score sheets and compare scores• Ask if you have questions• When completed, go to next envelope &

rotate as “students” and “teachers” roles

3. MODEL

1. PRETEST

8.GENERALIZATION


PRACTICE

4. Verbal Practice



2. DESCRIBE

7. POST TEST

Guided

Small Group

Independent

Stage 6: Advanced Practice & Feedback

• Goal: To ensure students use the Word ID strategy on materials above their grade level

• 400 word passages w/ 10 comp questionsabove students reading level

• 5-20 minutes per passage + quiz

• Use Independent Score Sheet Pg 101

• Score test & provide feedback

Pg 56-59

3. MODEL

1. PRETEST

8.GENERALIZATION


PRACTICE

4. Verbal Practice



2. DESCRIBE

7. POST TEST

Guided

Small Group

Independent

Stage 7: Posttest & Make Commitment to Generalize Pg 60-63

• 400 word passages @ students grade level w/ 10 comprehension questions

•Score test & provide feedback

•@25 min /test & 5 min feedback

3. MODEL

1. PRETEST

8.GENERALIZATION


PRACTICE

4. Verbal Practice



2. DESCRIBE

7. POST TEST

Guided

Small Group

Independent

Stage 8: GeneralizationPg 64-65

• In summary, without Stage 8, you really haven't achieved mastery of Stages 1-7.

• Because low-achieving students do not independently generalize skills and strategies, instructors must plan generalization activities so capable students can reach the independent learner level.

Generalization Stage: 4 Phases

Activity

1. Pair off

2. Read, summarize the goals and be ready to

share!

Orientation: Pg 64

Activation: Pg 70

Adaptation: Pg 75

Maintenance: Pg 80

┘ ┴ ┴ ┴ ┴ └

DISSECT Discover the sounds and context Isolate the beginning Separate the ending Say the stem Examine the stem Check with someone Try the dictionary





┐ ┬ ┬ ┬ ┬ ┌

FRONT

THINK-PAIR-SHARE

1. Which stages involve student practice sessions?

2. What are the four phases of the generalization stage?

3. Partner A: Name the first four stages

Partner B: Name the last four stages

Important to Remember…

• You are the EXPERT!

• Teach with FIDELITY!

• COLLABORATION is key!

• Follow MASTERY REQUIREMENTS!

Resources

• Jamestown Readers

• www.dictionary.com• www.spellingbee.com/pre_suf_comb.pdf

http://www.dictionary.com/

“Reading is to the mind

what exercise is to the body.”Richard Steele

get ready for learning! tina spencer the college of w & m t/tac vdoe [email protected]

Documents

stem slide

deshler slide

glance slide

dictionary slide

practice strategy

word id strategy

tina spencer wm ttac

stages of word identification