names: oriane lilley using the starr strategy to decode

Names: Oriane Lilley

DOCUMENT 1: STRATEGY

Directions: Below, the candidate will submit a description of the strategy including: (a) its

logical sequence of steps and (b) a device for recalling the steps (e.g., mnemonic, foldable). This

device may be submitted as an attachment.

Using the STARR strategy to decode multisyllable words:

Square

Draw a square around the prefixes and suffixes that you know

Triangle

Draw a triangle around the remaining vowels and vowel teams

Arrow

Draw an arrow below the vowel chunks

Read the parts

Read the chunks that are in the squares and arrows

Read the whole word

Put all of the chunks together and read the whole word!

DOCUMENT 2: LESSON PLAN FORM FOR EXPLICITLY TEACHING STRATEGY

FOR READING MULTISYLLABLE WORDS

Directions: Complete the highlighted sections. Below, the candidate will submit a lesson plan for

explicitly teaching the strategy to struggling learners. This lesson alone is not enough to learn to

read multi-syllable words. It is a start toward that goal. As part of this lesson, you must “script”

how you would describe and model the strategy to your students.

CUE

(Open/Anticipatory Set)

A) Preview: Script what you would say to open the lesson with students.

Today we are going to spend all of our language arts time learning a strategy that will make it

easier to read big words. It’s called the STARR strategy and it’s going to help you to become a star reader! We’re going to look at some things that we already know and use those parts to build

big words that we can read using our new STARR strategy. Sometimes you will be reading,

sometimes you will be writing, but remember to always be listening!

B) Review:

Let’s begin by reviewing some common vowels, vowel teams, prefixes, and suffixes you already

know.

Known Prefixes and Suffixes

-tion -ness in-

Known Vowels and Vowel Teams

er a_e e_e i_e

Let’s review more by reading these vowels and vowel teams in Word Parts.

Remember, we need to underline the Vowel Teams before reading them aloud.

Words Parts/Non-Sense Words

Ale Eke Ipe Ite Ine

Er Epe Ase Fer Ner

Ake Efe Ide Ane Ver

Let’s review more by reading these vowel and vowel teams in Whole, Single-Syllable Words.

Remember, we need to underline the Vowel Teams before reading them aloud.

Single-Syllable Words

Gate Fine Theme Her Take

Dice Scene Germ State Vine

Steve Perk

DO

C) Describe & Model Strategy Steps: Provide a detailed script of how you would both describe

and model the strategy with your 4 struggling learners. Remember, modeling the strategy with

just 1 word is not enough for struggling learners.

Sometimes words are really long and it’s hard to read them. I’m going to show you a strategy that I use to break apart really long words into smaller and easier chunks. It’s called the STARR strategy. (write the word STARR on the board) (write the word invisible on the white board)Wow

this word is really long and it’s hard for me to read! The first letter in our strategy is S. The S

means that we’re going to draw a square around the parts that we know. Look, I see two parts that I know, we were just talking about one of them. I see “i-n” and I know that it says “in”. And

I see “a-b-l-e” and I know that it says “able”. I’m going to draw a square around those two chunks. The next letter is T. The T stands for triangle. We’re going to draw a triangle around the

vowels and vowel teams that are left, but only the vowels and vowel teams that are not in the

squares! There’s only one vowel and it’s an “i” so I’m going to draw a triangle around it. The

next letter is A. The A means that we’re going to draw an arrow below the vowel chunks. Since

we only have one triangle or one vowel we’re only going to draw one arrow. I’m going to make my arrow from the v over to the s. Now all of the letters in this word are in a chunk. The next

letter is R. The R stands for read the chunks. My chunks say in-vis-able. The last R stands for

read the whole word by putting the chunks together. In-vis-able, invisible!

Now we’re going to try this word together. (write the word happiness on the board) Go through

the same process as above, but call on students to provide answers. Verify the answers with the

other students and have all students say the sounds together aloud.

You guys have done an amazing job! We’re going to do one more together. Repeat the same

process as above with the word indirect. Allow students to draw the squares, triangles, and

arrows.

I think that you’re ready to try it on your own! (infection) If you get stuck you can ask myself or a

friend for help. Make sure you’re going through each step and drawing on your words and saying

the chunks out loud, I know you can do it!

Verbal Practice w/ Feedback:

Let’s practice each step of this strategy with the following words. You might already know some of these words. Still, let’s do each one together step-by-step.

Multi-syllable Words:

traction instruction adoption federation

bashfulness dizziness laziness perkiness

incomplete incline insulate intercept

REVIEW

(Closure)

D) Review Knowledge: Script the questions you might ask at the end of the lesson to determine

if you have effectively taught your students the new strategy.

What are the steps of the STARR strategy? What does each letter mean? What do we do in each

step? When would we use this strategy? Where would we use this strategy?

E) Review Skill: Provide some additional words you might have students practice reading using

the new strategy.

Review Multi-syllable Words

Intensify Explanation Hibernation Loneliness

DOCUMENT 3: ASSESSMENT OF STRATEGY

Directions: Below, the candidate will submit two assessments. The first assessment must be a

document used by the teacher to record each student’s recall and understanding of each step of the strategy. The second assessment must be a document used by the teacher to record student’s ability to apply the strategy correctly with multi-syllable words.

ASSESSMENT I

Each student will be given a foldable with only the letters STARR on it and the word invisible

written inside. They will write in each step of the strategy and use it to decode the word inside.

For each step up to 2 points may be given, one for strategy step and one for the correct

application. A student is considered proficient when they have received 8 or more points. Partial

credit may be given when necessary.

Student Square Triangle Arrow Read Read Total

Student A 2 1 2 2 2 9

Student B 0 2 2 1 2 7

Etc.

ASSESSMENT II

The teacher will observe the child using the STARR method to read the words imagination and

ugliness. A check is placed in each box for each step completed as well as a box to show if they

were able to read the word correctly. Each piece is worth one point for a total of 6 points. A

student is considered proficient when they receive 5 or more points. Partial credit may be given

when necessary.

Student Square Triangle Arrow Read Read Pronounce Total

Student A:

imagination

√ √ √ √ 4

Student A:

ugliness

√ √ √ √ √ √ 6

Student B:

imagination

√ √ 2

Etc.

Name: Oriane Lilley Date: 8/7/15

Move-It Lesson Plan

Sound Unit(s) Targeted – 5 phoneme 1 syllable words

Manipulation Targeted – segmenting

Words Scaffold #1*

(Check Which 1 Used)

Scaffold #2* Scaffold #3*

1. Trust I Do, We Do, You Do

We Do, You Do

You Do

Move-it board Repeated modeling

2. Crisp I Do, We Do, You Do

We Do, You Do

You Do

Move-it board

3. Ground I Do, We Do, You Do

We Do, You Do

You Do

Move-it board

4. Blast I Do, We Do, You Do

We Do, You Do

You Do

Move-it board

5. Plant I Do, We Do, You Do

We Do, You Do

You Do

Move-it board

6. Snacks I Do, We Do, You Do

We Do, You Do

You Do

Rationale for Word Selection and Order: Words were placed in order based on the number of stop

sounds in the word. The words at the beginning have more stop sounds than the words at the end. The

more stop sounds that are present in a word, the easier it is segment.


Fix-It Lesson Plan

Sound Unit(s) Targeted – 4 phoneme 1 syllable words

Manipulation Targeted – blending

Words Scaffold #1* Scaffold #2*

(Check if Used) Scaffold #3*

(Check if Used)

1. Fins Modeling Shorten latency b/w

sounds

Provide topical clue

2. Frog Shorten latency b/w

sounds


3. Bend Shorten latency b/w

sounds


4. Clap Shorten latency b/w

sounds


5. Cats Shorten latency b/w

sounds


6. Bags Shorten latency b/w

sounds


Rationale for Word Selection and Order: Words are arranged from easiest to hardest. The easier

words have more continuous sounds than the harder words.

Oriane Lilley 8/7/15

CUE

A) Preview

Task: Script how you would open the lesson with students.

Good morning! We are going to spend the whole language arts period doing some word work. We’re going to look at some things that we already know and )’m going

to teach you something new about vowels. This new vowel pattern is going to help you to be a better reader. We’re going to read some made up silly words with this new vowel pattern and we’re going to read some real words that have this vowel pattern. We’re also going to practice sorting the words and spelling the words that

have our new vowel pattern in it.

B) Review Known Phonics Patterns (We do it!; You do it!)

Task: List small number of recently taught patterns.

Known Phonics Patterns

ph fl pl st

DO

+Describe & Model New Phonics Patterns (I do it!; We do it!; You do it!)

Task: List the 2-3 new phonic patters you will teach.

New Phonics Patterns

a_e i_e o_e

C) Guided/Controlled Practice with Feedback (We do it!; You do it!)

Task: Combine the new and the known phonic patterns from above and

practice reading them with students again.

Known Phonics Patterns & New Phonics Patterns

a_e ph o_e ike ph

fl ite ph ph a_e

ph pl a_e pl st

o_e st ph ipe ote

D) More Guided/Controlled Practice with Feedback (We do it!; You do it!)

Task: Build some 1-syllable, non-sense words using the new and the known

phonic patterns from above and practice reading them with students.

Kommentar [JF1]:

STEP 3

Have a set of patterns here known to

the students. Include known vowels,

vowel teams, consonants, consonant

blends, and consonant digraphs.

Items you include here should be

found in the Single Syllable Words

you have already selected for use

later in the lesson.

Kommentar [OL2]:

Kommentar [JF3]:

STEP 1

What does the student need to

learn? Add those patterns here. I

have selected some for you for this

activity.

Kommentar [JF4]: STEP 4

Here you will simply co-mingle the

new phonics patterns with the old

patterns. Be sure to have the new

patterns appear 2-3 times.

You are not sharing words yet. Just

focus on the new patterns.

Word Parts/Non Sense Words

Cate Grake Plape Phite Flote

Stice Ote Stape Blome Plike

Kote Tipe Oke Ame Ile

Flate Obe Phoke Plive Stase

E) Even More Guided/Controlled Practice with Feedback (We do it!; You do it!)

Task: Build some 1-syllable, real words using the new phonic patterns from

above. To help build words, use other phonic patterns you are confident

students already know. Read these words with students.

Single Syllable Words

State Kite Vine Take Poke

Tone Time Pike Flake Plate

Lime Dome Phone Dice Blame

Like Date Fate Tote Note

G) Guided/Controlled Practice (We do it!; You do it!)

Task: Prepare a Sort-Read-Spell Activity using the SORT-READ-SPELL TABLE

SORT-READ-SPELL TABLE

Tape Tribe Hose

Shame Life Tote

Made Kite Poke

Trace Like Cone

Flake Dice Dome

Date Lime Poke

Plate Pike Tone

State Vine Note

REVIEW

H) Review knowledge/skills taught.

Kommentar [JF5]:

Step 5

Make the task one step harder now.

Create made-up words using the

new phonic patterns 2-3 times each.

Add known patterns to these new

patterns to create these made-up

words.

Kommentar [JF6]:

STEP 2

What words do you want the

student to be able to read at the end

of the lesson? These need to contain

the new phonic patterns you are

targeting.

Kommentar [JF7]:

LAST STEP

Use real words practiced above and

include some new words that

contain the new phonic patterns.

Adding these new words will stretch

the students.

Task: List questions you would ask to review specific skills taught today.

What do these letters say when they’re together? write ph, fl, pl, st, on the board)

Call on a few individual students to answer and then have everyone repeat the

answer together. Repeat this process for all questions. What do these letters say when they’re together? write a_e, i_e, o_e on the board

How do you know that they say that? What are some made up words that have those

sounds in them? What are some real words that have those sounds in them?


Move-It Lesson Plan

Sound Unit(s) Targeted – 3 and 4 phoneme 1 syllable

Manipulation Targeted – Segmenting

Words Scaffold #1*

(Check Which 1 Used)

Scaffold #2* Scaffold #3*

1. Bike I Do, We Do, You Do

We Do, You Do

You Do

Move-it board Modeling

2. Horse I Do, We Do, You Do

We Do, You Do

You Do

Move-it board

3. Fish I Do, We Do, You Do

We Do, You Do

You Do

4. Crab I Do, We Do, You Do

We Do, You Do

You Do

Move-it board

5. Sport I Do, We Do, You Do

We Do, You Do

You Do

6. Swim I Do, We Do, You Do

We Do, You Do

You Do

Rationale for Word Selection and Order: Words order was determined by the number of phonemes

and the number of stop sounds. Words with 3 phonemes are first, then 4 phonemes. Words with more

stop sounds are first and words with less stop sounds are second.

*Scaffolds might include: pictures of words, manipulatives, El Konin Boxes, stop sounds etc…


Fix-It Lesson Plan

Sound Unit(s) Targeted – Syllable, onset and rime, phonemes

Manipulation Targeted – Blending

Words Scaffold #1* Scaffold #2*

(Check if Used) Scaffold #3*

(Check if Used)

1. Cabin (syll.) Modeling Shorten latency b/w

sounds


2. Coconut (syll.) Shorten latency b/w

sounds


3. Pop (O+R) Shorten latency b/w

sounds


4. Fish (O+R) Shorten latency b/w

sounds


5. Mat (ph) Modeling Shorten latency b/w

sounds


6. Lips (ph) Shorten latency b/w

sounds


Rationale for Word Selection and Order: Words are arranged from hardest to easiest starting with

breaking the words into syllables, onset and rime, and finally phonemes. Words broken into phonemes

have mostly continuous sounds.

*Scaffolds might include: topical cues, shortened latency between sounds, continuous sounds, etc…

names: oriane lilley using the starr strategy to decode

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