sra corrective reading...decoding level b1 •65 lessons •for poor readers in grades 3 – 12 who...
TRANSCRIPT
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SRA Corrective Reading
Summary of Series Guide Presented by Marlene Rolfe
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Characteristics of A Poor Decoder
• Frequent word identification errors (reads word lists but not when embedded in a sentence)
• Word omissions/additions, confusion of high frequency words, word guessing, reading synonyms
• No understanding of sound/symbol relationships (Looks at beginning of word, guesses about word meaning, guesses using letter configuration)
• Poor reading rate (affects comprehension) • Lack of motivation • Ingrained ineffective reading strategies
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HOW SRA DECODING HELPS
• Research based instruction • Inappropriate guessing strategies not used or encouraged • Frequent, immediate feedback and correction • Word lists contain similar parts and then appear on a mixed list. • Lots, Lots, Lots of practice and rereading • Reading checkouts • Learn to read a variety of passages, not just in isolation • Behavior point rewards • Positive, thorough approach to address student’s skill deficiencies • Students don’t get passed on to the next lesson until they master
the current lesson
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Decoding Level A • 65 lessons • Nonreaders/poor readers in grades
3.5 – 12 needing word attack skills • By end of Level A: 2.5 grade level
(mostly regularly spelled words, sentences)
• 60 wpm, 98% accuracy
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Decoding Level B1 • 65 Lessons • For poor readers in grades 3 – 12 who do not read
at an adequate rate & confuse words • Teaches decoding strategies (letter/word
discrimination, sound/letter combinations, story reading, literal/inferential comprehension
• At end of Level B1, 3.9 grade level • 90 wpm, 98% accuracy
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Decoding Level B2 • 65 lessons • As in B1, emphasizes pronunciation, letter
combinations, word discrimination, word reading, accurate story reading, comprehension, rate building, workbook applications
• At end of B2, 4.9 grade level • 120 wpm, 98% accuracy
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Decoding Level C • 125 lessons • For fair readers having trouble with
multisyllabic words and typical text material
• Bridges the gap between advanced word attack skills and ability to read textbooks and a variety of other materials
• At the end of level C, 7.0 grade level
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Features • Core Program • Uses Direct Instruction- Can monitor performance to achieve mastery (not
just exposure) • Skills are cumulative and learned until automatic • Gradual increase in difficulty • Time used efficiently (can complete a lesson in a 35-45 minute class
period) • Progress documented in detail • Effective Management System – Earn performance points • Scripted Lessons for uniformity of wording, effective communication, and
time management • Placement tests so students will feel successful. • Fast pacing – helps student with memory deficits • Can be used independently or in conjunction with comprehension program
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Materials
• Teacher’s Guide – basic program information, error correction techniques, placement test, scope & sequence, behavioral objectives.
• Teacher’s Presentation Book – scripts and workbook answer key
• Student Text (starting B1) • Workbook – consumable, some teacher-directed
work, some independent work, place to record points earned
• Other supplemental materials
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Placement Test • See hand out.
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Teaching Techniques • Assign permanent seats (horseshoe arrangement
using chairs) • Lower performing students and behavior problems
are seated directly in front of the teacher • Work with small groups if possible • For Decoding A, students must be able to see the
presentation book • B1 and B2 may need to see board or transparency • Display Rules for Corrective Reading and refer to
often
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Group Rules for Corrective Reading
• Everything the teacher says is important.
• Work to get it right the first time. • Stay with the group. Working ahead
is NOT allowed. • Answer on signal. • Do your best work!
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Signals – Hand Drop • Used for orally presented tasks • Hold hand out as if stopping traffic while
you are giving instruction or presenting a question.
• Hold still for 1 second when finished speaking.
• Drop hand. Student(s) will respond the instant the hand drops.
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Signals - Audible • Used for workbook when student is
not able to respond to you visually.
• Can be a finger snap, clap, foot tap, pencil tap…
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Signals– Point Touch • Used when presenting from board, overhead, or
presentation book. • Hold finger about 1 inch in front of the word
without covering the word from student’s view. • As you point, ask “What word?” or “What sound?” • Pause 1 second. • Tap in front of the word. • Student responds on signal.
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Signals –Sound Out • Used to provide timing for students as they sound out the parts of
a word (Level A). • Touch the ball of the arrow as you say “Sound it Out. Get ready.” • Pause 1 second. • Quickly loop your finger to a point just under the first sound of
the word. • Hold your finger there for 2 seconds (if a continuous sound).
Student should respond as long as the teacher has his/her finger on that sound.
• Quickly loop to the next sound for 2 seconds (if continuous) and student should not pause between sounds.
• Remove finger from the page. • Example: me MMMMMMEEEEEEEE
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Signals – Sequential-Response
• Used in orally presented tasks that require the students to produce different responses in a specified sequence.
• Hold up one finger while you are presenting the statement.
• Pause for 1 second after you say “Say it.” • Quickly move your finger. Students should
respond the instant your finger moves. • Then follow the same procedure with two fingers.
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Correction Procedures
• There are two types of correction procedures: General Correction Procedures (which are presented to the entire group) and Specified Correction Procedures (which call attention to the specific arrangement of a word).
• Correction is not punitive, just a normal part of the lesson
• Never wait after a mistake is made—correction must be immediate and within the context in which the mistake was made
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General Correction Procedures
• Say the answer IMMEDIATELY. • Repeat the task (don’t just have repeat answer—
go back to question) • Back up in the exercise and present activities in
order (at least 3 tasks back, use columns or rows as markers)
• Finish remaining steps in exercise (check to see if he/she remembered)
• Repeat entire exercise if students made more than one or 2 mistakes
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Specified Correction Procedures
• Say answer IMMEDIATELY (don’t wait for end of sentence or end of row of words).
• Repeat task (in level A, will ask to sound out a word, in higher levels will ask to spell the word).
• Back up.
• Finish remaining steps.
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Example of a Specified Correction
• The word is _________. • What word? (signal) • Spell _________. (signal each
letter) • What word? (signal) • Go back to the first word in
row/column.
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Decoding Lesson Parts Level A
• Word attack exercises • Awarding points for word attack • Workbook exercises • Workcheck • Awarding points for workbook • Individual reading checkouts • Awarding points for individual reading checkouts • Totaling points for the lesson
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Decoding Lesson Parts Levels B1 & B2
• Word attack exercises • Awarding points for word attack • Group reading activities • Awarding points for group reading • Individual reading checkouts • Awarding points for individual reading checkouts • Workbook exercises • Workcheck • Awarding points for workbook • Totaling points for the lesson
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Decoding Lesson Parts Level C Lessons 1-54
• Word attack exercises • Awarding points for word attack • Group reading • Awarding points for group reading • Individual reading checkouts • Awarding points for individual reading checkouts • Workbook exercises • Workcheck • Awarding points for workbook • Totaling points for the lesson
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Decoding Lesson Parts Level C – Lessons 56-124
• Workcheck of preceding lesson’s workbook exercises • Awarding points for preceding lesson’s workbook • Totaling points for preceding lesson • Word attack skills for information passage • Group reading of information passage • Awarding points for group reading of information passage • Workbook exercises (as homework) • *There are checkout lessons every fifth lesson beginning
with lesson 55.