1. Get ready for learning! ™ The College of W & M T/TAC VDOE
Tina Spencer
The College of W & M
T/TAC VDOE ™
Get ready for learning!

2. Ground Rules Participate Ask questions Listen respectfully
Silence cell phones
Tina-Review and decide if any need to be added or deleted. 2

3. PAPERS-PAPERS-PAPERS!

4. 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.

5. Acquisition/ Storage/ Reading Demonstration of Competence Remembering
NAME
DATE
The Unit Organizer
SELF-TEST
QUESTIONS
NEW
UNIT
Expanded Unit Map
is about... 9 10
Learning Strategies Curriculum
Learning Strategies Curriculum
through
How to learn and use what has been learned
Social & Motivational
through
Acquisition/
Reading
through
through
Demonstration of Competence
Storage/
Remembering
Community Building
Word Identification
Cooperative Thinking
Fundamentals in Sentence Writing
First Letter Mnemonics
Self-Questioning
Proficiency in Sentence Writing
Possible Selves
Paired Associates
Visual Imagery
Paragraph Writing
Self Advocacy
Summarizing & Paraphrasing
LINCs Vocabulary
Theme Writing
Inference
Error Monitoring
Assignment Completion
Essay Test Taking
Test-Taking

6. Where are we headed today?

7. Word Identification Strategy
DISSECT
At-A- Glance

8. At-a Glance Step 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

9. DISSECT Congratulations
Discover the Sounds
and Context
Congratulations were in order when Ben won the contest.
Separate
the
Ending(s)
Isolate
the
Beginning
Congratulations
Write depart and make L
Make guess about suffix
Say the stem
Examine the stem

10. ADVANCE ORGANIZER Overview of the Strategy
Tour of the WI Manual and Student Materials
Begin Stages of Word Identification
4. Practice Strategy
5. Continue Stages of WI Strategy
6. Reflection (Activity)
7. Post-Organizer & Evaluation

11. The Word Identification Strategy
The Learning Strategy Series
Authors
B. Keith Lenz
Jean B. Schumaker
Donald D. Deshler
Victoria L. Beals
2002
The University of Kansas
Center for Research on Learning
Lawrence, Kansas
Copy of:
Tina Spencer
W&M T/TAC

12. 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

13. 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.

14. Word Identification Strategy Results
Performance on Grade-Level Materials
20 Words
incorrectly
Pronounced
40%
Comprehension
Before Instruction
3 Words
incorrectly
Pronounced
70%
Comprehension
After Mastery

15. SELECTING STUDENTS FOR WORD 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

16. The Fundamentals of Paraphrasing and Summarizing
Let’s get organized…..
The Fundamentals of Paraphrasing and Summarizing
The guidebook….
Copy of:
Tina Spencer
W&M T/TAC
Jean B. Schumaker
Jim Knight
Donald D. Deshler

17. Book Walk Put 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

18. Stages of Instruction 1. PRETEST 3. MODEL PRACTICE 2. DESCRIBE
4. Verbal Practice
5. Controlled Practice
6. Advanced Practice
2. DESCRIBE
1. PRETEST
Guided
Small Group
Independent
8.GENERALIZATION
7. POST TEST

19. 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.

20. 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%

21. Success Formula: Pg 16 + = SUCCESS WORD ID STRATEGY EFFORT
Teacher Commitment & Partnership

22. Where to go from here:
Pg 17
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.

23. Obtain the Student's Commitment
Pg 17
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”

24. Student/Teacher Commitments

25. Mastery Requirements: Pg 17
Prefix/Suffix Test Score: 80%
Oral Reading Score: Must pronounce 99% correctly
Comprehension Score: Must answer 60% correctly

26. WORD IDENTIFICATION MANAGEMENT CHART
Controlled
Practice
Advance
Posttest
Generalization
Student Name
WORD IDENTIFICATION MANAGEMENT CHART
Describe
Model
Verbal Practice 1 2 3 4 5
Maintenance Probes
Generalization:
Orientation
Activation
Controlled Practice
Posttest & Make
Commitments
Advanced Practice
Pretest & Make
Adaptation
The Challenge

27. Student Folder Contents
Front cover:
Progress Chart
Assignment Sheet
Back Cover:
Envelope
Eventual Contents:
Cue Cards
Tests
Controlled Practice Attempts
Advanced Practice Attempts
Generalization Attempts
Activation
Adaptation
Maintenance

28. Plot their Progress Progress Chart: Student Folder
Sample Progress Chart: Instructor’s Manual p 90
Blank Progress Chart: Instructor’s Manual p 109

29. Word Identification Progress Chart
Student's Name:
Goal Date:
Date Completed:
Percentage Score
100 90 80 70 60 50 40 30 20 10
Maint.
Probes 1 2 3 4 5 6 7 8 9
GOAL-SETTING SECTION
Post-
test
Pre-
Controlled Practice
Attempts
Advanced Practice
Atempts
Key:
Percentage of Words Correct
Percentage 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
The Challenge

30. THINK-PAIR-SHARE
How many stages are there in most learning strategies?
How many specific steps are there in Stage 1: Pretest and make commitments of the WI Strategy?
What’s the difference between the Progress Chart and the Management Chart?

31. Stages of Instruction 2. DESCRIBE 1. PRETEST 3. MODEL PRACTICE
4. Verbal Practice
5. Controlled Practice
6. Advanced Practice
1. PRETEST
Guided
Small Group
Independent
8.GENERALIZATION
7. POST TEST

32. Stage 2: Describe (p.19-33) Allow approximately 45-50 minutes to teach this stage
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 (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

33. Stage 2: Describe Step 1- p.20
Give an advance organizer
State the purpose of lesson
Define “Dissect”
State your expectations

34. Stage 2: Describe Step 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.”

35. Stage 2: Describe Step 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

36. Stage 2: Describe Step 4 p.21 Before Mastery After Mastery 20 3 40%
70%
Provide information about the results students can expect.
Number of errors
Percentage of comprehension
Questions correct

37. Stage 2: Describe Steps 5-12
Jigsaw Activity
Your Turn
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 (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

38. Where to go from here: Write completion date on Progress Charts
Write completion date on Management Chart
Proceed to Stage 3: Model

39. THINK-PAIR-SHARE Name two stages of the WI Strategy.
What does “Discover the sounds and context” mean?
How does the word DISSECT help students remember the seven steps of the strategy?

40. Stages of Instruction 3. MODEL PRACTICE 2. DESCRIBE 4. Verbal Practice
5. Controlled Practice
6. Advanced Practice
2. DESCRIBE
1. PRETEST
Guided
Small Group
Independent
8.GENERALIZATION
7. POST TEST

41. 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:

42. Stage 3: Model What To Do?
Review the strategy using a rapid-fire method
Give an advance organizer
Review previous lesson, state today’s purpose, define “model”, define “imitate”, explain what the model will show, give expectations
Demonstrate the WI Strategy
Give the Post-Organizer

43. Modeling Watch as I Model a Passage
Follow along with Model Passage “Bridging the Gap”
Watch as I Model At-a-Glance sentence

44. At-a Glance Step 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

45. DISSECT Congratulations Rule 1:
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:
Discover the Sounds
and Context
Congratulations were in order when Ben won the contest.
Separate
the
Ending(s)
Isolate
the
Beginning
Congratulations
Write depart and make L
Make guess about suffix
Say the stem
Examine the stem

46. clench C lench DISSECT Which rules? Rules 1 and 2
Discover the Sounds
and Context
Bob tried hard not to clench his fist hard when the dog barked at him.
clench
Isolate
the
Beginning
Separate
the
Ending
C lench
Write depart and make L
Make guess about suffix
Say the stem
Examine the stem

47. requiring DISSECT Which rules? Rule 3
Discover the Sounds
and Context
My teacher is requiring all reports to be typed.
Separate
the
Ending
Isolate
the
Beginning
requiring
Write depart and make L
Make guess about suffix
Say the stem
Examine the stem

48. Practice
With a partner practice with the Examine the Stem Worksheet Pg 105(cc #3)
When complete check answers with Answer Key Pg 133

49. Stages of Instruction PRACTICE 4. Verbal Practice 3. MODEL 2. DESCRIBE
5. Controlled Practice
6. Advanced Practice
2. DESCRIBE
1. PRETEST
Guided
Small Group
Independent
8.GENERALIZATION
7. POST TEST

50. Stage 4: Verbal Practice
Pg 41-46
Verbal Practice, Verbal elaboration, Rapid-Fire
To describe DISSECT, rules of 2’3 & 3’s, verbal elaboration (Pg 42-43)
@ minutes, can be used daily!!!
VIP: 100% Mastery

51. Word Identification Strategy Verbal Practice Checklist
Pg 106
* Also: Written Quiz for large class size
The Challenge

52. Stages of Instruction 5. Controlled Practice 3. MODEL PRACTICE
4. Verbal Practice
5. Controlled Practice
6. Advanced Practice
2. DESCRIBE
1. PRETEST
Guided
Small Group
Independent
8.GENERALIZATION
7. POST TEST

53. Stage 5: Controlled Practice & Feedback
Pg 47-55
Word list of 5-10 words
400 word passages w/ 10 comp questions
@ students reading level
Practices: guided, small group & independent
5-20 minutes per passage + quiz
Score test & provide feedback

54. Controlled Practice Guided Practice Small Group/Paired Practice
Independent Practice

55. *Guided Practice: Example…
Pg 47
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.
Model as a class
*Guided Practice Score Sheet: Pg 107
embarrassed

59. Word Identification Partner Sheets
*Small Group/Paired Practice: p.48
Word Identification Partner Sheets
Reader’s Role:
Read the passage aloud.
When you come to a word you don’t know how to pronounce, stop and DISSECT.
Accept your partner’s feedback.
Coach’s Role:
Listen to your partner read.
Help your partner by asking questions.
Stop asking questions when your partner says the word accurately.
Fill out the checklist accurately.

60. Word Identification Feedback Checklist
I 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 dictionary
Next 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 you
See me if you need help!

61. Independent Practice Pg 50-51
(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.

62. Robert Rogers

64. Robert Rogers April 4 C #3 cantilever suspension achievement
Name:
Calculating the Score:
Total No. Words
in the Passage
Number of
Words Missed
Total Number
Words Correct
% of Words Correct
Total No. Words Correct
Total No. Words in the
Passage
INDEPENDENT PRACTICE SCORE SHEET
Date:
Pretest:
Posttest:
Practice:
Maint. Probe:
Words Correctly
Dissected
(minus)
WORD IDENTIFICATION STRATEGY
Robert Rogers
April 4
C #3
cantilever
suspension
achievement
prehistoric
times
tombs
engineers
diamond
tough
gorge
compared
collapse
balanced
Verrazano
crumpled
390 15
375
96%
Page 89
The Challenge

65. Discuss only the pre test
Page 90
Discuss only the pre test
scoring part of Roger’s Sample Progress Report

66. Mastery Requirements:
Pg 54
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

67. Providing Corrective Feedback
1. Positive
At least 3 positive remarks are made
Or “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)

68. 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

69. Stages of Instruction 6. Advanced Practice 3. MODEL PRACTICE
4. Verbal Practice
5. Controlled Practice
6. Advanced Practice
2. DESCRIBE
1. PRETEST
Guided
Small Group
Independent
8.GENERALIZATION
7. POST TEST

70. Stage 6: Advanced Practice & Feedback
Pg 56-59
Goal: To ensure students use the Word ID strategy on materials above their grade level
400 word passages w/ 10 comp questions
above students reading level
5-20 minutes per passage + quiz
Use Independent Score Sheet Pg 101
Score test & provide feedback

71. Stages of Instruction 7. POST TEST 3. MODEL PRACTICE 2. DESCRIBE
4. Verbal Practice
5. Controlled Practice
6. Advanced Practice
2. DESCRIBE
1. PRETEST
Guided
Small Group
Independent
8.GENERALIZATION
7. POST TEST

72. Stage 7: Posttest & Make Commitment to Generalize Pg 60-63
400 word students grade level w/ 10 comprehension questions
Score test & provide feedback
@25 min /test & 5 min feedback

73. Stages of Instruction 8.GENERALIZATION 3. MODEL 2. DESCRIBE PRACTICE
4. Verbal Practice
5. Controlled Practice
6. Advanced Practice
1. PRETEST
8.GENERALIZATION
Guided
Small Group
Independent
7. POST TEST

74. Stage 8: Generalization Pg 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.
The Challenge

75. Generalization Stage: 4 Phases
Activity
Pair off
Read, summarize the goals and be ready to share!
Orientation: Pg 64
Activation: Pg 70
Adaptation: Pg 75
Maintenance: Pg 80

77. THINK-PAIR-SHARE Which stages involve student practice sessions?
What are the four phases of the generalization stage?
Partner A: Name the first four stages
Partner B: Name the last four stages

78. Important to Remember…
You are the EXPERT!
Teach with FIDELITY!
COLLABORATION is key!
Follow MASTERY REQUIREMENTS!

79. Resources Jamestown Readers www.dictionary.com

80. what exercise is to the body.”
“Reading is to the mind
what exercise is to the body.”
Richard Steele