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

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Presentation on theme: "Get ready for learning! Tina Spencer The College of W & M T/TAC VDOE"— Presentation transcript:

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

2 Ground Rules Participate Ask questions Listen respectfully Silence cell phones

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 Learning Strategies Curriculum NAME DATE The Unit Organizer NEW UNIT SELF-TEST QUESTIONS Expanded Unit Map is about How to learn and use what has been learned Acquisition/ Reading Storage/ Remembering Demonstration of Competence Word 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 Social & Motivational Community Building Cooperative Thinking Possible Selves through Self Advocacy Inference Learning Strategies Curriculum

6 Where are we headed today?

7 Word Identification Strategy At-A- Glance

8 At-a Glance Step 1: D iscover the sounds and context Step 2: I solate the beginning Step 3: S eparate the ending Step 4 : S ay the stem Step 5: E xamine the stem Step 6: C heck with someone Step 7: T ry the dictionary

9 DISSECT Isolate the theBeginning Congratulations Congratulations were in order when Ben won the contest. Separate the Ending(s) Discover the Sounds and Context Say the stem Examine the stem

10 ADVANCE ORGANIZER 1.Overview of the Strategy 2.Tour of the WI Manual and Student Materials 3.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 3 Words incorrectly Pronounced 70% Comprehension After Mastery 20 Words incorrectly Pronounced 40% Comprehension Before Instruction

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 Lets 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

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 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

19 Stage 1: Pretest and Make Commitments (p ) Time: 25 minutes for pretest, also 5-10 minutes per individual student feedback Goals: To obtain measures of each students skills at identifying prefixes and suffixes. To obtain measures each students word-decoding skills. To obtain measures of each students 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 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 WORD ID STRATEGY + EFFORT = SUCCESS Teacher Commitment & Partnership

22 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

23 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

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 Controlled Practice Advance Practice Posttest Generalization Student Name WORD IDENTIFICATION MANAGEMENT CHART Describe Model Verbal Practice Maintenance Probes Generalization: Orientation Generalization: Activation Controlled Practice Posttest & Make Commitments Advanced Practice Pretest & Make Commitments Generalization: Adaptation

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: Instructors Manual p 90 Blank Progress Chart: Instructors Manual p 109

29 Word Identification Progress Chart Student's Name: Goal Date: Date Completed: Percentage Score Maint. Probes GOAL-SETTING SECTION Post- test Pre- test 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 3Stage 4Stage 5Stage 6Stage 7Stage 8 MOR MC

30 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.Whats the difference between the Progress Chart and the Management Chart?

31 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

32 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 Stage 2: Describe (p.19-33) Allow approximately minutes to teach this stage 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 Thats right! Youll be better able to answer a teachers questions in class, and youll be able to get through your reading assignments easily and quickly. Youll 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 Provide information about the results students can expect. Number of errors Percentage of comprehension Questions correct Before Mastery After Mastery % 70%

37 Stage 2: Describe Steps 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 (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 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?

40 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

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? 1.Review the strategy using a rapid-fire method 2.Give an advance organizer Review previous lesson, state todays purpose, define model, define imitate, explain what the model will show, give expectations 3.Demonstrate the WI Strategy 4.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: D iscover the sounds and context Step 2: I solate the beginning Step 3: S eparate the ending Step 4: S ay the stem Step 5: E xamine the stem Step 6: C heck with someone Step 7: T ry the dictionary

45 DISSECTIsolate the theBeginning Congratulations Congratulations were in order when Ben won the contest. Separate the Ending(s) Discover the Sounds and Context Say the stem Examine the stem 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:

46 DISSECTIsolate the theBeginning clench Bob tried hard not to clench his fist hard when the dog barked at him. Separate the Ending Discover the Sounds and Context Say the stem Examine the stem C lench Which rules? Rules 1 and 2

47 DISSECTIsolate the theBeginning requiring My teacher is requiring all reports to be typed. Separate the Ending Discover the Sounds and Context Say the stem Examine the stem Which rules? Rule 3

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 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

50 Stage 4: Verbal Practice Verbal Practice, Verbal elaboration, Rapid-Fire Verbal Practice, Verbal elaboration, Rapid-Fire To describe DISSECT, rules of 23 & 3s, verbal elaboration (Pg 42-43) To describe DISSECT, rules of 23 & 3s, verbal elaboration (Pg minutes, can be used minutes, can be used daily!!! VIP: 100% Mastery VIP: 100% Mastery Pg 41-46

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

52 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

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

54 Controlled Practice p.48 Guided Practice Small Group/Paired Practice Independent Practice

55 *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

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59 Word Identification Partner Sheets Readers Role: 1.Read the passage aloud. 2.When you come to a word you dont know how to pronounce, stop and DISSECT. 3.Accept your partners feedback. Coachs 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

60 Word Identification Feedback 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, youll do even better if you try to… __Sound out any word you cant pronounce __Figure out any word you cant 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! Word Identification Feedback Checklist

61 (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 Independent Practice

62 Robert Rogers

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64 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) Words Missed WORD IDENTIFICATION STRATEGY Robert Rogers April 4 C #3 cantilever suspension achievement prehistoric times tombs engineers cantilever diamond suspension tough gorge suspension compared collapse balanced Verrazano crumpled % Page 89

65 Page 90

66 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

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 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

70 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 questions above students reading level 5-20 minutes per passage + quiz Use Independent Score Sheet Pg 101 Score test & provide feedback Pg 56-59

71 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

72 Stage 7: Posttest & Make Commitment to Generalize Pg word students grade level w/ 10 comprehension questions Score test & provide min /test & 5 min feedback

73 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

74 Stage 8: Generalization Pg 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.

75 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

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77 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

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

79 Resources Jamestown Readers

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


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