4Pretest 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.
5Acquisition/ Storage/ Reading Demonstration of Competence Remembering NAMEDATEThe Unit OrganizerSELF-TESTQUESTIONSNEWUNITExpanded Unit Mapis about...910Learning Strategies CurriculumLearning Strategies CurriculumthroughHow to learn and use what has been learnedSocial & MotivationalthroughAcquisition/ReadingthroughthroughDemonstration of CompetenceStorage/RememberingCommunity BuildingWord IdentificationCooperative ThinkingFundamentals in Sentence WritingFirst Letter MnemonicsSelf-QuestioningProficiency in Sentence WritingPossible SelvesPaired AssociatesVisual ImageryParagraph WritingSelf AdvocacySummarizing & ParaphrasingLINCs VocabularyTheme WritingInferenceError MonitoringAssignment CompletionEssay Test TakingTest-Taking
8At-a Glance Step 1: Discover the sounds and context Step 2: Isolate the beginningStep 3: Separate the endingStep 4 :Say the stemStep 5: Examine the stemStep 6: Check with someoneStep 7: Try the dictionary
9DISSECT Congratulations Discover the Soundsand ContextCongratulations were in order when Ben won the contest.SeparatetheEnding(s)IsolatetheBeginningCongratulationsWrite depart and make LMake guess about suffixSay the stemExamine the stem
10ADVANCE ORGANIZER Overview of the Strategy Tour of the WI Manual and Student MaterialsBegin Stages of Word Identification4. Practice Strategy5. Continue Stages of WI Strategy6. Reflection (Activity)7. Post-Organizer & Evaluation
11The Word Identification Strategy The Learning Strategy SeriesAuthorsB. Keith LenzJean B. SchumakerDonald D. DeshlerVictoria L. Beals2002The University of KansasCenter for Research on LearningLawrence, KansasCopy of:Tina SpencerW&M T/TAC
12Purpose of this Strategy To give the student a systematic process through which long words can be attacked.Copy of:Tina SpencerW&M T/TAC
13Rationales 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.
15SELECTING 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
16The Fundamentals of Paraphrasing and Summarizing Let’s get organized…..The Fundamentals of Paraphrasing and SummarizingThe guidebook….Copy of:Tina SpencerW&M T/TACJean B. SchumakerJim KnightDonald D. Deshler
17Book Walk Put a flag on each of the following pages Page 3 Summary of how to teach the Word Identification StrategyPage 12 Instructional Methods: Begin the stagesPage 85 Appendix A: Evaluation GuidelinesPage 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 KeysPage 136 Appendix E: Suggested Commercially Available Materials
18Stages of Instruction 1. PRETEST 3. MODEL PRACTICE 2. DESCRIBE 4. Verbal Practice5. Controlled Practice6. Advanced Practice2. DESCRIBE1. PRETESTGuidedSmall GroupIndependent8.GENERALIZATION7. POST TEST
19Stage 1: Pretest and Make Commitments (p. 12-15) Time: 25 minutes for pretest, also5-10 minutes per individual student feedbackGoals: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.
20Stage 1: Pretest and Make Commitments (Pgs 12-18) Page 1235 minutes for all 3 tests & 10 minutes per student to give resultsDirections include 3 tests:1. Prefix/Suffix Test2. Reading passage test3. Comprehension questionsScore & share resultsScore Pretest: Pg 133Mastery 80%
21Success Formula: Pg 16 + = SUCCESS WORD ID STRATEGY EFFORT Teacher Commitment & Partnership
22Where to go from here:Pg 17If 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.
23Obtain the Student's Commitment Pg 17Ask the student to set a goal to learn the strategyReview goals on the IEP (if needed)Give rationales for learning the strategy; "SELL IT”
27Student Folder Contents Front cover:Progress ChartAssignment SheetBack Cover:EnvelopeEventual Contents:Cue CardsTestsControlled Practice AttemptsAdvanced Practice AttemptsGeneralization AttemptsActivationAdaptationMaintenance
28Plot their Progress Progress Chart: Student Folder Sample Progress Chart: Instructor’s Manual p 90Blank Progress Chart: Instructor’s Manual p 109
29Word Identification Progress Chart Student's Name:Goal Date:Date Completed:Percentage Score100908070605040302010Maint.Probes123456789GOAL-SETTING SECTIONPost-testPre-Controlled PracticeAttemptsAdvanced PracticeAtemptsKey:Percentage of Words CorrectPercentage of Answers CorrectMOR = Mastery Level for Oral Reading = 99%MC = Mastery Level for Comprehension = 60%Stage 3Stage 4Stage 5Stage 6Stage 7Stage 8MORMCThe Challenge
30THINK-PAIR-SHAREHow 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?
31Stages of Instruction 2. DESCRIBE 1. PRETEST 3. MODEL PRACTICE 4. Verbal Practice5. Controlled Practice6. Advanced Practice1. PRETESTGuidedSmall GroupIndependent8.GENERALIZATION7. POST TEST
32Stage 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, whileinstructing your group)15 minutesCUE CARDS
33Stage 2: Describe Step 1- p.20 Give an advance organizerState the purpose of lessonDefine “Dissect”State your expectations
34Stage 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.”
35Stage 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
36Stage 2: Describe Step 4 p.21 Before Mastery After Mastery 20 3 40% 70%Provide information about the results students can expect.Number of errorsPercentage of comprehensionQuestions correct
37Stage 2: Describe Steps 5-12 Jigsaw ActivityYour TurnGroup 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, becomean expert on your section (using corresponding cue cards, if any, whileinstructing your group)15 minutesCUE CARDS
38Where to go from here: Write completion date on Progress Charts Write completion date on Management ChartProceed to Stage 3: Model
39THINK-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?
40Stages of Instruction 3. MODEL PRACTICE 2. DESCRIBE 4. Verbal Practice 5. Controlled Practice6. Advanced Practice2. DESCRIBE1. PRETESTGuidedSmall GroupIndependent8.GENERALIZATION7. POST TEST
41Stage 3: Model (p. 34) Allow approximately 30 minutes for the demonstration. To demonstrate the WI Strategy while “thinking aloud” so students understand the processes involvedTo involve students to check their understandingGoals:
42Stage 3: Model What To Do?Review the strategy using a rapid-fire methodGive an advance organizerReview previous lesson, state today’s purpose, define “model”, define “imitate”, explain what the model will show, give expectationsDemonstrate the WI StrategyGive the Post-Organizer
43Modeling Watch as I Model a Passage Follow along with Model Passage “Bridging the Gap”Watch as I Model At-a-Glance sentence
44At-a Glance Step 1: Discover the sounds and context Step 2: Isolate the beginningStep 3:Separate the endingStep 4:Say the stemStep 5:Examine the stemStep 6:Check with someoneStep 7:Try the dictionary
45DISSECT Congratulations Rule 1: If a stem or part of the stem begins with:A vowel, divide off the first two lettersA consonant, divide off the first three letters.Rule 1:Discover the Soundsand ContextCongratulations were in order when Ben won the contest.SeparatetheEnding(s)IsolatetheBeginningCongratulationsWrite depart and make LMake guess about suffixSay the stemExamine the stem
46clench C lench DISSECT Which rules? Rules 1 and 2 Discover the Soundsand ContextBob tried hard not to clench his fist hard when the dog barked at him.clenchIsolatetheBeginningSeparatetheEndingC lenchWrite depart and make LMake guess about suffixSay the stemExamine the stem
47requiring DISSECT Which rules? Rule 3 Discover the Soundsand ContextMy teacher is requiring all reports to be typed.SeparatetheEndingIsolatetheBeginningrequiringWrite depart and make LMake guess about suffixSay the stemExamine the stem
48PracticeWith a partner practice with the Examine the Stem Worksheet Pg 105(cc #3)When complete check answers with Answer Key Pg 133
49Stages of Instruction PRACTICE 4. Verbal Practice 3. MODEL 2. DESCRIBE 5. Controlled Practice6. Advanced Practice2. DESCRIBE1. PRETESTGuidedSmall GroupIndependent8.GENERALIZATION7. POST TEST
50Stage 4: Verbal Practice Pg 41-46Verbal Practice, Verbal elaboration, Rapid-FireTo describe DISSECT, rules of 2’3 & 3’s, verbal elaboration (Pg 42-43)@ minutes, can be used daily!!!VIP: 100% Mastery
51Word Identification Strategy Verbal Practice Checklist Pg 106* Also: Written Quiz for large class sizeThe Challenge
52Stages of Instruction 5. Controlled Practice 3. MODEL PRACTICE 4. Verbal Practice5. Controlled Practice6. Advanced Practice2. DESCRIBE1. PRETESTGuidedSmall GroupIndependent8.GENERALIZATION7. POST TEST
53Stage 5: Controlled Practice & Feedback Pg 47-55Word list of 5-10 words400 word passages w/ 10 comp questions@ students reading levelPractices: guided, small group & independent5-20 minutes per passage + quizScore test & provide feedback
54Controlled Practice Guided Practice Small Group/Paired Practice Independent Practice
55*Guided Practice: Example… Pg 47I 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 107embarrassed
59Word Identification Partner Sheets *Small Group/Paired Practice: p.48Word Identification Partner SheetsReader’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.
60Word 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 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!
61Independent 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.
64Robert Rogers April 4 C #3 cantilever suspension achievement Name:Calculating the Score:Total No. Wordsin the PassageNumber ofWords MissedTotal NumberWords Correct% of Words CorrectTotal No. Words CorrectTotal No. Words in thePassageINDEPENDENT PRACTICE SCORE SHEETDate:Pretest:Posttest:Practice:Maint. Probe:Words CorrectlyDissected(minus)WORD IDENTIFICATION STRATEGYRobert RogersApril 4C #3cantileversuspensionachievementprehistorictimestombsengineersdiamondtoughgorgecomparedcollapsebalancedVerrazanocrumpled3901537596%Page 89The Challenge
65Discuss only the pre test Page 90Discuss only the pre testscoring part of Roger’s Sample Progress Report
66Mastery Requirements: Pg 54Word ID Score: Must pronounce 99% correctlyComprehension Score: Must answer 60% correctlyFluency: must read using strategy w/out long pauses, false starts & disfluencies
67Providing Corrective Feedback 1. PositiveAt least 3 positive remarks are madeOr “3 glows and a grow”2. CorrectiveSpecify a category of errorsSpecify what the student should doProvide a modelHave the student practiceHave the student paraphrase the feedbackHINT: Providing Corrective Feedback cuts down 50% practice time (Kline)
68Scoring Practice Divide into groups of 3 Follow directions on envelope & practice scoringMark score sheets and compare scoresAsk if you have questionsWhen completed, go to next envelope & rotate as “students” and “teachers” roles
69Stages of Instruction 6. Advanced Practice 3. MODEL PRACTICE 4. Verbal Practice5. Controlled Practice6. Advanced Practice2. DESCRIBE1. PRETESTGuidedSmall GroupIndependent8.GENERALIZATION7. POST TEST
70Stage 6: Advanced Practice & Feedback Pg 56-59Goal: To ensure students use the Word ID strategy on materials above their grade level400 word passages w/ 10 comp questionsabove students reading level5-20 minutes per passage + quizUse Independent Score Sheet Pg 101Score test & provide feedback
71Stages of Instruction 7. POST TEST 3. MODEL PRACTICE 2. DESCRIBE 4. Verbal Practice5. Controlled Practice6. Advanced Practice2. DESCRIBE1. PRETESTGuidedSmall GroupIndependent8.GENERALIZATION7. POST TEST
72Stage 7: Posttest & Make Commitment to Generalize Pg 60-63 400 word students grade level w/ 10 comprehension questionsScore test & provide feedback@25 min /test & 5 min feedback
73Stages of Instruction 8.GENERALIZATION 3. MODEL 2. DESCRIBE PRACTICE 4. Verbal Practice5. Controlled Practice6. Advanced Practice1. PRETEST8.GENERALIZATIONGuidedSmall GroupIndependent7. POST TEST
74Stage 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
75Generalization Stage: 4 Phases ActivityPair offRead, summarize the goals and be ready to share!Orientation: Pg 64Activation: Pg 70Adaptation: Pg 75Maintenance: Pg 80