Presentation on theme: "SRA Corrective Reading"— Presentation transcript:
1 SRA Corrective Reading Summary of Series GuidePresented by Marlene Rolfe
2 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 synonymsNo 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 motivationIngrained ineffective reading strategies
3 HOW SRA DECODING HELPS Research based instruction Inappropriate guessing strategies not used or encouragedFrequent, immediate feedback and correctionWord lists contain similar parts and then appear on a mixed list.Lots, Lots, Lots of practice and rereadingReading checkoutsLearn to read a variety of passages, not just in isolationBehavior point rewardsPositive, thorough approach to address student’s skill deficienciesStudents don’t get passed on to the next lesson until they master the current lesson
4 Decoding Level A 65 lessons Nonreaders/poor readers in grades 3.5 – 12 needing word attack skillsBy end of Level A: 2.5 grade level (mostly regularly spelled words, sentences)60 wpm, 98% accuracy
5 Decoding Level B1 65 Lessons For poor readers in grades 3 – 12 who do not read at an adequate rate & confuse wordsTeaches decoding strategies (letter/word discrimination, sound/letter combinations, story reading, literal/inferential comprehensionAt end of Level B1, 3.9 grade level90 wpm, 98% accuracy
6 Decoding Level B2 65 lessons As in B1, emphasizes pronunciation, letter combinations, word discrimination, word reading, accurate story reading, comprehension, rate building, workbook applicationsAt end of B2, 4.9 grade level120 wpm, 98% accuracy
7 Decoding Level C 125 lessons For fair readers having trouble with multisyllabic words and typical text materialBridges the gap between advanced word attack skills and ability to read textbooks and a variety of other materialsAt the end of level C, 7.0 grade level
8 FeaturesCore ProgramUses Direct Instruction- Can monitor performance to achieve mastery (not just exposure)Skills are cumulative and learned until automaticGradual increase in difficultyTime used efficiently (can complete a lesson in a minute class period)Progress documented in detailEffective Management System – Earn performance pointsScripted Lessons for uniformity of wording, effective communication, and time managementPlacement tests so students will feel successful.Fast pacing – helps student with memory deficitsCan be used independently or in conjunction with comprehension program
9 MaterialsTeacher’s Guide – basic program information, error correction techniques, placement test, scope & sequence, behavioral objectives.Teacher’s Presentation Book – scripts and workbook answer keyStudent Text (starting B1)Workbook – consumable, some teacher-directed work, some independent work, place to record points earnedOther supplemental materials
11 Teaching TechniquesAssign permanent seats (horseshoe arrangement using chairs)Lower performing students and behavior problems are seated directly in front of the teacherWork with small groups if possibleFor Decoding A, students must be able to see the presentation bookB1 and B2 may need to see board or transparencyDisplay Rules for Corrective Reading and refer to often
12 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!
13 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.
14 Signals - AudibleUsed for workbook when student is not able to respond to you visually.Can be a finger snap, clap, foot tap, pencil tap…
15 Signals– Point TouchUsed 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.
16 Signals –Sound OutUsed 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
17 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.
18 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 lessonNever wait after a mistake is made—correction must be immediate and within the context in which the mistake was made
19 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
20 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.
21 Example of a Specified Correction The word is _________.What word? (signal)Spell _________. (signal each letter)Go back to the first word in row/column.
22 Decoding Lesson Parts Level A Word attack exercisesAwarding points for word attackWorkbook exercisesWorkcheckAwarding points for workbookIndividual reading checkoutsAwarding points for individual reading checkoutsTotaling points for the lesson
23 Decoding Lesson Parts Levels B1 & B2 Word attack exercisesAwarding points for word attackGroup reading activitiesAwarding points for group readingIndividual reading checkoutsAwarding points for individual reading checkoutsWorkbook exercisesWorkcheckAwarding points for workbookTotaling points for the lesson
24 Decoding Lesson Parts Level C Lessons 1-54 Word attack exercisesAwarding points for word attackGroup readingAwarding points for group readingIndividual reading checkoutsAwarding points for individual reading checkoutsWorkbook exercisesWorkcheckAwarding points for workbookTotaling points for the lesson
25 Decoding Lesson Parts Level C – Lessons 56-124 Workcheck of preceding lesson’s workbook exercisesAwarding points for preceding lesson’s workbookTotaling points for preceding lessonWord attack skills for information passageGroup reading of information passageAwarding points for group reading of information passageWorkbook exercises (as homework)*There are checkout lessons every fifth lesson beginning with lesson 55.