Get ready for learning! ™ The College of W & M T/TAC VDOE Tina Spencer The College of W & M T/TAC VDOE clspen@wm.edu ™ Get ready for learning!

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

PAPERS-PAPERS-PAPERS!

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.

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

Where are we headed today?

Word Identification Strategy DISSECT At-A- Glance

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

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

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

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

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

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.

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

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

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

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

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

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.

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%

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

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.

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”

Student/Teacher Commitments

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

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

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

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

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

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?

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

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 10-12 (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

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

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.”

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

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

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 10-12 (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

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

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?

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

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:

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

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

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

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

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

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

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

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

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) @ 25-50 minutes, can be used daily!!! VIP: 100% Mastery

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

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

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

Controlled Practice Guided Practice Small Group/Paired Practice Independent Practice

*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

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.

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!

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.

Robert Rogers

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

Resources Jamestown Readers www.dictionary.com www.spellingbee.com/pre_suf_comb.pdf

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