1 Rewards Overview MiBLSi State Conference April 23, 2008 Facilitator: Edwina Borovich MiBLSi State Trainer REWARDS Trainer

2 REWARDS R = Reading E = Excellence W = Word A = Attack and R = Rate D = Development S = Strategies Anita Archer Mary Gleason Vicky Vachon

3 What is REWARDS? A research-validated program To teach intermediate and secondary students a flexible strategy for decoding long words: Presence of affixes in about 80% of multisyllabic words Every decodable chunk must have a vowel grapheme Close approximation Actual pronunciation language oral/aural language context To increase their oral and silent reading fluency.

4 Who is it designed for? Students who: Are in 4 th through 12 th grades. Have mastered skills associated with 1 st and 2 nd grade. Have difficulty reading long words. This program is appropriate for struggling students reading between the 2.5 and 5.0 grade and/or Have poor Fluency. This program is appropriate for students who read grade level materials slowly ( words per minutes)

5 After Participating in REWARDS Students Will… Decode previously unknown multisyllabic words containing two to eight word parts Accurately read more multisyllabic words within sentences Accurately read more multisyllabic words found in content texts and class materials Have an expanded vocabulary Read narrative and expository text accurately and fluently Experience increased comprehension as accuracy, fluency and vocabulary increases Have more confidence in their reading ability

6 Why was REWARDS developed? READING is the major predictor of academic success Yet many of our intermediate and secondary students are poor readers, have trouble passing content-area classes and are not doing well on the state tests.

7 Options for selecting students Current reading level can be determined using a group or individually administered standardized reading test (informal reading inventories, Woodcock, PIAT, WIAT). Fluency can be determined by selecting a passage from a grade-level expository textbook. Have the student orally reading for a minute. If the student reads correct words, he/she can profit from REWARDS.

8 Differences between REWARDS Intermediate and Secondary Intermediate For Students–Grades lessons Word choice, reading and interest level-Grades 4, 5 & 6 Expanded instruction focusing on word relatives More in-depth vocabulary component Secondary Students–Grades lessons Word choice, reading and interest level-Grades 6+ Word relatives exercise optional Vocabulary exercise optional

9 REWARDS Plus : Reading Strategies Applied to Social Studies Passages REWARDS Plus: Reading Strategies Applied to Science Passages REWARDS (Intermediate) REWARDS (Original/Secondary)

10 Where can this program be used? General education classes in intermediate grades (4 th, 5 th, and 6 th ) Special reading classes Remedial Reading Special Education Compensatory Education Programs Intensive Programs Summer School Interim sessions Extended day

11 Who might teach this program? General education teacher Reading teacher Special education teacher Remedial or compensatory education teacher Well trained paraeducator with a small group or individual Well trained tutor working with an individual

12 Why might you want to use REWARDS? Word recognition is a necessary, though not sufficient, skill to allow comprehension.

13 Simulation As you participate in the following activity, reflect on the contributions word recognition makes to reading comprehension. You will be working with partners. Count off s will be the Readers and 2s will be the Test Administrators Take out your Training Manual – “Ones” the Readers titled Simulation: Reader. “Twos” turn the page to Simulation Test Administrator. Ones and twos follow the directions on your page exactly as written.

14 Why might you want to use REWARDS? word recognition skills are the most pervasive and debilitating source of reading challenges The ability to decode long words is the major difference between good and poor readers. Poor decoders, even those who can decode single syllable words, have a difficult time with multisyllabic words. (Just & Carpenter, 1987) Low decoders Pronounce fewer affixes and vowel sounds correctly Disregard large portions of letter information Two to four times as likely to omit syllable

15 Why might you want to use REWARDS? Many new words in intermediate and secondary materials From fifth grade on, average students encounter approximately 10,000 words that they have never previously encountered in print. (Nagy & Anderson, 1984) Most of these new words are longer words having two or more syllable. The longer words are often content words that carry the meaning of the passage.

16 Why might you want to use REWARDS? Decoding instruction often ends in second grade. Unfortunately, the number of multisyllabic words begins to dramatically increase in third grade. Students need a flexible strategy for pronouncing long words. No relationship exists between knowledge of syllabication rules and successful reading. (Canney & Schreiner, 1997)

17 Why might you want to use REWARDS? Teaching Helps Other Research Fourth and sixth graders having difficulty reading longer words had significant gains when taught to use affixes and vowels to pronounce long words. (Shefelbine, 1990) Seventh, eighth, and ninth graders who were taught a decoding strategy for reading long words had fewer oral reading errors and increased reading comprehension (Lenz & Hughes, 1990)

18 Why might you want to use REWARDS? REWARDS Research Reading deficient fourth and fifth graders who were taught the REWARDS strategies made significant gains over students receiving monosyllabic word instruction. (Archer, Gleason, Vachon, & Hollenbeck, 2000) Significant increases in word reading accuracy and fluency were observed in sixth, seventh, and eighth graders using REWARDS program. (Vachon & Gleason, 2000)

19 What materials are included in REWARDS? Teacher’s Guide Introduction 25 Lessons/Intermediate 20 Lessons/Secondary Preskills (Lessons 1-15 Intermediate & Lessons Secondary) Strategy instruction (Lessons Intermediate & Lessons 13-20) Generalization to sentence and passage reading Fluency building Blackline masters for overheads Pre, post, and generalization tests- Additional support materials Fluency Graph

20 Materials - Continued Overhead Transparencies Blackline Masters included in TG Pre-made transparencies for purchase Posters Student Book Video – Optional (but helpful)

21 Pre-tests and Post-tests All tests are Blackline Masters Pretest/Posttest (Word Lists) - words taught in the program Designed to be given prior to and after completion of the program Generalization Test (Word Lists) – words not taught but contain introduced elements Designed to be given after completion of the program Pretest/Posttest Reading Fluency (Intermediate) Designed to measure growth from the beginning of the program to the end. Children who meet criteria ( /poor or fluency in grade level materials) start at the beginning of program, regardless of Pre/Post test scores.

22 Research Based &Validated Techniques Included in REWARDS The Decoding Strategy Overt Covert Active Student Participation Repeated Reading-Fluency

23 Overt Strategy 1. Circle the word parts(prefixes) at the beginning of the word. 2. Circle the word parts (suffixes) at the end of the word. 3. Underline the letters representing vowel sounds in the rest of the word. 4. Say the parts of the word. 5. Say the parts fast. 6. Make it into a real word. Example: reconstruction

24 3. confederate 2. fraction 1. expansion Overt Strategy

25 Strategies for Reading Long Words Covert Strategy 1. Look for prefixes, suffixes, and vowels 2. Say the parts of the word. 3. Say the whole word 4. Make it a real word reconstruction

26 What are the necessary preskills? 1. prefixes 2. suffixes 3. vowel sounds and combinations 4. blending – letters and syllables 5. language 6. vocabulary

27 Preskills Lesson Activities ACTIVITY A: Oral Activity--Blending Word Parts Into Words ACTIVITY B: Vowel Combinations ACTIVITY C: Vowel Conversions ACTIVITY D: Reading Parts of Real Words ACTIVITY E: Underlining Vowels in Words ACTIVITY F: Oral Activity:--Correcting Close Approximations Using Context ACTIVITY G: Prefixes and Suffixes ACTIVITY H: Circling Prefixes and Suffixes ACTIVITY I: Vocabulary ACTIVITY J: Spelling Dictation

28 Vowel Graphemes 1

29 REWARDS (Secondary) - Student Book Lesson 1 Activity A: Oral Activity - Blending Word Parts Into Words Activity B: Vowel Combinations ay (say) ai (rain)au (sauce) Activity C: Vowel Conversions ai Activity D: Reading Parts of Real Words 1. fraintrastcayscrip 2. fatainhappca ** 3. vivicttistaud * 4. pathtriautmin *

30 Lesson 1- Vowels Activity E: Underlining Vowel sounds in Words 1. waistband fraud plaything 2. pigtail vault pathway 3. waylay launch railway 4. midway blackmail maintain 5. applaud layman hairpin Activity F Oral Activity – Correcting Close Approximations Using Context

31 Prefixes and Suffixes (pp in T G) 80% of words have at least 1 prefix/suffix Review prefix/affix list Many affixes are not pronounced as you would expect given the graphemes in the affix.

32 Prefixes and Suffixes (pp ) Check the affixes that are not pronounced as you would expect given the graphemes in the affix. P12+ 26

33 Prefixes and Suffixes continued p13 maybe split to p14 27

34 Prefixes and Suffixes continued 28

35 Lesson 1 - Prefixes and Suffixes Activity G: Word Parts at the Beginning and End of Words discoverdis mistakenmis abdomenab advertisead dis mis ab ad

36 Lesson 1 - Prefixes and Suffixes Activity H: Circling Word Parts 1. addictmilkmaiddamp 2. distract ad-libdisclaim 3. admitmisfitbackspin 4. mislaymisplaydistraught 5. mastbanishdisplay 6. misprintdistilldigit 7. disbandabstractmismatch

37 Lesson 1 - Vocabulary Activity I: Focus on Meaning a. To not claim (line2, Activity H) __________________ b. A person that does not fit into a group (line 3, Activity H)___________________________________ c. A word or phrase that was not printed correctly (Line 6, Activity H)______________________ d. To not match (Line 7 Activity H)_____________________

38 Vocabulary continued Choice Activity- Word Relatives –Appendix C of teacher manual (3 Word families and sentences) Family 1 admit If you have a ticket, they will admit you to the theater. admitted Jason and Samantha were admitted to the movie theater. admission The theater admission was five dollars. admittance Theater goers show heir tickets to gain admittance. 34

39 Spelling Activity J: Spelling Dictation

40 Strategy Instruction I do it – Model We do it – Guided Practice We do it (gradually fade we do it) You do it – Check for Understanding Moving on to Lesson 16 (Intermediate) Lesson 13 (Secondary) we begin adding in strategy instruction.

41 Lesson 13 - Strategy Instruction: Modeling & Guided Practice Activity D: Strategy Instruction 1.propellerconstruction 2.infectionsuddenness 3. befuddleinstruction 4. exterminatecommitment Activity E: Strategy Practice 1. expansionunspeakable 2. containereffective 3. performanceconsultant 4. reunionfraction 5. furnishinartistic 36

42 Lesson 23 – Sentence Reading Activity G: Sentence Reading 1. The performance was very artistic. 2. Our new plane propeller is very effective. 3. The cruel words in the letter were unspeakable 4. When construction is finished, we can furnish the house. 5. Everyone is sick because the infection spread. 6. Did you make a commitment to finish the work?

43 Passage Preparation Activity H: Passage Preparation Part I – Tell 1. although believed 2. justice Europeans 3. Christian language Part II - Strategy Practice 1. escape profitable 2. indenture colony indentured colonies colonists 3. racism superior 4. inferior marketplace 5. Middle Passage plantation

44 Passage Reading Activity I: Passage Reading “Growth of Slavery Tidewater planters needed many workers to make their land 9 profitable. At firs, they tried to make Indians work the land. Or 21 they brought indentured servants from England. By the late s however, planters were buying large numbers of African 39 slaves. Although people in other colonies owned some slaves, most 49 slaves live in the South. (#1) 54Why did southern planters turn to African slave labor: The 64 English saw how slave labor earned profits for the Spanish 74 colonists. Planters believed that Africans were used to warm 83 climates. Then, too, it was hard for blacks to escape

45 Passage Reading Accuracy varied partner and out loud Comprehension questions ask as reading passage

46 Classroom Application-Passage Preparation Tell ________________ Strategy ________________

47 Fluency Building-Repeated Readings Why is reading fluency important? – Fluency is related to reading comprehension. (Cunningham & Stanovich, 1998; Fuchs, Fuchs, & Maxwell, 1988; Jenkins, Fuchs, Espin, vanden Broek, & Deno, 2000) – When students read fluently, decoding requires less attention. Attention can be given to comprehension. (Samuels, Schermer, & Reinking, 1992) – Accurate and fluent readers will read more. (Cunningham & Stanovich, 1998; Stanovich, 1993) – Fluent readers complete assignments with more ease. – Fluent readers perform better on tests involving reading.

48 Fluency Building - Repeated Readings How is reading fluency increased? Practice Practice Repeated Reading activities

49 Fluency Building-Repeated Readings Continued

50 Correction of Errors 52

51 Posttests 1. Pretest/Postest 2. Generalization test Administer both Review results Determine students who may benefit from additional practice and in what areas

52 REWARDS Questions? Evaluation Thank you!