The Word Identification Strategy

The Word Identification Strategy
The Learning Strategy Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas University of Kansas Center for Research on Learning 2002

Pertinent Setting Demands
Decoding long, multi-syllable words University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Purpose of this Strategy
To give the student a systematic process through which long words can be attacked. University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Steps of the Strategy Require the student to:
Focus on the context surrounding the word Dissect a word into component parts using simple rules Use other resources available People Dictionary University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

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. University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Learning Strategies Curriculum
Acquisition Word Identification Paraphrasing Fundamentals of Paraphrasing & Summarizing Self-Questioning Visual Imagery Word Mapping Inference University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Storage First-Letter Mnemonic Paired Associates Listening and Note-Taking LINCS University of Kansas Center for Research on Learning 2014

Expression and Demonstration of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test Taking Essay Test-Taking InSPECT EDIT University of Kansas Center for Research on Learning 2014

Word Identification Strategy Results
Performance on Grade-Level Materials 20 words Incorrectly Pronounced 40% Comprehension Before Instruction After Mastery 3 words Incorrectly Pronounced 70% Comprehension University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Instructor’s Manual Contents
Introduction Instructional Methods University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Instruction Methods Stage 1: Pretest and Make Commitments Stage 2: Describe Stage 3: Model Stage 4: Verbal Practice Stage 5: Controlled Practice and Feedback Stage 6: Advanced Practice Stage 7: Posttest and Make Commitments University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Instruction Methods (cont.) Stage 8: Generalization Phase I: Orientation Phase II: Activation Phase III: Adaptation Phase IV: Maintenance Appendix A: Evaluation Guidelines Appendix B: Instructional Materials Appendix C: Prerequisite Lessons Appendix D: Answer Keys Appendix E: Suggested Commercially Available Materials University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

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 University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Selecting Students for Word Identification
Prerequisites 1. Reading at or above the 3rd-grade level. 2. Knowledge of phonic sounds. 3. Can find a word in the dictionary University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge PREFIX/SUFFIX TEST Name: Date:
INSTRUCTIONS: Separate the prefix in each of the following words that has a prefix. Some words do not have prefixes. EXAMPLES: con | centrate flashlight (none) 1. pronounce 5. hydroplane 9. kangaroo 2. decline 6. antisocial 10. discover 3. extract 7. interconnect 4. diamond 8. imprint PREFIX/SUFFIX TEST The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge PREFIX/SUFFIX TEST Name: Date:
INSTRUCTIONS: Separate the suffix in each of the following words that has a suffix. Some words do not have suffixes. EXAMPLES: friend | ship flashlight (none) 11. victimize 15. cowardice 19. visible 12. heavenly 16. gladness 20. pathetic 13. paycheck 17. banker 14. confection 18. rational PREFIX/SUFFIX TEST The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Word Identification Strategy Appendix C Overview
Results of the Prefix/Suffix Test Mastery Instructional Need? Appendix C Materials Suggested Procedures & Materials for Teaching or Review NOT Comprehensive University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Word Identification Strategy Appendix C Overview
Appendix C Materials (cont.) Materials Include: Prefix/Suffix Lesson Prefix List Suffix List Prefix Worksheets Suffix Worksheets Prefix and Suffix Lists Based on Most Frequently Used Prefixes & Suffixes What are the issues and concerns related to Appendix C? University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Prefix A word part placed at the beginning of a word that has meaning.
Compound Prefix Two or more prefixes at the beginning of a word. University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge PREFIX LIST Prefix Example Prefix Example Prefix Example
Word Identification Strategy PREFIX LIST Prefix Example Prefix Example Prefix Example a- a| pathy ab- ab normal ad- ad jacent ambi- ambi dextrous an- an onymous ante- ante cedent anti- anti social auto- auto biography bi- bi weekly circum- circum ference co- co operate col- col lective com- com munity con- con fide contra- contra dict de- de scend di- di chotomy dia- dia meter dis- dis comfort dys- dys function em- em brace en- en able epi- epi center eu- eu phoric ex- ex hale extra- extra ordinary extro- extro verted fore- fore warn hetero- hetero geneous homo- homo geneous hydro- hydro foil hyper- hyper charge hypo- hypo dermic il- il legal im- im perfect in- in visible inter- inter state intro- intro duce ir- ir regular mal- mal nutrition micro- micro scope mis- mis fortune mono- mono logue multi- multi story non- non intervention ob- ob struct pan- pan orama para- para medic per- per fect peri- peri meter post- post pone pre- pre cede pro- pro mote pseudo- pseudo nym re- re vise retro- retro active semi- semi circle sub- sub marine sur- sur pass super- super human sym- sym phony syn- syn thesis tele- tele vision trans- trans port tri- tri angle ultra- ultra violet un- un willing up- up grade The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge ISOLATE THE PREFIX WORKSHEET #1
Name: Date: INSTRUCTIONS: Isolate the prefix in each of the following words that has a suffix. Some of these words do not have prefixes. EXAMPLES: trans| port re| ply flashlight A B C 1. pronounce decline extract 2. Sue moose random 3. interconnect imprint encase 4. discover multipurpose tally 5. jitterbug expose propel 6. telepathy comfort poodle 7. rake keep misread 8. impair paralegal contraband 9. retain supercharge letter 10. hydrophobia display adjunct submarine monotone exclaim posttest illuminate implant ISOLATE THE PREFIX WORKSHEET #1 The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Suffix A word part placed at the end of a word that has meaning.
Compound Suffix Two or more suffixes at the end of a word. University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge SUFFIX LIST
Word Identification Strategy sufffix Example sufffix Example sufffix Example SUFFIX LIST -able obtain able -age wreck age -al natur al -an Europe an -ana Americ ana -ance assist ance -ancy vac ancy -ant assist ant -arian libr arian -arium aqu arium -ary bound ary -ate collegi ate -cy bankrupt cy -dom wis dom -ed paint ed -en height en -ence confid ence -ency urg ency -ent presid ent -er smart er -ery slav ery -ese Chin ese -es glass es -ess heir ess -est warm est -ful play ful -fy electri fy -hood child hood -ia bulem ia -ial fac ial -ian comed ian -ible vis ible -ic platon ic -ical hyster ical -ice just ice -ify magn ify -il per il -ile juven ile -ing swimm ing -ion opin ion -ise exerc ise -ish boy ish -ism social ism -ist pacif ist -itis appendic itis -ity celebr ity -ium calc ium -ive abus ive -ize idol ize -less heart less -ly heaven ly -ment amend ment -ness happi ness -ology morph ology -or doct or -ory advis ory -ous graci ous -s garden s -ship friend ship -sion impres sion -sis analy sis -tion cancella tion -tude grati tude -ty loyal ty -ular cell ular -y string y The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge SEPARATE THE SUFFIX WORKSHEET #1 A B C
Name: Date: INSTRUCTIONS: Isolate the suffix in each of the following words that has a suffix. Some of these words do not have suffixes. EXAMPLES: local | ize infec | tion cottontail A B C 1. greenish sacrament playground 2. hopeless pleading principal 3. armchair taller gladness 4. package yadgoods largest 5. knighted machinist notebook 6. slowest plywood handspring 7. residence heavenly confessor 8. confection cowardice stunt 9. banker rational quotation 10. heroic tacky victimize tactful hapless cheery squeamish solarium invisible SEPARATE THE SUFFIX WORKSHEET #1 The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Congress of the United States: More than a Legislative Body
The Congress of the United States does more than legislate law. Event though Congress is considered the nation’s legislative body, the representatives and senators are members of political parties. Thus, Congress can be considered a political body as well as a legislative body. The Constitution of the United States does not make direct mention of political parties. This is due, in part, to the fact that political parties did not exist at the time the Constitution was written. For the purpose of this section, a political party is defined as a group of people with similar interests who join together in an effort to influence the laws and policies of government. For the last two hundred years, most elected officials in the United States belonged to political parties. University of Kansas Center for Research on Learning 2014

The two major political parties in the United States today are the Republicans and the Democrats. The party which wins the most seats in the Senate is considered the majority party. The party with fewer seats is called the minority party. This practice is also followed in the House of Representatives. The majority and minority parties each have their own committees in both the houses of Congress. These committees are made up of individuals selected or appointed to carry out certain tasks. Democrats refer to their house committee as a caucus; all other committees are called conference committees. All of these committees operate in much the same way. University of Kansas Center for Research on Learning 2014

The intent, although not always directly stated, is to make sure the party’s agenda is carried out. In essence, the committees attempt to influence the lawns which are introduced and passed by Congress. A leader of the committee who in reality speaks for the committee membership is called the Floor Leader. There are Floor Leaders in both houses and they are called the Majority Floor Leader and the Minority Floor Leader. The Floor Leaders have assistants called Whips. These party Whips spend much of their time gathering support for the party’s legislative initiatives. All Floor Leaders are selected by their respective party. It is also important to not that the members of Congress may be organized along special interest group lines. Special interest groups have a particular, usually narrow, legislative agenda they wish to see adopted by Congress. For example, some members of Congress may support the policies of special interest groups such as business, union, or single focus groups. (409 words) University of Kansas Center for Research on Learning 2014

The Challenge Sample Content Class Pretest Passage Questions
Name: Date: 1. Congress is a A. Minority Party C. Political Body B. Political Party D. Enforcement Agency 2. The constitution does NOT mention A. Congress B. Political Parties C. Legislative Branch D. Executive Branch 3. Political parties existed at the time the Constitution was written? A. True B. False 4. Which of the following is not a political party? A. Political Caucus B. Republicans C. Democrats Sample Content Class Pretest Passage Questions The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Name: Date: 5. What is the purpose of party committees? A. Determine who will be president B. Influence the lawmaking process C. Select local leaders D. Select who runs the state government 6. A political party is a A. group of people who want their ideas expressed in government B. group of people who want to give up power C. group of people who refuse to participate in government D. group of people whose focus is on working to build a local park 7. Assistant Floor Leaders are called A. Party Lobbyists C. Minority Floor Leaders B. Majority Floor Leaders D. Whips Sample Content Class Pretest Passage Questions The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Name: Date: 8. The Majority Floor Leaders are selected by A. The President B. The Speaker of the House C. The Majority party D. Chief Justices of the Supreme Court 9. A committee is A. a group of people appointed to accomplish specific tasks B. not used in government very much C. found only in the Senate D. selected by the press 10. The majority party is A. made up of Republicans and Democrats B. found in the House of Representatives only C. the party which has the most seats in Congress D. the party who proposes the most legislation The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge WORD IDENTIFICATION MANAGEMENT CHART Student Name 2 3 4
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 University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Steps of the Word Identification Strategy
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 University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Step 1: Discover the Sounds and Context
Try to say the sounds of the letters Read the other words in the sentence to learn what the sentence is about Try to guess the word that fits the sounds and context University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Step 2 and 3 Step 2: Isolate the Beginning Look for prefixes
Look for other beginning parts Step 3: Separate the Ending Look for suffixes Look for other ending parts University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge EXAMPLE: EXAMINE THE STEM WORKSHEET mag | nan | im |ous
Name: Date: INSTRUCTIONS: For the words listed below, the prefixes have been isolated and the suffixes have been separated. Examine the stems using the Rules Twos and Threes. Then say the whole word. EXAMPLE: EXAMINE THE STEM WORKSHEET mag | nan | im |ous The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge 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 University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Bridging the Gap1 Bridges come in a few basic styles. There are beam, arch, cantilever and suspension bridges. The first two are thousands of years old. The others are not much newer. The bridge is man’s oldest building achievement. Even early man built bridges. Simple beam bridges were not hard to make. Dragging the rocks into place only needed some effort. Today in England, huge slaps of rocks still stand on piers across streams. These simple bridges were also found on long-dry stream beds. They’ve been there since prehistoric times. 1This passage, which is shown in its entirety, came from Spargo, E., & Williston, G. R. (1980). Times Readings, Book 1. Providence, RI: Jamestown Publishers University of Kansas Center for Research on Learning 2014

Bridging the Gap The arch was used in temples and tombs long before it was used for bridges. Roman engineers built stone-arch bridges all over their empire. The most famous stone-arch bridge was Old London Bridge. This was built in It was made of 19 semicircular stone arches of different lengths. These arches were mounted on thick piers in the Thames River. Soon buildings appeared on the famous bridge. Although loaded with houses and shops, Old London Bridge never fell down. It was always fixed just in time. In the 1820s it was replaced by a new stone-arch bridge. In turn, this was also replaced in the 1960s in order to handle more traffic. In bridge terms, a cantilever is a diamond-shaped structure. It is balanced on a pier. Two cantilevers, linked by a short support, form a very strong bridge. University of Kansas Center for Research on Learning 2014

Bridging the Gap We can only guess that man built suspension bridges at an early date. These early bridges were made of tough vines hung over a gorge. Branches were laid across the vines to form a roadway. In China long ago, kites were used to fly the vines across the gorge. Hundreds of such bridges were also built in South America. Suspension bridges are compared in length of main span. The main span refers to the suspended path between two towers. New York’s Verrazano Bridge is the world’s longest suspension bridge. Suspension bridges were once weak structures. They often fell down at any time. They crumpled under the marching feet of soldiers. They fell under droves of cattle. Even heavy loads of snow could make them collapse. They blew down in storms and scared travelers with their swaying. Then, a stronger metal support was added. Suddenly suspension bridges became strong and secure. Can you imagine traveling over a swaying bridge? It’s a good thing the suspension bridge improved. University of Kansas Center for Research on Learning 2014

Word Identification Strategy Verbal Practice Checklist
Name: Strategy Steps Discover the sounds & context Isolate the beginning Separate the ending Say the stem Examine the stem Check with someone Try the dictionary Total The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Word Identification Strategy Verbal Practice Checklist
Name: Rules of Twos and Threes Rule 1 Rule 2 Rule 3 Total Questions 1. 2. 3. Date The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Providing Corrective Feedback
Factors that Make for Good Feedback: 1. Positive At least 3 positive remarks are made University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

A. Specify a category of errors B. Specify what the student should do C. Provide a model D. Have the student practice Have the student paraphrase the feedback Have the student write a goal Repeat corrective steps A-F for each category or errors made Communicate your positive expectation to the student University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

3. Individual 4. Immediate After last performance Immediately before the next University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge Word Identification Strategy Guided Practice Score Sheet
Student Names Practice Attempts Discover the Context Isolate the Prefix Separate the Suffix Say the Stem Examine the Stem Check with Someone Try the Dictionary Key: X - Step where word is correct - Step completed correctly P - Prompted step 1 2 3 4 Date The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge ASSIGNMENT SHEET WORD IDENTIFICATION
Name: Controlled Practice Advanced Practice Generalization Date Assigned Reading Selection Place Comments The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge WORD IDENTIFICATION STRATEGY
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 The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Rationale for the Generalization Stage
Research suggests that many low-achieving students do not independently generalize skills and strategies. Consequently, if strategy instructors teach skills and strategies in isolation, capable students may not reach the independent learner level. The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Rationale for the Generalization Stage
Most importantly, without planned generalization activities and demonstrated competence in this area by students, useful skills and strategies have not really been taught. In summary, without Stage 8, you really haven't achieved mastery of Stages 1-7. The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Rules of Twos and Threes
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 2 If you can’t make sense of the stem after using Rule 1, take off the first letter of the stem and try Rule 1 again. Rule 3 When two different vowels are together, try making both of the vowel sounds (diet). If this does not work, try pronouncing them together using only one of the vowel sounds (believe). University of Kansas Center for Research on Learning 2014

Generalization Stage Orientation Activation Adaptation Maintenance
University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Generalization: Orientation
Orientation Phase Goals: Student awareness of necessity of application Student awareness of when & where to use the strategy Student preparation of cue & affirmation cards University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Orientation Phase Procedure: Advance organizer Review previous lesson State lesson purpose State expectations Discuss rationales Review success formula Discuss strategy usage situations University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Orientation Phase Procedure (cont.): Discuss strategy flexibility Discuss current course books Have students make cue & affirmation cards Discuss “toolbox” & “knowledge” analogies Post organizer Review lesson Preview next lesson University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Affirmations I read easily when I use the Word Identification Strategy. I look for ways to use the Word Identification Strategy every day. I feel comfortable with reading now that I use the Word Identification Strategy. I am creating a new picture of myself as a good reader by using the Word Identification Strategy. University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Affirmations I am a successful reader when I use the Word Identification Strategy. I can reach my goal as a learner when I use the Word Identification Strategy. (My Goal is: ) University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Building a Knowledge Base
The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Generalization: Activation
Activation Phase Goals: Ensure students use the strategy Build student self-confidence University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Activation Phase Procedure: Advance organizer Review previous lesson State lesson purpose State expectations Have students reflect on strategy usage Set goals Explain how to use strategy report forms University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Activation Phase Procedure (cont.): Introduce assignments Give assignments Adjust goal dates Give oral quizzes Prompt student self-monitored feedback Give additional assignments University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Activation Phase Procedure (cont.): Record progress & adjust goals Troubleshoot Post organizer Review lesson Preview next lesson University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Report of Strategy Use Form
Generalization Report of Strategy Use Form Name Date Strategy Used Place the strategy was used Assignment the strategy was used to complete University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

SAMPLE ASSIGNMENT SHEET
WORD IDENTIFICATION Name: SAMPLE ASSIGNMENT SHEET Controlled Practice Advanced Practice Generalization Date Assigned Reading Selection Place Comments The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Generalization: Adaptation
Adaptation Phase Goals: Ensure student awareness of cognitive strategies imbedded in Word Identification Ensure student awareness of strategy adaptability Give the students practice in strategy adaptation Build student self-confidence University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Adaptation Phase Procedure: Advance organizer Review previous lesson State lesson purpose State expectations University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Adaptation Phase Procedure (cont.): Review DISSECT steps Discuss cognitive features of DISSECT Using word clues in context Breaking into parts Have the students practice using adaptations Ensure activation of adaptations in other settings Provide feedback University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Adaptation Phase Procedure (cont.): Post organizer Troubleshoot Review lesson Preview next lesson University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Generalization: Maintenance
Maintenance Phase Goals: Ensure students don't forget the strategy Ensure students continue to use the strategy over time University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Maintenance Phase Procedure: Advance organizer Review previous lesson State lesson purpose Discuss rationales State expectations University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Maintenance Phase Procedure (cont.): Review current usage of strategy & barriers Plan a maintenance program Review the strategy & requirements Distribute materials & provide instructions Monitor the student's performance University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Maintenance Phase Procedure (cont.): Collect materials Evaluate the student's performance Provide feedback Post organizer University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Sample The Challenge 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 University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Sample The Challenge Word Identification Strategy
Guided Practice Score Sheet Sample Pam Bill James 3/15 P x Student Names Practice Attempts Discover the Context Isolate the Prefix Separate the Suffix Say the Stem Examine the Stem Check with Someone Try the Dictionary Key: X - Step where word is correct - Step completed correctly P - Prompted step 1 2 3 4 Date The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

PREFIX/SUFFIX TEST The Challenge Name: Date:
INSTRUCTIONS: Separate the prefix in each of the following words that has a prefix. Some words do not have prefixes. EXAMPLES: con | centrate flashlight (none) 1. pronounce 5. hydroplane 9. kangaroo 2. decline 6. antisocial 10. discover 3. extract 7. interconnect 4. diamond 8. imprint PREFIX/SUFFIX TEST The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

PREFIX/SUFFIX TEST The Challenge Name: Date:
INSTRUCTIONS: Separate the suffix in each of the following words that has a suffix. Some words do not have suffixes. EXAMPLES: friend | ship flashlight (none) 11. victimize 15. cowardice 19. visible 12. heavenly 16. gladness 20. pathetic 13. paycheck 17. banker 14. confection 18. rational PREFIX/SUFFIX TEST The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge Robert Rogers April 4 C #3 cantilever suspension
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% The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge WORD IDENTIFICATION STRATEGY
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 The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Obtain the Student's Commitment
Ask the student to set a goal to learn the strategy Review I PLAN and student-generated goals on the IEP Give rationales for learning the strategy; "SELL IT" University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Ask the student to participate through Describe Stage Involve the student in an alternative activity Use case examples to show how well the strategy has worked with other students/peers University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Continue instruction by linking performance to your point/management system As a last resort, instruct the student in the strategy without gaining a verbal commitment or even asking for it University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Implementation Issues & Concerns
Cooperative Learning Activity: What are the issues and concerns that you have with regard to implementation of instruction in the Word Identification Strategy? University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Planning for Implementation
GOALS: Select students for Word Identification instruction Plan for initial strategy instruction Determine follow-up strategy meeting dates Establish strategy implementation support teams University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Procedure: Complete the strategy teaching schedule University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Strategy Teaching Schedule Name: Date: Strategy: Date Instruction Will Begin: Number of Students to Receive Instruction: Time Instruction Will Take Place: University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

MATERIALS & EQUIPMENT SECTION
The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Strategic Instruction Model Training
Purpose: To explain, model, and practice the Word Identification Strategy. University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Objectives: Following this session, you will be able to: 1. Explain when to teach the Word Identification Strategy. 2. State rationales for teaching the Word Identification Strategy to students with disabilities and low-achieving students. 3. Describe and model the Word Identification Strategy. 4. Score student pretests, practice lessons, and posttests. 5. Implement the Word Identification Strategy. University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Outline: Advance Organizer 1. Word Identification Strategy overview 2. Materials and organization 3. Step-by-step run through the Word Identification Strategy. 4. Scoring practice 5. Problem solving 6. Planning for implementation Post Organizer University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Cooperative Learning Activity: What are the issues and concerns that you have with regard to implementation of instruction in the Word Identification Strategy? For example, some teachers have expressed concern about the amount of time required to listen to and score all the student practice tapes. Others have been concerned about students who don't readily commit to learning the strategy. Finally, teachers have asked, "What do I need to do to get ready for Day 1?" University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Procedure: Working with your cooperative study partners, develop a list of potential implementation issues. Next, brainstorm possible solutions to those problems. Finally, share the results of your work with the rest of the group. University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Word Identification Strategy

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