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Rewards Overview

Rewards Overview. MiBLSi State Conference April 23, 2008 Facilitator: Edwina Borovich MiBLSi State Trainer REWARDS Trainer wenbead@aol.com. REWARDS. R = Reading E = Excellence W = Word A = Attack and R = Rate D = Development S = Strategies

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Rewards Overview

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  1. Rewards Overview MiBLSi State Conference April 23, 2008 Facilitator: Edwina Borovich MiBLSi State Trainer REWARDS Trainer wenbead@aol.com

  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 4th through 12th grades. • Have mastered skills associated with 1st and 2nd 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 (60-120 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? READINGis 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 60-120 correct words, he/she can profit from REWARDS.

  8. Differences between REWARDSIntermediate and Secondary Intermediate • For Students–Grades 4-6 • 25 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 6+ • 20 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 PassagesREWARDS 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 (4th, 5th, and 6th) • 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 1-2. • 1s 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 1-12 Secondary) • Strategy instruction (Lessons 16-25 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 (2.5-5.0/poor or fluency 60-120 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. Example: reconstruction 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.

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

  25. Strategies for Reading Long Words • Covert Strategy • Look for prefixes, suffixes, and vowels • Say the parts of the word. • Say the whole word • 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 a i • Activity D: Reading Parts of Real Words • frain trast cay scrip • fa tain happ ca * * • vi vict tist aud * • path tri aut min *

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

  31. Prefixes and Suffixes (pp 12-14 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. 12-14) • 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 discover dis mistaken mis abdomen ab advertise ad dis mis ab ad

  36. Lesson 1 - Prefixes and Suffixes • Activity H: Circling Word Parts • addict milkmaid damp • distract ad-lib disclaim • admit misfit backspin • mislay misplay distraught • mast banish display • misprint distill digit • disband abstract mismatch

  37. Lesson 1 - Vocabulary • Activity I: Focus on Meaning • To not claim (line2, Activity H) __________________ • A person that does not fit into a group (line 3, Activity H)___________________________________ • A word or phrase that was not printed correctly (Line 6, Activity H)______________________ • 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 1. 2. 3. 4.

  40. Strategy Instruction • I do it – Model • We do it – Guided Practice • We do it • 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. propeller construction 2. infection suddenness 3. befuddle instruction 4. exterminate commitment • Activity E: Strategy Practice 1. expansion unspeakable 2. container effective 3. performance consultant 4. reunion fraction 5. furnish inartistic 36

  42. Lesson 23 – Sentence Reading • Activity G: Sentence Reading • The performance was very artistic. • Our new plane propeller is very effective. • The cruel words in the letter were unspeakable • When construction is finished, we can furnish the house. • Everyone is sick because the infection spread . • Did you make a commitment to finish the work? 7. - 12

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

  44. Passage Reading • Activity I: Passage Reading “Growth of Slavery Tidewater planters needed many workers to make their land • profitable. At firs, they tried to make Indians work the land. Or 21 they brought indentured servants from England. By the late 30 1600s 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) 54 Why did southern planters turn to African slave labor: The 64 English saw how slave labor earned profits for the Spanish • 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 Practice Practice Repeated Reading activities

  49. Fluency Building-Repeated ReadingsContinued

  50. Correction of Errors 52

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