Download - Rewards Overview
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Rewards Overview
MiBLSi State ConferenceApril 17, 2007
Facilitator: Edwina Borovich MiBLSi State Trainer and Coach
REWARDS Trainer [email protected]
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REWARDS
R = ReadingE = ExcellenceW = WordA = Attack andR = RateD = DevelopmentS = Strategies Anita Archer Mary Gleason Vicky Vachon
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What is REWARDS?
A research-validated programTo 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.
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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)
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After Participating in REWARDS Students Will…
Decode previously unknown multisyllabic words containing two to eight word partsAccurately read more multisyllabic words within sentencesAccurately read more multisyllabic words found in content texts and class materialsHave an expanded vocabularyRead narrative and expository text accurately and fluentlyExperience increased comprehension as accuracy, fluency and vocabulary increasesHave more confidence in their reading ability
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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.
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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.
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Differences between REWARDSIntermediate and Secondary
IntermediateFor Students–Grades 4-625 lessonsWord choice, reading and interest level-Grades 4, 5 & 6Expanded instruction focusing on word relativesMore in-depth vocabulary component
SecondaryStudents–Grades 6+20 lessonsWord choice, reading and interest level-Grades 6+Word relatives exercise optionalVocabulary exercise optional
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REWARDS Plus: Reading Strategies Applied to Social Studies Passages REWARDS Plus: Reading Strategies Applied to Science Passages
REWARDS (Intermediate)
REWARDS (Original/Secondary)
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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
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Who might teach this program?
General education teacherReading teacherSpecial education teacherRemedial or compensatory education teacherWell trained paraeducator with a small group or individualWell trained tutor working with an individual
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Why might you want to use REWARDS?
Word recognition is a necessary, though not sufficient, skill to allow comprehension.
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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 AdministratorsTake 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.
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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
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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.
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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)
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Why might you want to use REWARDS?
Teaching HelpsOther 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)
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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)
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What materials are included in REWARDS?
Teacher’s Guide Introduction 25 Lessons/Intermediate 20Lessons/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
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Materials - Continued
Overhead TransparenciesPostersStudent BookVideo – Optional (but helpful)
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Pre-tests and Post-tests
Pretest/Posttest- words taught in 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.
Generalization Test – words not taught but contain introduced elementsDesigned to be given after completion of the program
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Research Based &Validated Techniques Included in REWARDS
The Decoding StrategyOvert Covert
Active Student ParticipationRepeated Reading-Fluency
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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
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3. confederate
2. fraction
1. expansion
Overt Strategy
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Strategies for Reading Long Words
Covert Strategy1. Look for prefixes, suffixes, and vowels2. Say the parts of the word.3. Say the whole word4. Make it a real word
reconstruction
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What are the necessary preskills?
1. prefixes2. suffixes3. vowel sounds and combinations4. blending – letters and syllables5. language6. vocabulary
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Preskills Lesson Activities
ACTIVITY A: Oral Activity--Blending Word Parts Into WordsACTIVITY B: Vowel CombinationsACTIVITY C: Vowel ConversionsACTIVITY D: Reading Parts of Real WordsACTIVITY E: Underlining Vowels in WordsACTIVITY F: Oral Activity:--Correcting Close Approximations
Using ContextACTIVITY G: Prefixes and SuffixesACTIVITY H: Circling Prefixes and SuffixesACTIVITY I: VocabularyACTIVITY J: Spelling Dictation
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Vowel Graphemes Sounds and Names for Vowel Graphemes
Vowel Letter
Sound Key Word Name Key Word
a a cat a labor i i sit i pilot o o hot o locate u u cup u human e e get e female
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REWARDS (Secondary) - Student Book Lesson 1
Activity A: Oral Activity - Blending Word Parts Into WordsActivity B: Vowel Combinationsay (say) ai (rain) au (sauce)Activity C: Vowel Conversionsa iActivity D: Reading Parts of Real Words
1. frain trast cay scrip
2. fa tain happ ca * *
3. vi vict tist aud *4. path tri aut min
*
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Lesson 1- Vowels
Activity E: Underlining Vowel sounds in Words1. waistband fraud plaything2. pigtail vault pathway3. waylay launch railway4. midway blackmail maintain5. applaud layman hairpin
Activity F Oral Activity – Correcting Close Approximations Using Context
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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.
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Prefixes and Suffixes (pp. 12-14)
Check the affixes that are not pronounced as you would expect given the graphemes in the affix.
P12+
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Prefixes and Suffixes continued
p13 maybe split to p14
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Prefixes and Suffixes continued
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Lesson 1 - Prefixes and Suffixes
Activity G: Word Parts at the Beginning and End of Wordsdiscover dis
mistaken misabdomen abadvertise ad
dis
mis
ab
ad
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Lesson 1 - Prefixes and Suffixes
Activity H: Circling Word Parts1. addict milkmaid damp2. distract ad-lib disclaim3. admit misfit backspin4. mislay misplay distraught5. mast banish display6. misprint distill digit7. disband abstract mismatch
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Lesson 1 - Vocabulary
Activity I: Focus on Meaninga. 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)_____________________
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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.
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Spelling
Activity J: Spelling Dictation
1. 2.
3. 4.
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Strategy Instruction
I do it – ModelWe 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.
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Lesson 13 - Strategy Instruction: Modeling & Guided Practice
Activity D: Strategy Instruction1. propeller construction2. infection suddenness3. befuddle instruction
4. exterminate commitment
Activity E: Strategy Practice1. expansion unspeakable2. container effective3. performance consultant4. reunion fraction5. furnish inartistic
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Lesson 23 – Sentence Reading
Activity G: Sentence Reading1. The performance was very artistic.2. Our new plane propeller is very effective.3. The cruel words in the letter were unspeakable4. 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?7. - 12
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Passage Preparation
Activity H: Passage PreparationPart I – Tell
1. although believed2. justice Europeans3. Christian language
Part II - Strategy Practice1. escape profitable2. indenture colony
indentured colonies colonists
3. racism superior4. inferior marketplace5. Middle Passage plantation
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Passage Reading Activity I: Passage Reading
“Growth of SlaveryTidewater planters needed many workers to make their land
9 profitable. At firs, they tried to make Indians work the land. Or21 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 74 colonists. Planters believed that Africans were used to warm 83 climates. Then, too, it was hard for blacks to escape
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Classroom Application-Passage Preparation
Tell________________ ________________________________ ________________________________ ________________ Strategy________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________
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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.
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Fluency Building - Repeated Readings
How is reading fluency increased?Practice Practice Practice PracticeRepeated Reading activities
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Fluency Building-Repeated Readings Continued
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Correction of Errors
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Posttest
Generalization testAdminister like the word list pretest/posttestRecord the scoreDetermine students who may benefit from additional practice
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REWARDS
Questions?
Evaluation
Thank you!