CORRECTIVE READING TRAINING DECODING A, B1, B2 Presented By: Soraya Coccimiglio & Angel Rosales

CORRECTIVE READING TRAINING WELCOME TO CORRECTIVE READING TRAINING Materials provided by Leigh Brougher SRA Sales Representative

Group Expectations To make this day the best possible, we need your assistance and participation Be Responsible Attend to the “Come back together” signal Active participation…Please practice formats and ask questions Be Respectful Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations Please do not skip over these expectations. They are important for setting up the day. Write these on a flip chart paper. Save your conversation for the “real bar.” Introduce a signal (e.g. hand raise) and indicate that when they see it, they should raise hand as well. People should finish their sentence not their paragraph. This helps so that transitions are smooth and presenters do not have to talk over the crowd to get the attention. Remind people that as we use more technology (laptops) there is the greater potential to multi-task and get distracted during these trainings. We would appreciate people refraining from email. This work is so important and we only have a day to share a lot of information and get a lot of work/planning accomplished. We need everyone to be actively engaged and mentally with their teams. 3

Corrective Reading Training 9:00-10:00 Corrective Reading Decoding Overview Decoding A Sound & Signal Practice Practicing Formats Practicing Error Corrections 10:00-10:15 Break 10:15-11:30 Decoding A Practice Formats/Wrap Up Decoding A 11:45-12:30 Lunch 12:30 -2:00 Corrective Reading Decoding B1 & B2 Overview Signal Practice Practice Formats Practice Error Corrections 2:00-2:15 Break 2:15-3:00 Decoding B Practice Formats/Wrap Up 3:00-4:00 Lesson Practice Have participants partner off by partner 1 and partner 2

Corrective Reading Intervention BIG IDEAS IN LITERACY Big Idea Corrective Reading Intervention Phonemic Awareness Decoding A Alphabetic Principle Decoding B1 Fluency Decoding B2 Vocabulary & Comprehension Decoding C

SERIES GUIDE Pages 2 & 3 2 Strands of Corrective Reading Decoding Comprehension Level A what it teaches and outcomes Level B what it teaches and outcomes

Who Needs Corrective Reading? Series Guide Pg. 7 Decoding A for students in grades 3-12 Students who read so haltingly they don’t understand what they are reading Decoding B for students in grades 3-12 Students who do not read at an adequate rate and confuse words Decoding C for students in grades 4-12 Students who have trouble decoding multi-syllabic words

Features of the Series Series Guide Page 9 CRP directly addresses all the critical reading components (the 5 Big Ideas in reading) identified by the National Reading Panel (2002) All details of the 2008 series are designed to provide differentiated instruction appropriate for each learner Core program—not ancillary Each program can usually be presented in 35-55 minutes

Features of the Series Series Guide Page 9 Each program provides detailed data on student performance Each program provides an effective management system designed to decrease behavior problems Placement tests assess each student’s current skill level and indicate the appropriate level for different students

Materials—Decoding A Page 11 Series Guide 2 Teacher Presentation Books Student Workbook (consumable) Nonconsumable Student book (2008) Mastery Tests ordered separately (prior to 2008) Additional Practice and Review Activities CD ordered separately Enrichment Blackline Masters ordered separately

Materials—Decoding B1 & B2 Page 11 Series Guide 1 Teacher Presentation Book Student Workbook (consumable) Student Textbook Mastery tests ordered separately (prior to 2008) Additional Practice and Review Activities CD ordered separately Enrichment Blackline Masters ordered separately

Page 13 Series Guide The Decoding Programs and the Problem Reader: Makes frequent word identification errors Omits words, adds words, and confuses high frequency words Consistently inconsistent—may make a mistake on one word in a sentence and then a different mistake when rereading the sentence

Page 13 Series Guide The Decoding Programs and the Poor Reader: Doesn’t understand the relationship between the arrangement of letters in a word and the pronunciation of the word Doesn’t read a passage with the degree of accuracy needed to understand what the passage actually says The student’s reading rate is often inadequate, making it difficult for the student to comprehend even if they decoded accurately

Use of Decoding Programs with ELL Page 17 Series Guide The Series Guide provides detailed information on whether or not to use CRP with ELL students.

Progress Through the Programs Series Guide pg. 18 Level A & B1 should be completed in 1 year Level B1 & B2 should be completed in 1 year Level C should be completed in 1 year

Decoding A: What is Taught Series Guide pg. 19 Decoding A is a phonics program, which means it teaches the alphabetic principle (phonemic awareness and using letter sounds to sound out and say “fast” unknown words)

Decoding A: Outcome Behavior Series Guide pg. 20 Read sentences composed of primarily regularly spelled words Read short selections at a rate of approximately 60 wpm Read common irregular words (what, was, said, do, of, to, you) Read words that begin and end with difficult letter combinations

Decoding A: What’s new in 2008 Series Guide pg. 21 Uniform management system Students in all programs now earn up to 20 pts. Simplified Mastery Test system Procedures and administration appear in TPB Increased frequency of mastery testing, provides teacher with more timely feedback, which leads to more timely remediation Improved schedule and criteria for daily reading check outs Rate requirements have been graduated

Decoding A: What’s new in 2008 Series Guide pg. 21 Lesson objectives Preceding every 5 lessons in TPB, summary of objectives More efficient transition procedures for students completing Decoding A Students completing Dec. A start on Lesson 8 of B1 instead of Lesson 1

Decoding B1 & B2: What is Taught Series Guide pgs. 22 & 27 Four major parts in each lesson: Word Attack Skills Group Reading Individual Reading Checkouts Workbook Exercises

Decoding B1 & B2: Outcome Behavior B1: Pages 25-26 Series Guide B2: Pages 28-29 Series Guide

What’s New in the 2008 Edition Series Guide Pages 25-26 Decoding B1: More seamless transition from Decoding A to Decoding B1 In the first 10 lessons: students practice sounding out words assures students are firm on pronunciation of vowel sounds Number of irregularly spelled words has been reduced Decoding B2: Pages 28-29 Many numerous changes, too many to go through, all are listed on these pages in series guide.

Teaching Techniques Page 71—Lesson setup Page 72—Introducing the Program Star Reading Rules PreCorrecting (especially with Secondary) Page 73—Scripted Presentations

Why Scripted Lessons? Scripted lessons control the details essential to successful teaching In Direct Instruction Programs lessons are scripted and ensure that: Instruction is systematic and explicit Language of instruction is clear, concise and consistent Instructional explanations/instructions are consistent allowing student to focus on task Type and number of examples are provided within the script to promote mastery Teachers are focusing more on student performance than focusing on how to best explain a new skill, how many or what types of examples or prompts should be given One of the criticisms of Direct Instruction programs is that of the utilization of a tightly controlled script. Teachers often feel that they are limited in how creative they are able to get with their students when they are bound by a script. (Use analogy of how you wouldn’t want a surgeon to decide on using creativity versus going by the book. Scripted presentations also provide additional support for paraprofessionals Systematic instruction: The direct presentation of skills/concepts in a pre-specified sequence taught in a logical, defined, order. Skills and concepts begin with the most simple, moving to the most complex. Student objectives are clear, concise, and driven by ongoing assessment results. Students are provided with appropriate practice opportunities which directly reflect instruction. Explicit instruction is taught directly through teacher modeling, guided practice, and independent practice Teacher models and explains (“I do it”) Teacher provides guided practice (“we do it”) Students practice what the teacher modeled Teacher provides prompts/feedback Teacher provides supported application Students apply the skill as the teacher scaffolds instruction Independent practice (“you do it”)

Why Unison Responding? Unison responding is required on many Tasks and must be initiated by a signal from the teacher. Unison responding: Maximizes the amount of practice and active participation Provides the teacher with information about how well students are learning the task Puts less pressure on individual students who may be reluctant to respond When students respond incorrectly or respond a few seconds after the rest of the group it is an indication that the student has not mastered the task, which then allows the teacher to correct to the group, not the individual student as well as providing extra practice on the task. Most corrections are done with the whole group rather than the individual student despite the fact that it may have been only 1 student who responded incorrectly. Students are under less pressure when they are responding in a group. If they don’t know the correct response they tend to be more reluctant to respond when you call on them individually than when they respond with the group.

Partner Activity Ones tell your partner at least 2 advantages of scripted presentations. Twos tell your partner at least 2 Advantages of unison responding.

PLACEMENT TESTING Series Guide pg. 246 Scoring Errors Omissions Additions Misidentifications—but do not count same error more than once Allow 3 seconds to identify the word—then tell them the word Allow 1 self-correct, then count all other self-corrects as errors If student sounds out word—ask “What word?” Do not count re-reading of words as errors if read correctly both times Angel is student reading. He will make mistakes. Review errors and placement using placement schedule

PLACEMENT TESTING Series Guide p. 246 Practice scoring placement test Score on practice sheet so you may use Series Guide to make copes of placement test.

Sound Pronunciation Guide Series Guide pg. 101 Practice sounds before teaching a lesson Teach sounds correctly so that students learn to blend sounds correctly

Training Packet Page 2 Teaching to Mastery Means: Appropriate signals preceded by a one-second pause Providing “think” time when necessary Watching students, not the book when students are responding Correcting every error and returning to the beginning of a task Brisk pacing Reinforcing good performance

Training Packet Page 2 REPEATING A TASK UNTIL FIRM MEANS: ► 100% response ►All students on signal ►No errors or hesitations

Practicing Signals Series Guide Hand Drop Signal: Pages 81-82 Audible Signal: Pages 82-83 Point Touch Signal: Page 84 Sound Out Signal: Page 85

Practicing Signals Sequential Response Signal: Page 86 Hold up one finger for each sound Repeat until students say the sounds without stopping If left handed— palm faces student Used primarily for Decoding A and Comp Programs If right handed—palm faces you

Decoding A—Lesson 6 Series Guide pg. 103 Exercise 1A Signal Practice Practice Hand Drop or Audible Signal Remember: Say instructions quickly Pause 1 second Drop hand, clap, or snap Introduce hand drop and audible signal then present a model and do it with them. Angel is student

Decoding A—Lesson 6 Series Guide pg. 103 Exercise 1B & 1C Signal Practice Practice Sequential Response Signal Exercise 2 Signal Practice Point Touch Loop for continuous sounds Tap for stop sounds

THE D.I. TEACHING PARADIGM Training packet pg. 3 MODEL: Teacher provides correct response TEST: Teacher repeats task or question DELAYED Teacher goes back to TEST: beginning of task, “starting over”

CORRECTING SOUND ERRORS Training packet pg. 4 Model: “That sound is……” Test: “What sound?” (signal) Delayed “Starting over” (repeat task) Test: Practice Corrections Exercise 2 Corrections

Series Guide Pg. 103 Exercise 3—Say the Sounds Exercise 4—Word Reading Practice signals and corrections with partner Video Exercise 4—Word Reading Signals Correction (pages 4-5 in packet) What to do when students stop between sounds Show video of Module 5 Lesson 6 Exercise 4

Added Structure to the DI Teaching Paradigm When to add a “lead” in the correction sequence (page 3 participant packet): Whenever students demonstrate they need additional practice with a task, the teacher will need to have the students do it with him/her (“we do it”) until they are capable of doing the task by themselves. The teacher must add a “lead” in the teaching paradigm. The paradigm will be: Model Lead Test Delayed Test

Correction For Stopping Between Sounds Training packet pages 5-6 Model: “My turn, I can do it without stopping between the sounds”(teacher demos) Lead: “Do it with me, do it without stopping between the sounds” (teacher does with students) repeat until firm Test: “By yourselves, do it without stopping between the sounds (Lead is dropped) Delayed Test: “Starting over….. (repeat task) Note: New Step Added in Paradigm

Series Guide Pages 104 & 105 Be prepared to have Angel or Soraya be your student: Exercise 4: Practice with Partner Practice signaling Practice correcting sound errors Practice correcting “stopping between the sounds”

(Award points for word attack, pass workbooks out and pencils) Series Guide Pages 106 & 107 Exercise 5: Practice with Partner Signals Corrections WORKBOOK EXERCISES (Award points for word attack, pass workbooks out and pencils) Exercise 6 “Best practice” for teaching this format to students Exercise 7 Review Model exercises 6, 7, and 8. Note that it says Exercise 7 is a New Exercise—be sure to review lesson for new exercises

Series Guide Page 108 Exercise 8 Word Reading Practice with a partner Practice clapping signal Every sound gets a clap Practice correcting sound errors Practice correcting students when they stop between the sounds Practice with a partner Be Ready to Have Angel or Soraya Be Your Student Model this exercise—lead them through it. Have them practice with a partner

Series Guide Page 108 What do you notice about Exercises 9 & 12? Review Exercise 9, 10, 11, 12 Exercise 13—New Point System Exercise 14—Reading Checkouts Why are these checkouts so important? New Point System: Emphasize the fact that there is a great deal of positive reinforcement within the program. Reinforcement is both verbal—during all parts of the lesson and there are points built into the program.

Lesson 61 Decoding A Series Guide Pg. 113 Exercise 2B—Review with your partner—tell your partner what kinds of mistakes you think students might make with this task. What correction could you use to help them remember these words in sequence? Walk around the room and listen to partners sharing. Review with whole group what types of errors students may make and how to correct. You may need to break this task down—using a lot of models and leads. They also may have difficulty identifying the correct medial vowel sound.

CORRECTIONS INCLUDING A STRATEGY Training Packet pg. 7 Whenever students have been taught a strategy as a part of the instructional process, the strategy should be incorporated into the correction. In Decoding A (also Reading Mastery I, II, Fast Cycle) the strategy is always: “Sound it Out”

CORRECTIONS INCLUDING A STRATEGY Training packet pg. 7 In Reading Mastery III & IV, and Decoding B the student is required to spell a word as part of the strategy. Why would spelling be considered a strategy? Spelling is a strategy, because spelling and reading go hand in hand. At risk readers do not always pay attention to the arrangement of letters in a word. By spelling the word they are forced to look at the entire word, and the arrangement of the letters in the word. This strategy is highly effective with irregular words—words that cannot be sounded out.

Correcting Word Errors Decoding A Training packet pg. 7 Model: “That word is…….” Test: “What word?” (signal) Strategy: “Sound it out, get ready” (signal) Retest: “What word?” (signal) Delayed “Starting over” Test:

Series Guide Page 114 Exercise 3: Practice correcting errors Word errors Sound errors Words are sectioned in different colors for delayed test Review Good-bye Words (page 12 in training packet) Model how to correct a sound error then have them sound out the word.

Series Guide Page 116 & 117 Exercise 8 & 9: Review of procedure Practice word identification errors with partner Exercise 11—Reading Checkout Note that these are timed readings Review Point System Check workbooks after individual reading checkouts

Correcting Comp. Errors During Story Reading Training Packet pg. 8 Ask a different student to answer the question by re-asking the question. Return to student who was unable to answer and ask the question again. If second student makes mistake tell the whole group the answer, and ask the question again to the whole group.

Corrective Reading DECODING B1 AND B2

CORRECTIVE READING B1 & B2 Series Guide Page 123 Transition lesson for students who have not gone through Decoding A Purpose: To get students acquainted with formats and language of instruction

CORRECTIVE READING DECODING B1, B2 Lesson 26—B1 PG. 135 Exercise 1—Vowel Conversions Practice this exercise with a partner using wipe boards *Note individual turns

CORRECTING SOUND ERRORS DECODING B1, B2 Training packet pg. 9 Model: “That sound is……” Test: “What sound?” Delayed Test: At some point before completing lesson review sounds misidentified

Series Guide Page 135 Exercise 2 Practice pacing Practice correcting sound errors

CORRECTING WORD IDENTIFICATION ERRORS Training Packet page 10 Model: “That word is…..” Test: “What word?” Strategy: “Spell….Get Ready” Retest: “What word did you spell?” Delayed “Starting over” (students Test: start at beginning of row or column) Why is spelling the strategy in Decoding B?

Series Guide Page 135 Exercise 3 The importance of pacing—page 13 in Training Packet Keep in mind low performers may need additional “think time” Practice pacing Practice correcting errors using the spelling correction

Series Guide Page 136 Exercise 4 Practice pacing Practice correcting errors

Series Guide Page 136 Exercises 5 & 6 Individual Tests If the group reads with x amount of errors, they receive 4 points (80% criteria) Group story No more than 3 errors in each part When students meet error criteria teacher asks questions Italicized responses indicate unison responding Award points if students meet criteria Fluency, Fluency!! Page 14 in Training Packet: A Note About Fluency

CORRECTING WORD IDENTIFICATION ERRORS DURING GROUP STORY Training Packet pg. 11 Model: “That word is….” Test: “What word?” Delayed Test: “Start your sentence over”

Comprehension Checks During Group Story Reading Be sure to elicit unison responses to answers in italics For individual responses, ask question first, then call on student

Correcting Comprehension Errors During Group Story Reading Training Packet pg. 12 Ask a different student the question Return to 1st student and ask question to ensure they know the answer If the second student does not know the answer, teacher or student may re-read section of story that provides answer Teacher repeats question and has students answer in unison whenever possible

Series Guide Page 138 & 139 Exercises 7, 8, 9 Reading checkouts Directions for “paired practice” on pages 15-16 in Training Packet Must pre-teach procedure Most efficient with larger groups More intensive students should be checked at some point by instructor Workbook exercises Independent student work

Series Guide Pages 143-144 Individual Reading Progress Charts Huge incentive to students Excellent data for teacher Fluency Assessment Summary Mastery Test Schedules for Editions prior to 2008 on page 17 in Training Packet