Error Monitoring Strategy Presented to the Secondary Literacy Council by Dr. Jean C. Faieta TAC Consultant Intermediate Unit #5 April 6, University of Kansas Center for Research on Learning 2006

The Error Monitoring Strategy The Learning Strategy Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas

3 University of Kansas Center for Research on Learning 2006 Pertinent Setting Demands Students must hand in relatively error-free written products to their teachers. –paragraphs –book reports –themes/research papers –answers to chapter questions –essay answers on tests

4 University of Kansas Center for Research on Learning 2006 Purpose of the Strategy To teach students to detect and correct the majority of errors in their writing. To teach students to be aware of the appearance of their completed products.

5 University of Kansas Center for Research on Learning 2006 Steps of the Strategy Require students to: –integrate the Sentence Writing Strategy (and the Paragraph Writing Strategy) with a strategy for detecting and correcting four types of mechanical errors: Capitalization Overall Appearance Punctuation Spelling –utilize resources to aid in this process –make a rough draft and a final draft of their work –reread the final draft as a final check

6 University of Kansas Center for Research on Learning 2006 Rationales Behind the Error Monitoring Strategy Students often have no awareness of the appearance of their products. Instruction in this strategy makes them aware of the appearance and the impression it makes on others.

7 University of Kansas Center for Research on Learning 2006 Rationales Behind the Error Monitoring Strategy Students often do not check their work. This is one behavior that characterizes low achievers. Instruction in this strategy makes them focus on the importance of checking work.

8 University of Kansas Center for Research on Learning 2006 Rationales Behind the Error Monitoring Strategy Student often do not know how to check their work. The Error Monitoring Strategy gives them a simple approach to the checking task.

9 University of Kansas Center for Research on Learning 2006 Error Monitoring Results First DraftFinal Draft Pretest Posttest 1 error in every 5 words 1 error in every 4 words 1 error in every 3 words 1 error in every 33 words

10 University of Kansas Center for Research on Learning 2006 Learning Strategies Curriculum Acquisition –Word Identification –Paraphrasing –Self-Questioning –Visual Imagery –Interpreting Visual Aids –Multipass

11 University of Kansas Center for Research on Learning 2006 Learning Strategies Curriculum Storage –First-Letter Mnemonic –Paired Associates –Listening and Notetaking –LINCS

12 University of Kansas Center for Research on Learning 2006 Learning Strategies Curriculum Expression and Demonstration of Competence –Sentences –Paragraphs –Error Monitoring –Themes –Assignment Completion –Test Taking –InSPECT

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14 University of Kansas Center for Research on Learning 2006 Selecting Students for the Error Monitoring Strategy 1.Students must be able to spell a majority of words. 2.Students must have mastered at least simple and compound sentences (Parts I & II of the Sentence Writing Strategy) and preferably all four sentence types. 3.Students must know how to find the correct spelling of words in the dictionary. 4.Students must read at the fourth-grade level or above.

15 University of Kansas Center for Research on Learning 2006 Error Monitoring Strategy Instructor's Manual Contents Introduction Instructional Steps Appendix A:Evaluation Guidelines Appendix B:Instructional Materials Appendix C:Controlled Practice Lessons

16 University of Kansas Center for Research on Learning 2006 Error Monitoring Strategy Instructor's Manual Contents Instructional Steps –Pretest & obtain commitment to learn –Describe –Model –Verbal rehearsal –Controlled practice and feedback –Grade - Appropriate practice and feedback –Posttest & obtain commitment to generalize –Generalization Phase 1:Orientation Phase 2:Activation Phase 3:Maintenance

17 University of Kansas Center for Research on Learning 2006 Error Monitoring Strategy Student Folder Contents Front Cover: –Error Monitoring Progress Chart –Controlled Practice Progress Chart Back Cover: –Envelope –Formula Card –Sentence Checklist –Paragraph Checklist

18 University of Kansas Center for Research on Learning 2006 Error Monitoring Strategy Student Folder Contents Eventual Contents: –Cue Cards –Tests –Controlled Practice Attempts –Grade Appropriate Practice Attempts –Generalization Attempts Activation Maintenance

19 University of Kansas Center for Research on Learning 2006 Error Monitoring Strategy Topic List Where I'd like to be What I want to be Who I want to be How I want to live Where I Want to Live

20 University of Kansas Center for Research on Learning 2006 The Most Common Mistakes in Writing Capitalization Overall Appearance Punctuation Spelling

21 University of Kansas Center for Research on Learning 2006 Proper Nouns John, Susan, Tom, Bill, Kathy, Peggy New York City Sears Proper Noun The name that belongs to one person, place, thing, or a special group of persons or things.

22 University of Kansas Center for Research on Learning 2006 Common Nouns teenagers city store Common Noun Any other noun representing a person, place, thing, quality, or idea.

23 University of Kansas Center for Research on Learning 2006 Capitalization Questions 1.Have I capitalized the first word of the sentence? 2.Have I capitalized all of the proper nouns in the sentence?

24 University of Kansas Center for Research on Learning 2006 Overall Appearance Questions 1.Is my handwriting easy to read, on the line, and not crowded? 2.Are my words and sentences spaced right? 3.Did I indent and write close to the margins? 4.Are there any messy errors?

25 University of Kansas Center for Research on Learning 2006 Punctuation Questions 1.Did I use the right punctuation mark at the end of each sentence? (period, question mark, exclamation point) 2.Did I use commas and semicolons where necessary? (compound, complex, compound- complex sentences, items in a series)

26 University of Kansas Center for Research on Learning 2006 Spelling Questions 1.Does it look right? 2.Can I sound it out? 3.Have I used the dictionary?

27 University of Kansas Center for Research on Learning 2006 Steps for Error Monitoring W rite on every other line using "PENS" R ead the paper for meaning I nterrogate yourself using the "COPS" questions T ake the paper to someone for help E xecute a final copy R eread your paper

28 University of Kansas Center for Research on Learning 2006 The "COPS" Questions 1.Have I capitalized the first word and proper nouns? 2.Have I made any handwriting, margin, messy, or spacing errors? 3.Have I used end punctuation, commas, and semicolons correctly? 4.Do the words look like they're spelled right, can I sound them out, or should I use the dictionary?

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31 University of Kansas Center for Research on Learning 2006 Student's Name Attempts Steps Write on every other line using PENS Read for meaning Interrogate yourself using the COPS questions Take the paper to someone Execute a final copy Reread your paper Total Percentage Correct % % % % % % Date COPS Questions Capitalize first word Capitalize proper nouns Handwriting errors Spacing errors Margin errors Messy errors Commas & semicolons Look right Sound it out Use dictionary Total Percentage Correct % % % % % % Date ERROR MONITORING VERBAL REHEARSAL CHECKLIST

32 University of Kansas Center for Research on Learning 2006 Name: Controlled Practice DateLesson No.DateLesson No. Grade-appropriate Practice DateTopic/Assignment Error Monitoring Strategy Assignment Sheet (Steps 5 & 6)

33 University of Kansas Center for Research on Learning 2006 CONTROLLED PRACTICE SCORE SHEET Error Detection: Nonerrors Errors not detected Percentage of = errors detected Error Correction: Percentage of = errors corrected Student's Name: Lesson No.: Nonerrors Errors not corrected Total Errors Mastery = No more than 1 nonerror in each category Mastery = 90% or above 20 X = % = Total Errors Mastery = No more than 1 nonerror in each category Mastery = 90% or above 20 X = % = COPS COPS

34 University of Kansas Center for Research on Learning Name: Error Monitoring Controlled Practice Progress Chart ABCDEFGH Practice Attempts - Percentage of errors detected - Percentage of errors corrected - MasteryM Percent of Errors M

35 University of Kansas Center for Research on Learning 2006 Name: Sentence Structure Errors Paragraph Errors Capitalization Errors Overall Appearances Errors Punctuation Errors Spelling Errors Other Errors Error Monitoring Strategy Individual Analysis

36 University of Kansas Center for Research on Learning 2006 Practice Sample

37 University of Kansas Center for Research on Learning 2006 Student's Name: Date: Pretest: Practice: Posttest: Activation: Maintenance: Error Monitoring Score Sheet Writing Errors Sentence Paragraph Capitalization Punctuation Spelling Other Line Number Category Totals Total Errors Calculation the Score: Total Number of Errors Total Number of Words Errors Per Word Mastery - less than.05 errors per word Overall Appearance

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39 University of Kansas Center for Research on Learning 2006 Name: Activation Assignments Place to be DateTopic/Assignmentcompleted Maintenance Assignments Place to be DateTopic/Assignmentcompleted Error Monitoring Strategy Assignment Sheet (Step 8)

40 University of Kansas Center for Research on Learning 2006 ERROR MONITORING STRATEGY MANAGEMENT CHART Student Names Maintenance Probes Pretest Describe Model Verbal Practice Controlled Practice Grade-Approp. Practice Posttest Generalization Orientation Generalization Activation

41 University of Kansas Center for Research on Learning 2006 Error Monitoring Strategy Strategic Instruction Model Training Purpose: To explain, model, and practice the Error Monitoring Strategy.

42 University of Kansas Center for Research on Learning 2006 Error Monitoring Strategy Strategic Instruction Model Training Objectives: Following this session, you will be able to: 1.Explain the Error Monitoring Strategy. 2.State rationales for teaching the Error Monitoring Strategy to learning disabled and low-achieving students. 3.Describe and model the Error Monitoring Strategy. 4.Score student pretests, practice attempts, and posttests. 5.Implement the Error Monitoring Strategy.

43 University of Kansas Center for Research on Learning 2006 Error Monitoring Strategy Strategic Instruction Model Training Outline: Advance organizer I.Error Monitoring strategy overview II.Materials and organization III.Step-by-step run through the Error Monitoring Strategy A. Role play practice

44 University of Kansas Center for Research on Learning 2006 Error Monitoring Strategy Strategic Instruction Model Training Outline: IV.Scoring practice V.Incorporation into IEPs VI.Problem solving VII.Planning for implementation Post organizer

45 University of Kansas Center for Research on Learning 2006 Sample Paragraph 4 Everyone's room reflects there personality. As you come into my room there are team pennates around all four walls. I have two beds and in the center is a night stand. On the left wall by my bed is a tall book shelf and farther on down is a stereo cabnent. Oposite the bed is a big clothes chest wit a big mirror comeing up from the center. Right near the door way is a desk, and left of the desk is a walk in claset. My room is very sporty and also a typical teenage room.