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

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

3. 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 . 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

4. 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

5. 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

6. 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

7. 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

8. 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 minutes

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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.

15. 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

16. 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)

17. 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

18. 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

19. 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

20. 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

21. Decoding B1 & B2: Outcome Behavior
B1: Pages Series Guide
B2: Pages Series Guide

22. 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.

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

24. 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”)

25. 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.

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

27. 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

28. 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.

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

30. 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

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

32. 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

33. 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

34. 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

35. 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

36. 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”

37. 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

38. 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

39. 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

40. 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

41. 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”

42. (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

43. 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

44. 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.

45. 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.

46. 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”

47. 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.

48. 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:

49. 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.

50. 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

51. 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.

52. Corrective Reading
DECODING B1 AND B2

53. 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

54. 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

55. 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

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

57. 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?

58. 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

59. Series Guide Page 136 Exercise 4
Practice pacing
Practice correcting errors

60. 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

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

62. 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

63. 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

64. Series Guide Page 138 & 139 Exercises 7, 8, 9
Reading checkouts
Directions for “paired practice” on pages 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

65. 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