1. Lindamood-Bell® Professional Learning Community Diagnosing and Pacing
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Lindamood-Bell® Professional Learning Community Diagnosing and Pacing
Seeing Stars® Instruction
Kathryn Winn
February 21, 2014
©2014 Lindamood-Bell Learning Processes

2. School Partnerships PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Basic Concepts to Note
Lesson Energy
Task Levels
Overlapping of Steps
Self-Correcting and Automaticity
Automaticity occurs when the student creates symbol imagery quickly and automatically.
Speed of processing is a critical diagnostic marker.
If your students have to slow down to picture the letters, or ask to have letters repeated, this is a sign that their imagery is not automatic.
The key to good pacing is neither moving
too soon, nor waiting too long, for the overlap.
©2014 Lindamood-Bell Learning Processes

3. School Partnerships PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Seeing Stars Guide
The Goal
Independence
Sensory-Cognitive Functions
Self-Correct
Monitor
Comprehension
Sensory Input
Word
Attack
Word
Rec.
Paragraph
©2014 Lindamood-Bell Learning Processes

4. School Partnerships PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Diagnosing
Diagnosis is defined as identifying the nature or cause of something, especially a problem or fault.
We diagnose as part of problem solving, in order to provide differentiated instruction for each student.
Find the comfort level, the instruction level, and the frustration level.
It’s better to move too quickly than too slowly.
©2014 Lindamood-Bell Learning Processes

5. School Partnerships PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Probing
Explore and investigate.
Things to look at:
Speed of processing
Are they telling you the word before they finish or start air-writing?
Are their SI exercises slow? Fast?
Self-correcting
Are lower levels faster?
Do they ask for you to repeat the letters?
©2014 Lindamood-Bell Learning Processes

6. Are Your Students Consciously Imaging?
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Are Your Students Consciously Imaging?
Do they watch their fingers?
Do they look up?
How automatic are their responses?
Self-corrections?
Do they use the context?
Others?
Imagery and memory have a documented
relationship, and the ability to image symbols (letters) is a
necessary function underlying the acquisition of sight words.
©2014 Lindamood-Bell Learning Processes

7. Image and Say Sounds and Letters
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Image and Say Sounds and Letters
Practice Imaging Sounds & Letters until the student
is automatic with her symbol/sound relationships, and
is around 80% competent.
Make sure that you consider the student’s grade level and which rows on the sound/symbol checklist are appropriate.
Overlap with more steps.
©2014 Lindamood-Bell Learning Processes

8. Image and Read Syllable Cards
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Image and Read Syllable Cards
Move the students up through complex syllables and multi- syllables as they are able and depending on their age and grade level.
Even if your student is fairly advanced at the beginning, don’t skip the initial card boxes.
Instead go through a few of them quickly.
Check the speed and accuracy of imagery and decoding, as well as SI exercises.
Look for 80% competency.
Continually probe higher levels.
©2014 Lindamood-Bell Learning Processes

9. Image and Read the Syllable Board and Air-Writing
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Image and Read the Syllable Board and Air-Writing
Simple and complex syllables are practiced until they are automatic.
Move to air-writing as soon as possible—PROBE!
Look for 80% competency in speed and accuracy.
Continually probe higher levels.
Practice expectancies.
Be aware of overwhelming the students with too many expectancies at once. Add more as they become stable.
Student may benefit from writing on a surface like the table or wall.
©2014 Lindamood-Bell Learning Processes

10. School Partnerships PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Decode, Decode, Decode
Simple and complex syllables are practiced until they are automatic.
Move to multi-syllable concept once your student is demonstrating proficiency with imaging and decoding complex single syllables.
Avoid having your student touch and say the vowel sound first if he doesn’t need to and is showing automaticity with his vowels.
Probe higher workbooks frequently.
Note speed and automaticity.
©2014 Lindamood-Bell Learning Processes

11. Image and Read Sight Words
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Image and Read Sight Words
Sight word practice should be repetitive and daily.
Begin to overlap with star words once the students have started to develop their symbol imagery.
Be aware of their level of symbol imagery.
If your students are imaging at a CVC level, they may not have enough symbol imagery developed for star words like, people, answer, and above.
©2014 Lindamood-Bell Learning Processes

12. Image and Read Sight Words
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Image and Read Sight Words
Sight word practice should be repetitive and daily.
For beginning readers, start with phonetically consistent words to reduce their frustration.
As soon as they demonstrate consistency with symbol imagery exercises, you can give them phonetically inconsistent words.
The key is to determine if their symbol imagery has developed enough to help them memorize the word.
©2014 Lindamood-Bell Learning Processes

13. Differentiated Pacing: Sight Words
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Differentiated Pacing: Sight Words
When should you bring in SWB?
Younger students
Older students with average but not strong word recognition
Older students with below average word recognition
Students with high word attack
Students who are not global readers
©2014 Lindamood-Bell Learning Processes

14. Image, Read, and Spell Multisyllables
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Image, Read, and Spell Multisyllables
Overlap the Multisyllable concept with complex syllable imaging and decoding.
Intro MS concept first, using Workbook 5.
Image suffixes.
Image 2-syllable words on the MS Board and transition to air-writing, as able.
Overlap to reading and spelling 2-syllable words.
©2014 Lindamood-Bell Learning Processes

15. Image, Read, and Spell Multisyllables
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Image, Read, and Spell Multisyllables
While 2-syllable processing is stabilizing, overlap to imaging prefixes.
When 2-syllable imaging and decoding is 80% automatic, move to 3-syllable imaging and decoding. Probe sooner!
Try some 4- to 5-syllable processing, but do not make it the focus.
©2014 Lindamood-Bell Learning Processes

16. Integration for Contextual Reading Fluency and Comprehension
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Integration for Contextual Reading Fluency and Comprehension
Contextual reading is an integration of processes. Fluent, contextual reading is a product of quick, accurate phonetic processing, a well-established sight word base, and the ability to image concepts.
When students can process a simple syllable with imagery, and their sight words base is expanding, overlap with an easy reading level.
As their processing increases and becomes more automatic, and they develop more and more sight words, increase the level and the time spent for RIC.
©2014 Lindamood-Bell Learning Processes

17. Integration for Contextual Reading Fluency and Comprehension
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Integration for Contextual Reading Fluency and Comprehension
Some proficiency in the auditory and visual circles is the cue to overlapping with RIC.
Be aware of overlapping with RIC too soon. Take in to account the students’ reading and grade levels on the testing battery.
©2014 Lindamood-Bell Learning Processes

18. School Partnerships PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
What If…
It is week 2 and your 3rd-grade group is imaging at the CVC level. They are struggling with vowel sounds and expectancies, but can hold 3–4 letters in their visual memory.
What would you probe?
Probe blends and continue to work vowel sounds/expecs at a higher level. May need to focus on just short and long vowels first and then more complex vowel sounds.
©2014 Lindamood-Bell Learning Processes

19. School Partnerships PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
What If…
You are working with a group of 5th graders who are all non-readers. On their pretests, their word attack and word recognition scores were below a 1st-grade equivalency, and their SI Test raw scores were 4–7. They have made tremendous progress in the past 6 weeks and have the following on their lesson plan:
Syll Cards Box 4
Air-Writing CCVC/CVCC–CCVCC
Decoding Workbooks 3 & 4
What would you probe?
Bring in MS and look to bring in SWB—probably should have brought that in sooner and then started them with some early readers to get them connecting all of this together.
©2014 Lindamood-Bell Learning Processes

20. School Partnerships PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
What If…
You are working with another group of 5th graders who were all reading at a 4th-grade level before groups started. On their pretests, their word attack scores were above the normal range and their sight words were also at a 4th-grade equivalency. Their SI Test scores were in the low-normal range. They have made tremendous progress in the past 3 weeks and have the following on their lesson plan:
Syll Cards Box 4
Air-Writing CCVC/CVCC–CCVCC
Decoding Workbooks 3 & 4
What would you probe?
Discuss how this group differs from the other 5th-grade group. Get MS processing going before bringing in SWB and RIC.
©2014 Lindamood-Bell Learning Processes

21. Let’s Take a Look at a Group
School Partnerships
PLC: Seeing Stars® Diagnosing & Pacing
4/15/2017
Let’s Take a Look at a Group
Do an instructional planning worksheet for a group at your site to set goals for the next 100 hours.
©2014 Lindamood-Bell Learning Processes