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Rewards Overview

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Rewards Overview. MiBLSi State Conference April 23, 2008 Facilitator: Edwina Borovich MiBLSi State Trainer REWARDS Trainer [email protected] REWARDS. R = Reading E = Excellence W = Word A = Attack and R = Rate D = Development S = Strategies - PowerPoint PPT Presentation
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  • Rewards OverviewMiBLSi State ConferenceApril 23, 2008Facilitator: Edwina BorovichMiBLSi State TrainerREWARDS [email protected]

  • REWARDSR = ReadingE = ExcellenceW = WordA = Attack andR = RateD = DevelopmentS = Strategies Anita Archer Mary Gleason Vicky Vachon

  • 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 graphemeClose approximation Actual pronunciation language oral/aural language contextTo increase their oral and silent reading fluency.

  • 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)

  • After Participating in REWARDS Students WillDecode 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

  • 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.

  • Options for selecting studentsCurrent 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.

  • Differences between REWARDSIntermediate and SecondaryIntermediateFor StudentsGrades 4-625 lessonsWord choice, reading and interest level-Grades 4, 5 & 6Expanded instruction focusing on word relativesMore in-depth vocabulary componentSecondaryStudentsGrades 6+20 lessonsWord choice, reading and interest level-Grades 6+Word relatives exercise optionalVocabulary exercise optional

  • REWARDS Plus: Reading Strategies Applied to Social Studies Passages REWARDS Plus: Reading Strategies Applied to Science PassagesREWARDS (Intermediate)REWARDS (Original/Secondary)

  • Where can this program be used?General education classes in intermediate grades (4th, 5th, and 6th)Special reading classesRemedial ReadingSpecial EducationCompensatory Education ProgramsIntensive ProgramsSummer SchoolInterim sessionsExtended day

  • 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

  • Why might you want to use REWARDS?

    Word recognition is a necessary, though not sufficient, skill to allow comprehension.

  • 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.

  • 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 decodersPronounce fewer affixes and vowel sounds correctlyDisregard large portions of letter informationTwo to four times as likely to omit syllable

  • Why might you want to use REWARDS?Many new words in intermediate and secondary materialsFrom 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.

  • 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)

  • Why might you want to use REWARDS?Teaching HelpsOther ResearchFourth 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)

  • Why might you want to use REWARDS?REWARDS ResearchReading 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)

  • What materials are included in REWARDS?Teachers GuideIntroduction25 Lessons/Intermediate 20 Lessons/SecondaryPreskills (Lessons 1-15 Intermediate & Lessons 1-12 Secondary)Strategy instruction (Lessons 16-25 Intermediate & Lessons 13-20)Generalization to sentence and passage reading Fluency buildingBlackline masters for overheadsPre, post, and generalization tests-Additional support materialsFluency Graph

  • Materials - ContinuedOverhead TransparenciesBlackline Masters included in TGPre-made transparencies for purchasePostersStudent BookVideo Optional (but helpful)

  • Pre-tests and Post-testsAll tests are Blackline Masters

    Pretest/Posttest (Word Lists) - words taught in the programDesigned to be given prior to and after completion of the program

    Generalization Test (Word Lists) words not taught but contain introduced elementsDesigned to be given after completion of 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.

  • Research Based &Validated Techniques Included in REWARDSThe Decoding StrategyOvert CovertActive Student ParticipationRepeated Reading-Fluency

  • Overt Strategy1. 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.

  • 3. confederate2. fraction1. expansionOvert Strategy

  • Strategies for Reading Long WordsCovert StrategyLook for prefixes, suffixes, and vowelsSay the parts of the word.Say the whole wordMake it a real word

    reconstruction

  • What are the necessary preskills?1. prefixes2. suffixes3. vowel sounds and combinations4. blending letters and syllables5. language6. vocabulary

  • Preskills Lesson ActivitiesACTIVITY 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

  • Vowel Graphemes

    1

    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

  • 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 ConversionsaiActivity D: Reading Parts of Real Wordsfraintrastcayscrip

    fatainhappca **vivicttistaud *pathtriautmin *

  • Lesson 1- VowelsActivity E: Underlining Vowel sounds in Wordswaistband fraud playthingpigtail vault pathwaywaylay launch railwaymidway blackmail maintainapplaud layman hairpin

    Activity F Oral Activity Correcting Close Approximations Usi

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