Transcript SRA Corrective Reading Turn

SRA Corrective
Reading
Summary of Series Guide
Presented by Marlene Rolfe
Characteristics of A Poor
Decoder
• Frequent word identification errors (reads word
lists but not when embedded in a sentence)
• Word omissions/additions, confusion of high
frequency words, word guessing, reading synonyms
• No understanding of sound/symbol relationships
(Looks at beginning of word, guesses about word
meaning, guesses using letter configuration)
• Poor reading rate (affects comprehension)
• Lack of motivation
• Ingrained ineffective reading strategies
HOW SRA DECODING
HELPS
•
•
•
•
•
•
•
•
•
•
Research based instruction
Inappropriate guessing strategies not used or encouraged
Frequent, immediate feedback and correction
Word lists contain similar parts and then appear on a mixed list.
Lots, Lots, Lots of practice and rereading
Reading checkouts
Learn to read a variety of passages, not just in isolation
Behavior point rewards
Positive, thorough approach to address student’s skill deficiencies
Students don’t get passed on to the next lesson until they master
the current lesson
Decoding Level A
• 65 lessons
• Nonreaders/poor readers in grades
3.5 – 12 needing word attack skills
• By end of Level A: 2.5 grade level
(mostly regularly spelled words,
sentences)
• 60 wpm, 98% accuracy
Decoding Level B1
• 65 Lessons
• For poor readers in grades 3 – 12 who do not read
at an adequate rate & confuse words
• Teaches decoding strategies (letter/word
discrimination, sound/letter combinations, story
reading, literal/inferential comprehension
• At end of Level B1, 3.9 grade level
• 90 wpm, 98% accuracy
Decoding Level B2
• 65 lessons
• As in B1, emphasizes pronunciation, letter
combinations, word discrimination, word
reading, accurate story reading,
comprehension, rate building, workbook
applications
• At end of B2, 4.9 grade level
• 120 wpm, 98% accuracy
Decoding Level C
• 125 lessons
• For fair readers having trouble with
multisyllabic words and typical text
material
• Bridges the gap between advanced word
attack skills and ability to read textbooks
and a variety of other materials
• At the end of level C, 7.0 grade level
Features
•
•
•
•
•
•
•
•
•
•
•
Core Program
Uses Direct Instruction- Can monitor performance to achieve mastery (not
just exposure)
Skills are cumulative and learned until automatic
Gradual increase in difficulty
Time used efficiently (can complete a lesson in a 35-45 minute class
period)
Progress documented in detail
Effective Management System – Earn performance points
Scripted Lessons for uniformity of wording, effective communication, and
time management
Placement tests so students will feel successful.
Fast pacing – helps student with memory deficits
Can be used independently or in conjunction with comprehension program
Materials
• Teacher’s Guide – basic program information,
error correction techniques, placement test,
scope & sequence, behavioral objectives.
• Teacher’s Presentation Book – scripts and
workbook answer key
• Student Text (starting B1)
• Workbook – consumable, some teacher-directed
work, some independent work, place to record
points earned
• Other supplemental materials
Placement Test
• See hand out.
Teaching Techniques
• Assign permanent seats (horseshoe arrangement
using chairs)
• Lower performing students and behavior problems
are seated directly in front of the teacher
• Work with small groups if possible
• For Decoding A, students must be able to see the
presentation book
• B1 and B2 may need to see board or transparency
• Display Rules for Corrective Reading and refer to
often
Group Rules for
Corrective Reading
• Everything the teacher says is
important.
• Work to get it right the first time.
• Stay with the group. Working ahead
is NOT allowed.
• Answer on signal.
• Do your best work!
Signals – Hand Drop
• Used for orally presented tasks
• Hold hand out as if stopping traffic while
you are giving instruction or presenting a
question.
• Hold still for 1 second when finished
speaking.
• Drop hand. Student(s) will respond the
instant the hand drops.
Signals - Audible
• Used for workbook when student is
not able to respond to you visually.
• Can be a finger snap, clap, foot tap,
pencil tap…
Signals– Point Touch
• Used when presenting from board, overhead, or
presentation book.
• Hold finger about 1 inch in front of the word
without covering the word from student’s view.
• As you point, ask “What word?” or “What sound?”
• Pause 1 second.
• Tap in front of the word.
• Student responds on signal.
Signals –Sound Out
•
•
•
•
•
•
•
•
Used to provide timing for students as they sound out the parts of
a word (Level A).
Touch the ball of the arrow as you say “Sound it Out. Get ready.”
Pause 1 second.
Quickly loop your finger to a point just under the first sound of
the word.
Hold your finger there for 2 seconds (if a continuous sound).
Student should respond as long as the teacher has his/her finger
on that sound.
Quickly loop to the next sound for 2 seconds (if continuous) and
student should not pause between sounds.
Remove finger from the page.
Example: me
MMMMMMEEEEEEEE
Signals – SequentialResponse
• Used in orally presented tasks that require the
students to produce different responses in a
specified sequence.
• Hold up one finger while you are presenting the
statement.
• Pause for 1 second after you say “Say it.”
• Quickly move your finger. Students should
respond the instant your finger moves.
• Then follow the same procedure with two fingers.
Correction Procedures
• There are two types of correction procedures:
General Correction Procedures (which are
presented to the entire group) and Specified
Correction Procedures (which call attention to the
specific arrangement of a word).
• Correction is not punitive, just a normal part of
the lesson
• Never wait after a mistake is made—correction
must be immediate and within the context in
which the mistake was made
General Correction
Procedures
• Say the answer IMMEDIATELY.
• Repeat the task (don’t just have repeat answer—
go back to question)
• Back up in the exercise and present activities in
order (at least 3 tasks back, use columns or rows
as markers)
• Finish remaining steps in exercise (check to see if
he/she remembered)
• Repeat entire exercise if students made more
than one or 2 mistakes
Specified Correction
Procedures
• Say answer IMMEDIATELY (don’t wait for
end of sentence or end of row of words).
• Repeat task (in level A, will ask to sound
out a word, in higher levels will ask to spell
the word).
• Back up.
• Finish remaining steps.
Example of a Specified
Correction
• The word is _________.
• What word? (signal)
• Spell _________. (signal each
letter)
• What word? (signal)
• Go back to the first word in
row/column.
Decoding Lesson Parts
Level A
•
•
•
•
•
•
•
•
Word attack exercises
Awarding points for word attack
Workbook exercises
Workcheck
Awarding points for workbook
Individual reading checkouts
Awarding points for individual reading checkouts
Totaling points for the lesson
Decoding Lesson Parts
Levels B1 & B2
•
•
•
•
•
•
•
•
•
•
Word attack exercises
Awarding points for word attack
Group reading activities
Awarding points for group reading
Individual reading checkouts
Awarding points for individual reading checkouts
Workbook exercises
Workcheck
Awarding points for workbook
Totaling points for the lesson
Decoding Lesson Parts
Level C Lessons 1-54
•
•
•
•
•
•
•
•
•
•
Word attack exercises
Awarding points for word attack
Group reading
Awarding points for group reading
Individual reading checkouts
Awarding points for individual reading checkouts
Workbook exercises
Workcheck
Awarding points for workbook
Totaling points for the lesson
Decoding Lesson Parts
Level C – Lessons 56-124
•
•
•
•
•
•
•
•
Workcheck of preceding lesson’s workbook exercises
Awarding points for preceding lesson’s workbook
Totaling points for preceding lesson
Word attack skills for information passage
Group reading of information passage
Awarding points for group reading of information passage
Workbook exercises (as homework)
*There are checkout lessons every fifth lesson beginning
with lesson 55.