Transcript Edmark Reading Program - Intervention PD Resources

EDMARK
Reading Program
Susan Zirpoli &
Diane Giannaccini
Intervention CCPS wiki version.
WIKI VERSION
We hope this abbreviated wiki version supports
implementation of Edmark in your schools as
appropriate.
Formal training was offered to schools in the
Spring of 2012.
AGENDA
• EDMARK OVERVIEW
▫ What
▫ Who
▫ How
• PRINT VERSION
▫ Core Activities
▫ Supplemental Activities
• SOFTWARE
• RESEARCH
• GETTING STARTED
• MATERIALS
• SCOPE AND SEQUENCE
▫ Mastery Test
▫ Discrimination Test
The WHAT
EDMARK:
• helps students who need an alternative to
phonics to learn to read.
• uses carefully sequenced highly repetitive
word recognition methods.
• utilizes the principles of errorless
learning.
• is a sight based approach to reading.
The WHO
• Recommended For:
Students with developmental disabilities or
Autism
• Students with learning disabilities
• Title 1 students ESL students Preschool and
kindergarten students who lack vocabulary
development
• Non-Readers who struggle with phonics
The HOW: Teaching Strategies
▫ Individualized Instruction
▫ Monitor Progress
▫ Teach to Enhance Confidence as
Readers
▫ Promote Generalization and
Socialization
▫ Integrate Print and Software
PRINT and SOFTWARE
“Either can be used as the primary
approach with the other format used
for reinforcement and independent
practice. The lesson plan Record
Book provides a map to guide the
selection of activities from each
format for teaching ease. “
RESEARCH
FLORIDA CENTER FOR READING RESEARCH
 Errorless Learning
 Positive Reinforcement
 Manipulatives
 Oral Vocabulary
 Controlled Vocabulary Stories
 Social Skills Enrichment
 Continuous Progress Monitoring
Print Version Kits:
•Level 1
•Level 2
•Functional Series
Contents
•Refer to “Quick Tour”
SCOPE AND SEQUENCE
LEVEL 1:
LEVEL 2:
“In Level 1, students learn 150
frequently seen sight words
from kindergarten and Grade 1
reading levels, and the endings
–s, -ed, and – ing.”
“In Level 2, students learn an
additional 200 words from
Grades 1-3 reading levels.”
See page 54:
Appendix A for word list.
See page 48:
Appendix A for word list.
SCOPE AND SEQUENCE:
FUNCTIONAL SERIES:
• Fast Food/Restaurant Words
• Grocery Words
• Signs Around You
• Job/Work Words
“Four Reading Units that teaches the student
400 vocabulary words necessary for independent
living in the community.”
CORE ACTIVITIES
• Word Recognition
• Picture Match
• Phrase Match
• Stories
• Post-Test
Word Recognition Procedures
Objective:
to recognize and read target words quickly.
Procedures:
• Students are required to make either multiple choice or
read back responses.
• Line #s contain answer codes.
• If code is a, b or c.
▫ Teacher says: Point to the word _____.
▫ Teacher says: Very Good. Read the word_____.
• If the line is marked with an *
▫ Teacher says: Read.
5*
horse
6a
horse
erh
lemz
7c
osr
cmxe
horse
8*
horse
9a
horse
see
yellow
10b
a
horse
car
11*
horse
5*
horse
6a
horse
erh
lemz
7c
osr
cmxe
horse
8*
horse
9a
horse
see
yellow
10b
a
horse
car
11*
horse
Correction Procedures
• If the student points to the incorrect response. Cover
the incorrect response(s) and repeat the instruction.
• Assist by guiding index finger to point to the correct
word.
Criterion and Progress Monitoring
• No more than 4 errors to advance to the next
lesson. Record date and words missed in Student
Record Book.
Picture Match Procedures
Objective:
Match picture cards to appropriate phrase or
sentence to demonstrate target word
comprehension. Instructions increase in
complexity.
Procedures: Teacher says:
•
•
•
•
Point to the words in phrase 1.
Read, Very Good.
Find a picture of _____. Very Good.
Place it here. Very Good.
Correction Procedures
If the student cannot read the words or
chooses the wrong picture assist with
questioning.
Criterion and Progress Monitoring
No errors to advance to the next lesson.
Record date and words missed in Student
Record Book.
Phrase Match Procedures
Objective:
Demonstrate comprehension by matching phrases
and sentences to illustrations.
Procedures: Teacher says:
•
•
•
•
Read the words.
Very good. Now point to a picture of a ______.
Very good. Put the card on the picture.
Very good.
Correction Procedures
If the student cannot match phrase to
appropriate picture, assist with questioning.
Criterion and Progress Monitoring
No errors to advance to the next lesson.
Record date and words missed in Student
Record Book.
Stories: Procedures
Objective:
Students will read stories silently and aloud.
Students will discuss text and answer
comprehension questions.
Procedures:
• Review title, pictures and target words with
student.
• Student reads text.
• After reading, read comprehension questions
aloud to student.
Correction Procedures
If student can not read word, block out
words on either side and have student
reread word.
Criterion and Progress Monitoring
No criterion for stories. If students make
errors, work on other activities in the lesson
in which word was taught.
Posttest
Objective:
The student will read aloud or sign each word.
Procedures:
• Given after every 10 words
• Found in Word Recognition books
• (L14) – Indicates lesson number where words is
introduced
Correction Procedures
If the student does not respond or responds
incorrectly, say This word is _____. Read it.
Criterion and Progress Monitoring
Zero errors to advance to the next lesson.
Record date and words missed in Student
Record Book.
SUPPLEMENTAL ACTIVITIES
• Comprehension
• Spelling
• Take Away Readers
• Homework
• Reading and Social Skills Games
• BINGO
• The Rides (gift)
Getting Started
• Mastery Assessment
▫ Mastery Test Guide
▫ Mastery Test Scoring Form
▫ Mastery Test Student Booklet
• Discrimination Test
▫ Word Recognition Book Level 1 (Lessons 1-51)
▫ Lesson Plan /Record Book
• Prereading
▫ Word Recognition Book Level 1 (Lessons 1-51)
▫ Lesson Plan/Record Book
Mastery Assessment
–measures students’ word
recognition skills achieved in level 1 of Edmark
Purpose:
▫ Determine mastery
▫ Identify targeted reading
objectives
▫ Monitor progress
▫ Placement for instruction
Subtests
1. Discrimination
2. Picture/Phrase Match
3. Word Recognition
4. Oral Reading
Time: 40 minutes
Basal/ Ceiling: None
Give all items.
Criteria For
Mastery: Score of
5 (85%)
Discrimination Test – a short screening test
Administer the
Discrimination Test
Did the student
make fewer than 3
errors?
YES
Administer the
Mastery Test
Begin with the lesson
indicated by the
Mastery Test Results
NO
Practice the
Prereading Activity
Begin with Word
Recognition Lesson 1.
Prereading Activity
Purpose:
• To learn the skills of scanning and matching text
• To match identical configurations, not to name
Criteria For Mastery:
No more than
4 errors
In Lesson Plan/Record Book, record
date and words missed.
Supplementary Resources
• Words Signs (Sign Language) DVD
• Reading & Social Skills Games
• The Rides and Certificate of Completion
Questions