Error Monitoring Strategy Error Monitoring Strategy

1. Error Monitoring StrategyError Monitoring Strategy Presented to the Secondary Literacy Council by Dr. Jean C. Faieta TAC Consultant Intermediate Unit #5 April 6, 2011 University of Kansas Center for Research on Learning 2006

2. The Error Monitoring Strategy The Learning Strategy Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas

3. Pertinent Setting Demands • Students must hand in relatively error-free written products to their teachers. • paragraphs • book reports • themes/research papers • answers to chapter questions • essay answers on tests University of Kansas Center for Research on Learning 2006

4. Purpose of the Strategy • To teach students to detect and correct the majority of errors in their writing. • To teach students to be aware of the appearance of their completed products. University of Kansas Center for Research on Learning 2006

5. Steps of the Strategy • Require students to: • integrate the Sentence Writing Strategy (and the Paragraph Writing Strategy) with a strategy for detecting and correcting four types of mechanical errors: • Capitalization • Overall Appearance • Punctuation • Spelling • utilize resources to aid in this process • make a rough draft and a final draft of their work • reread the final draft as a final check University of Kansas Center for Research on Learning 2006

6. Rationales Behind the Error Monitoring Strategy • Students often have no awareness of the appearance of their products. Instruction in this strategy makes them aware of the appearance and the impression it makes on others. University of Kansas Center for Research on Learning 2006

7. Rationales Behind the Error Monitoring Strategy • Students often do not check their work. This is one behavior that characterizes low achievers. Instruction in this strategy makes them focus on the importance of checking work. University of Kansas Center for Research on Learning 2006

8. Rationales Behind the Error Monitoring Strategy • Student often do not know how to check their work. The Error Monitoring Strategy gives them a simple approach to the checking task. University of Kansas Center for Research on Learning 2006

9. First Draft Final Draft 1 error in every 3 words 1 error in every 5 words Pretest 1 error in every 4 words 1 error in every 33 words Posttest Error Monitoring Results University of Kansas Center for Research on Learning 2006

10. Learning Strategies Curriculum Acquisition • Word Identification • Paraphrasing • Self-Questioning • Visual Imagery • Interpreting Visual Aids • Multipass University of Kansas Center for Research on Learning 2006

11. Learning Strategies Curriculum Storage • First-Letter Mnemonic • Paired Associates • Listening and Notetaking • LINCS University of Kansas Center for Research on Learning 2006

12. Learning Strategies Curriculum Expression and Demonstration of Competence • Sentences • Paragraphs • Error Monitoring • Themes • Assignment Completion • Test Taking • InSPECT University of Kansas Center for Research on Learning 2006

13. INSTRUCTIONAL SEQUENCE Stage 1: Pretest & Make Commitments YES Go to Another Mastery? Strategy NO Describe Stage 2: Stage 3: Model Stage 4: Verbal Practice NO Mastery? YES Stage 5: Controlled Practice NO Mastery? YES Stage 6: Advanced Practice NO Mastery? YES Stage 7: Posttest & Make Commitments NO Mastery? YES Generalization Orientation Activation Stage 8: Adaptation Maintenance NO Mastery? YES Go to Another Strategy University of Kansas Center for Research on Learning 2006

14. Selecting Students for the Error Monitoring Strategy 1. Students must be able to spell a majority of words. 2. Students must have mastered at least simple and compound sentences (Parts I & II of the Sentence Writing Strategy) and preferably all four sentence types. 3. Students must know how to find the correct spelling of words in the dictionary. 4. Students must read at the fourth-grade level or above. University of Kansas Center for Research on Learning 2006

15. Error Monitoring StrategyInstructor's Manual Contents Introduction Instructional Steps Appendix A: Evaluation Guidelines Appendix B: Instructional Materials Appendix C: Controlled Practice Lessons University of Kansas Center for Research on Learning 2006

16. Error Monitoring StrategyInstructor's Manual Contents Instructional Steps • Pretest & obtain commitment to learn • Describe • Model • Verbal rehearsal • Controlled practice and feedback • Grade - Appropriate practice and feedback • Posttest & obtain commitment to generalize • Generalization • Phase 1: Orientation • Phase 2: Activation • Phase 3: Maintenance University of Kansas Center for Research on Learning 2006

17. Error Monitoring Strategy Student Folder Contents Front Cover: • Error Monitoring Progress Chart • Controlled Practice Progress Chart Back Cover: • Envelope • Formula Card • Sentence Checklist • Paragraph Checklist University of Kansas Center for Research on Learning 2006

18. Error Monitoring Strategy Student Folder Contents Eventual Contents: • Cue Cards • Tests • Controlled Practice Attempts • Grade Appropriate Practice Attempts • Generalization Attempts • Activation • Maintenance University of Kansas Center for Research on Learning 2006

19. Error Monitoring Strategy Topic List • Where I'd like to be • What I want to be • Who I want to be • How I want to live • Where I Want to Live University of Kansas Center for Research on Learning 2006

20. The Most CommonMistakes in Writing Capitalization Overall Appearance Punctuation Spelling University of Kansas Center for Research on Learning 2006

21. Proper Noun The name that belongs to one person, place, thing, or a special group of persons or things. Proper Nouns John, Susan, Tom, Bill, Kathy, Peggy New York City Sears University of Kansas Center for Research on Learning 2006

22. Common Noun Any other noun representing a person, place, thing, quality, or idea. Common Nouns teenagers city store University of Kansas Center for Research on Learning 2006

23. Capitalization Questions 1. Have I capitalized the first word of the sentence? 2. Have I capitalized all of the proper nouns in the sentence? University of Kansas Center for Research on Learning 2006

24. Overall Appearance Questions 1. Is my handwriting easy to read, on the line, and not crowded? 2. Are my words and sentences spaced right? 3. Did I indent and write close to the margins? 4. Are there any messy errors? University of Kansas Center for Research on Learning 2006

25. Punctuation Questions 1. Did I use the right punctuation mark at the end of each sentence? (period, question mark, exclamation point) 2. Did I use commas and semicolons where necessary? (compound, complex, compound-complex sentences, items in a series) University of Kansas Center for Research on Learning 2006

26. Spelling Questions 1. Does it look right? 2. Can I sound it out? 3. Have I used the dictionary? University of Kansas Center for Research on Learning 2006

27. Steps for Error Monitoring • Write on every other line using "PENS" • Read the paper for meaning • Interrogate yourself using the "COPS" questions • Take the paper to someone for help • Execute a final copy • Reread your paper University of Kansas Center for Research on Learning 2006

28. The "COPS" Questions 1. Have I capitalized the first word and proper nouns? 2. Have I made any handwriting, margin, messy, or spacing errors? 3. Have I used end punctuation, commas, and semicolons correctly? 4. Do the words look like they're spelled right, can I sound them out, or should I use the dictionary? University of Kansas Center for Research on Learning 2006

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31. Student's Name • Attempts • Steps 1 2 3 4 5 6 • Write on every other line using PENS • Read for meaning • Interrogate yourself using the COPS questions • Take the paper to someone • Execute a final copy • Reread your paper • Total • Percentage Correct % % % % % % • Date • COPS Questions • Capitalize first word • Capitalize proper nouns • Handwriting errors • Spacing errors • Margin errors • Messy errors • Commas & semicolons • Look right • Sound it out • Use dictionary • Total • Percentage Correct % % % % % % • Date ERROR MONITORING VERBAL REHEARSAL CHECKLIST University of Kansas Center for Research on Learning 2006

32. Name: Controlled Practice Date Lesson No. Date Lesson No. Grade-appropriate Practice Date Topic/Assignment Error Monitoring Strategy Assignment Sheet (Steps 5 & 6) University of Kansas Center for Research on Learning 2006

33. Student's Name: Lesson No.: CONTROLLED PRACTICE SCORE SHEET Error Detection: C O P S Mastery = No more than 1 Nonerrors nonerror in each category Errors not detected Total Errors 20 % = = Percentage of = X 100 20 20 errors detected Mastery = 90% or above Error Correction: C O P S Mastery = No more than 1 Nonerrors nonerror in each category Errors not corrected Total Errors 20 % = = Percentage of = X 100 20 20 errors corrected Mastery = 90% or above University of Kansas Center for Research on Learning 2006

34. Name: Error Monitoring Controlled Practice Progress Chart 100 M 90 80 70 60 Percent of Errors 50 40 30 20 10 0 A B C D E F G H Practice Attempts - Percentage of errors detected - Percentage of errors corrected M - Mastery University of Kansas Center for Research on Learning 2006

35. Name: • Sentence Structure Errors • Paragraph Errors • Capitalization Errors • Overall Appearances Errors • Punctuation Errors • Spelling Errors • Other Errors Error Monitoring Strategy Individual Analysis University of Kansas Center for Research on Learning 2006

36. Practice Sample University of Kansas Center for Research on Learning 2006

37. Practice: Student's Name: Pretest: Posttest: Date: Activation: Maintenance: Error Monitoring Score Sheet Line Number Category Writing Errors Totals 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Sentence Paragraph Capitalization Overall Appearance Punctuation Spelling Other Total Errors Calculation the Score: Total Number of Errors Errors Per Word Total Number of Words Mastery - less than .05 errors per word University of Kansas Center for Research on Learning 2006

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39. Name: Activation Assignments Place to be Date Topic/Assignment completed Maintenance Assignments Place to be Date Topic/Assignment completed Error Monitoring Strategy Assignment Sheet (Step 8) University of Kansas Center for Research on Learning 2006

40. ERROR MONITORING STRATEGY MANAGEMENT CHART Maintenance Probes Grade-Approp. Student Names Generalization Controlled Generalization Verbal Orientation Practice Pretest Describe Model Posttest Practice Activation Practice University of Kansas Center for Research on Learning 2006

41. Error Monitoring StrategyStrategic Instruction Model Training Purpose: To explain, model, and practice the Error Monitoring Strategy. University of Kansas Center for Research on Learning 2006

42. Error Monitoring StrategyStrategic Instruction Model Training Objectives: Following this session, you will be able to: 1. Explain the Error Monitoring Strategy. 2. State rationales for teaching the Error Monitoring Strategy to learning disabled and low-achieving students. 3. Describe and model the Error Monitoring Strategy. 4. Score student pretests, practice attempts, and posttests. 5. Implement the Error Monitoring Strategy. University of Kansas Center for Research on Learning 2006

43. Error Monitoring StrategyStrategic Instruction Model Training Outline: Advance organizer I. Error Monitoring strategy overview II. Materials and organization III. Step-by-step run through the Error Monitoring Strategy A. Role play practice University of Kansas Center for Research on Learning 2006

44. Error Monitoring StrategyStrategic Instruction Model Training Outline: IV. Scoring practice V. Incorporation into IEPs VI. Problem solving VII. Planning for implementation Post organizer University of Kansas Center for Research on Learning 2006

45. Sample Paragraph 4 Everyone's room reflects there personality. As you come into my room there are team pennates around all four walls. I have two beds and in the center is a night stand. On the left wall by my bed is a tall book shelf and farther on down is a stereo cabnent. Oposite the bed is a big clothes chest wit a big mirror comeing up from the center. Right near the door way is a desk, and left of the desk is a walk in claset. My room is very sporty and also a typical teenage room. University of Kansas Center for Research on Learning 2006