REWARDS

1. REWARDS Reading Excellence: Word Attack and Rate Development Strategies Presented by: Karen M. Ruddle, Curriculum Specialist 2009

2. What is REWARDS? • A specialized reading program • Research-validated • Designed to teach students a strategy for decoding multi-syllabic words • A program that increases students’ oral and silent reading fluency • A short-term intervention

3. REWARDS is for students who… • Are in 4th grade and above • Have mastered basic reading skills associated with first and second grade expectations • Are not accurate or fluent oral readers in grade-level materials • Have difficulty reading long words (words of 3-5 syllables) • Orally read between 60-120 words per minute

4. The Goals of REWARDS • REWARDS will help students… • Decode words containing 2-8 parts • Accurately read more multisyllabic words within sentences • Accurately read more multisyllabic words found in content area texts • Read content area passages not only accurately but fluently • Improve comprehension • Have more confidence in their reading ability

5. Assuming you cannot read multisyllabic words… “The _______of the _______ _______ a _______ _______.They saw the need for a strong ______ ________. At the same time, they did not want to take away all _______ from the states. Like most ________, they ________ that state _______ would ________ the _______ needs and _______ of their ________.” -The American Nation (1994) published by Prentice Hall.

6. Here’s what you missed “The framers of the Constitutionfaced a difficultconflict. They saw the need for a strong nationalgovernment. At the same time, they did not want to take away all power from the states. Like most Americans, they believed that state governments would better understand the special needs and concerns of their citizens.” -The American Nation (1994) published by Prentice Hall.

7. Teacher’s Guide Introduction 20 lessons; 45 minutes per lesson to complete Lessons 1-12: necessary preskills Lessons 13-20: Strategy instruction Generalization to sentence and passage reading Fluency building Blackline masters for overheads Pre, post, and generalization tests Additional support materials Student Book Posters Strategies poster & Word Parts poster The Components of the program

8. Getting started You will need to: • Determine which students need REWARDS • Read the manual and/or receive program training • Copy the blackline masters onto overhead transparencies • Copy the fluency graph onto cardstock • Copy the incentive chart onto cardstock Make sure you have access to an overhead projector for instruction of REWARDS

9. Teaching techniques: time on task Make a bag for each student that will remain in the classroom. As students enter the classroom, they pick up the bag and proceed to their seats Inside the bag is: Student book Pencil Fluency graph Incentive chart Cover-up paper

10. Teaching techniques: student responses • Most student responses will be done by the whole-group • If you teach Corrective Reading, you can use the same signaling techniques • If you have never elicited a group response, you can follow these steps: • Ask the question • Raise one or both hands • Say, “Everybody.” • Lower hand(s) students answer

11. Teaching techniques: correcting errors • It is important to correct allerrorsas soon as they occur • The type of correction is dependent on the type of error made • When correcting student’s errors, do not specify who made the error, but rather have all the students proceed through the correction procedure • If you teach Corrective Reading, the error correction procedure is the same

12. Teaching techniques: error correction 1.Teacher says correct sound “That sound is /i/. Everybody, what sound?” 2.Teacher says correct word part “That part is dis. Everybody what part?” 3.Teacher directs student to the correct word “Can you make it a real word?” If student can’t pronounce the word, teacher tells the word “The word is reduction. Everybody, what word?” 4. Teacher encourages strategy use “Use what you’ve learned to figure out the word.” If student can’t figure out the word in 3 sec. “That word is reduction. Everybody, what word? Go back to the beginning of the sentence.” • Student says wrong vowel combination • Student says wrong word part (e.g., dis) • When reading a long word, student approximates the word, but is not accurate • In Lessons 13-20, student cannot pronounce a long word

13. Five steps to mastery • Teacher guides whole group while providing feedback • Redo the fast way for automaticity • Peer practice • Individual turns • If students are not firm during any step, go back and reteach

14. Using REWARDS and Corrective Students: • Complete Corrective Reading Decoding levels A-B2 • Complete 20 lessons in REWARDS • Take the Corrective Reading placement test again • Either complete Corrective Reading Decoding Level C OR possibly REWARDS PLUS

15. The Strategy for Reading Long Words • Circle the word parts (prefixes) at the beginning of the word • Circle the word parts (suffixes) at the end of the word • Underline the letters representing the vowel sounds in the rest of the word • Say the parts of the word • Say the parts fast and make it a real word reconstruction

16. Time to practice You’ll need your teacher’s manual and the student workbook.

17. Here is a link to a variety of clips on Active Engagementhttp://www.scoe.org/pub/htdocs/archer-videos.html

18. REWARDS + plus • A program that focuses on building comprehension with an application to social studies content • Provides additional practice to increase transfer to content area reading and to move secondary students closer to grade level • This program follows REWARDS • 15 lessons; takes 2 days to complete each lesson • First 6 lessons are a review of the REWARDS strategies to decode long words

19. REWARDS + : the program goals • Students will: • Accurately read more multisyllabic words found in content reading • Read content-area passages not only accurately, but fluently • Increase comprehension as their accuracy and fluency increases • Accurately complete challenging multiple choice items, justifying their answers • Accurately respond to short-answer questions, incorporating wording from the question in the answer • Write coherent summaries of, and extended responses to, reading passages plus

20. Teacher’s Guide Introduction 6 Review lessons 15 Application lessons Blackline masters for overheads Additional practice activities for vocabulary words Pronunciation guide for the unique words introduced in the Application lessons Additional support materials Student Book The Components of the program

21. Application lesson content • Before Passage Reading • Vocabulary • The most difficult words are taught before reading the passage • A reproducible vocabulary activity is provided for each lesson • Spelling • Teacher dictates a lesson word, and students say and write the parts of the word • Background Knowledge • A short background knowledge paragraph is presented before each selection. Teachers can read this to students, have students read it together, or call on individuals to read

22. Application lesson content • During Passage Reading • Students read the social studies article and answer literal and inferential questions • Select the passage-reading procedure that best fits the reading proficiency of your students

23. Application lesson content • After Passage Reading • Fluency • After reading the passage for accuracy, students use a repeated reading strategy to build fluency • Comprehension Questions – Multiple Choice • 4 challenging multiple-choice items are included per lesson • Students are taught a strategy for completing these types of items • Students complete the activity and discuss it with their classmates • Comprehension Questions – Short Answer • Students complete 2 of these items per lesson • Expository Writing – Summary and Extended Response • Students are taught a 6 step strategy and how to apply it to write a summary • Students are also taught to write a topic sentence and give at least 3 reasons to support their opinion or position

24. Let’s look at Rewards + plus You’ll need your teacher’s manual and the student workbook.