REWARDS PLUS Reading Strategies Applied to: Social Studies Passages Science Passages REWARDS PLUS is published by S

1. REWARDS PLUS Reading Strategies Applied to: Social Studies Passages Science Passages REWARDS PLUS is published by Sopris West (www.rewardsreading.com)

2. Authors: Anita L. Archer, Ph.D. Mary M. Gleason, Ph.D. Vicky Vachon, Ph.D. Trainer: ______________________________ Trainee: ______________________________

3. Goals of the Program Students will have increased ability to: 1. Accurately decode and encode multisyllabic words. 2. Understand critical academic vocabulary. 3. Preview expository passages. 4. Read passages accurately and fluently. 5. Comprehend expository texts. 6. Respond to multiple-choice and short answer items. 7. Write coherent multi-paragraph answers, summaries, and extended responses.

4. Who should participate in REWARDS PLUS? • Struggling readers • In 6th-12th grades • Who have completed REWARDS and/or • Who read at a 5th grade level • Who would benefit from additional instruction on decoding, fluency, vocabulary, comprehension, and writing

5. Where can REWARDS PLUS be taught? REWARDS PLUS can be taught in: • 6th or 7th grade (and higher) general education classes • Special reading classes in middle schools orhigh schools • Remedial or special education settings • Intensive intervention programs (after school, summer schools, interim sessions)

6. What are the parts of the program? Review Lessons (6 lessons requiring one 50-60 minute period each) • Review the REWARDS strategies for reading multisyllabic words • Start here if: • Students completed REWARDS in a previous year or semester OR • Students did not demonstrate mastery of REWARDS contentOR • Students read above the fifth grade level and have not had REWARDS Application Lessons (15 lessons requiring 2 to 4, 50-60 min. periods) • Expand skills taught in REWARDS (See Tour of Book page.)

7. Review Lessons • Six review lessons (6 lessons requiring one 50-60 minute period each) • Review REWARDS Strategies (See Reference B) • Provide instruction on foundation skills for reading long words • Vowel combinations (e.g., ai, oa, ee, ow, oy) (See Reference C; Lessons, page 2) • Vowel conversions (sounds and names for letters) (See Lessons, page 3) • Prefixes and suffixes (See Reference C; Lessons, page 4)

8. Review Lessons Provide instruction on REWARDS Strategies • Strategy practice (overt strategy) (See Reference D; Lessons, page 5) • Independent strategy practice (covert strategy) (See Reference D; Lessons, page 6) • Sentence Reading (See Lessons, page 7)

9. Application Lessons • 15 application lessons • Each lesson requires 2-3 periods for social studies and 3-4 periods for science • Built around social studies or science passages • Well-written, cohesive • Interesting content • Representative of secondary content area textbooks • Require little specialized background knowledge beyond what is introduced in the lesson • Contain many multisyllabic words • 8th to 9th grade readability (Because multisyllabic words are taught, students experience the passages as significantly lower readability.) • 567 - 696 words in social studies; 720 - 920 words in science (See Lessons, pages 13 and 14; Lessons, pages 24 and 25)

10. How are Application Lessons organized? • Before passage reading • During passage reading • After passage reading (See Reference E)

11. Before Passage Reading - Overview • Pronunciation of Difficult Words • Meanings of Critical Vocabulary • Spelling Dictation • Background Knowledge (Social Studies) • Preview the Passage

12. Before Passage Reading -Pronunciation of difficult words Why is it useful? • Accurate and fluent decoding related to comprehension • Major challenge for struggling readers • Multisyllabic words carry passage meaning • Students need practice in applying REWARDS strategies for reading multisyllabic words

13. Before Passage Reading -Pronunciation of difficult words • Tell • Tell students pronunciation of word. • Include proper names, irregular words, words of foreign origin.(See Reference F; Lessons, page 9) 1 • Strategy • Use REWARDS strategy to introduce pronunciation of words.(See Reference F; Lessons, page 9)2 Tally- Ideas for Vocab Instruction

14. Before Passage Reading -Vocabulary • Why understanding vocabulary useful? • Knowledge of vocabulary related to comprehension. • Improves expressive and receptive communication. • Related to overall school achievement. • Introduction of vocabulary • Present student-friendly definitions and parts of speech. (See Reference F; Lessons, page 9) • Ask questions to increase recall of words. (I’m thinking of a word . . .) (See Reference F; Lessons, page 10) 3 • Present word families such as transform, transformed, transformation, transformer. (See Reference G; Lessons, page 10) • (Optional) Select 3 to 5 words for very explicit instruction and review. Focus on ‘academic vocabulary’, words that students will encounter in a number of domains in the future. (Choose words from References F and G)

15. Before Passage Reading -Vocabulary Step 1: Introduce the pronunciation of the word. Read the word: “inspire” Step 2: Introduce the meaning of the word,using a student-friendly definition or explanation. Read the definition with me: “To influence; to fill with courage.” So, if something influences me or fills me with courage, it _______________________. “inspires me” Step 3: Provide examples of the word’s use. So, if I see a story on the news about people harmed in a hurricane, and I decide to send money to help them, the news story inspired me. If I decided to work harder because a teacher believed in me, that teacher inspired me. Step 4: Check for understanding, using one or more of the following procedures: Option #1.Ask “deep processing questions” that require thinking about the meaning of the word. What kinds of people inspire you to have different behavior? Option #2.Have students discriminate between examples and non-examples and tell why each is an example or non-example. Tell me if this would inspire you. If my two best friends were coming over, would I be inspired to make the house spotless? “no” Why not? “My best friends don’t care if my house is spotless or not.” If potential buyers were visiting my house, would I be inspired to make the house spotless? “yes” Why? They are potential buyers, so I would be inspired to make the house spotless. Option #3. Have students generate examples. Tell your partner some things that could inspire you. For example, you might see a play with a powerful message and that might inspire you to take action.

16. Before Passage Reading -Spelling Why is spelling instruction useful? • Strengthens decoding skills. As students spell words, they concentrate on letter-sound associations and prefixes and suffixes. • Strengthens spelling skills needed for daily writing. • Struggling readers tend to be poor spellers.

17. Before Passage Reading -Spelling Teaching Routine • T. Dictates word • S. Say parts of word • S. Write word • T. Displays word on the overhead/board • S. Check word • S. Cross-out and rewrite any word errors (See Lessons, page 11)

18. Before Passage Reading -Background Knowledge(Social Studies) • Why is providing background knowledge useful? • Prior knowledge of the topic is directly related to reading comprehension. • When you have sufficient background knowledge, you can read with greater fluency and make better connections. • Build students’ background knowledge(This is only done in social studies. All necessary knowledge is embedded in the science passages.) • Read background knowledge • Examine the time-line • Examine the graphic (See Lessons, page 12)4

19. Before Passage Reading -Preview the Passage • Why is previewing the passage helpful? Students: • Learn about the content to be covered. • See how the content is organized. • Activate their prior knowledge on the topic. • Create a cognitive schema for the passage. • Preview the passage • Read the title. • Read the headings and subheadings. (See Lessons, pages 12 and 13)

20. During Passage ReadingPassage Reading Procedures • First, students should read a section silently. This will allow them to: • Rehearse the materials before oral reading. • Apply the REWARDS strategy to unknown words. • Read the material more than one time for better fluency and comprehension. • Next, students should read the section orally. This will allow: • Students feedback on their reading. • Correction of any errors.

21. During Passage Reading Passage Reading Procedures • Students will first read a section silently. • Silent Reading • Tell students to read a designated segment. • Ask them to reread material if they finish early. • Monitor students’ reading. Have individuals whisper-read to you.

22. During Passage Reading Passage Reading Procedures • Next, have the students read the material orally using one of the following options. • Choral Reading • Read selection with your students. • Read at a moderate rate. • Tell your students, “Keep your voice with mine.” • Individual Turns (Small group) • Call on individual students. • Vary amount to be read. • Vary order of students.

23. During Passage Reading - Passage Reading Procedures • Partner Reading • Assign each student a partner. • Reader whisper-reads to partner. • Coach touches the word and corrects the error. Ask - Can you figure out this word?(If the student cannot self-correct the error, proceed.) Tell - This word is _____. What word? Good, reread the sentence.

24. During Passage Reading - Answering questions Why is it useful to ask students questions during passage reading? • The teacher can check understanding and clarify any misconceptions. • The students’ attention will be focused on the critical information. • The students will rehearse the critical information. • Students will be more attentive and feel more accountable for thinking about the material. (See Lessons, page 13)5 NOTE: If your students have difficulty comprehending the material, ask even more frequent questions to guide their comprehension.

25. During Passage Reading - Completion of Information Web(Science only) • Why is completion of Information Webs useful? Students: • Focus on the critical information. • See the relationships between information. • Emerge with a visual summary of the article. • Learn how they might organize information on their own. (See References H and I; Lessons, page 23)

26. After Passage Reading -Overview • Fluency Building • Multiple-Choice Questions • Short Answer Questions • Vocabulary Practice • Written Products

27. After Passage Reading - Fluency Building • Why is fluency useful? • Fluency is correlated with comprehension. • Fluency is related to the amount that you read. • Fluency is related to ease of work completion. • How can fluency be increased? • Practice Practice Practice Practice Practice • Repeated reading activities • Cold-timing • Practice • Practice • Hot-timing • Graphing (See Lessons, page 14)6

28. After Passage Reading - Multiple-Choice Items • Why are multiple-choice items useful? Students: • Engage in higher order thinking skills as they select and debate their choices. • Learn a strategy for completing multiple-choice items. • Prepare for multiple-choice tests. • Type of items • Vocabulary • Cause and effect • Compare and contrast • Main idea

29. After Passage Reading - Multiple Choice Items • Distractors • Plausible (though incorrect) answers • Details drawn from the passage (though irrelevant to the question) • Inferences not drawn from passage details • Strategy Instruction • Provide explicit instruction of strategy. (See Reference J) • Model the strategy. Think out loud during modeling. • Guide students in applying the strategy. • Students should make and defend choices. (See Lessons, page 16)7 I do, We do, You do!

30. After Passage Reading - Short Answer Questions • Why is it useful to teach students a strategy for answering short answer questions? • This is a very common school task. • Students often make these errors. • Write a word or phrase rather than a sentence answer. • Their answers don’t match the questions. • Their answers are not useful for future study. • Strategy Instruction • Provide explicit strategy instruction. (See References K and L) • Model the strategy and provide guided practice. (See Lessons, page 33)

31. After Passage Reading - Vocabulary Practice • What type of vocabulary practice should be provided? Practice that: • Engages the students. • Provides multiple exposures to each word. • Promotes deep processing (thinking) about the word’s meaning and use. • Connects the word to student’s prior knowledge if possible. • Practice Activities • Yes/No/Why (See Reference M) • Completion Activities (See Reference M) • Quick Words (Used in Science only. See References N and O) 8 • Complete the activities with your students.

32. After Passage Reading - Written Responses Why are written activities important? • Poor readers are generally poor writers. • Students must compose written products in most secondary classes. • Students need very explicit instruction and strategies in order to improve their writing.

33. After Passage Reading - Written Responses What type of instruction should be given? • WHAT • Introduce the written product. • Illustrate it with an example. • Present a rubric that outlines critical attributes of the product. (See Reference P for one example) • HOW • Provide students with a writing strategy. (See Reference Q) • Guide students in using the strategy. • Gradually fade out your assistance.

34. After Passage Reading - Written Summaries(Social Studies) Why is summary writing useful? • Supports structure of expository writing • Powerful comprehension strategy • Often required in content area classes Strategy Instruction • Think Sheet • List, Cross-out, Connect, Number, Write, Edit (See References R and S; Lessons, page 17)9

35. After Passage Reading - Discussion(Science) What can improve classroom discussions? • Make the discussion topic engaging.“What if…….?” (See Lessons, page 33) • Have students prepare for the discussion. In Rewards Plus Science, students write an answer to the “What if….” question prior to the discussion. • Teach and reinforce desired discussion behaviors. (See Reference T)

36. Incentive/Grading System Why is the use of an incentive/grading system useful? • Students receive continuous feedback on their performance. • Students can see a direct relationship between their performance and their daily grade. • Students see how their daily grades relate to their overall grade. • Teachers have an easy vehicle for providing feedback to students and determining a grade. (See References U and V)

37. Pre and Post Assessment • Pre and post assessments are recommended for a number of reasons: • The efficacy of the program can be evaluated. • Feedback can be given to students. • Results can be shared with other staff members and parents. • The following areas of performance are measured: • Oral reading fluency • Writing skills • Vocabulary knowledge (Science only) (See Lessons, pages 34 - 40)