Word Identification Strategy (FI)

Portfolio of Implementation

Only editable by group admins

  • Last updated January 25, 2018 at 10:46 AM by kucrl
  • Evidence visible to public
Create a portfolio of your instruction in which you:

  1. Describe the group or student (size of group, level, student characteristics, etc.)
  2. Describe the length of implementation (weeks or months, amount of time per day, days per week)
  3. Submit student progress chart(s) without student names.
  4. Submit a narrative log of your implementation experiences (what went well and/or poorly, adjustments made if necessary, ideas generated for issues encountered,  and impact.)
  5. Submit a narrative describing coaching, feedback, and follow up, identifying your coach.

You may choose to post by typing your log here or to post from another source.

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Paste the URL into the body of the requirements page or evidence post.  When you hit save the URL will automatically be turned into a link.
It's useful to then click on the link and make sure everything works as desired.

All posted evidence

Description of Students

 Last fall, I worked with a small group of 6 8th grade students who were reading 2-3 grades below grade level.  Three of these students had an IEP.  These students came to me 3 times a week for 65 minute periods.  Even though our classes were stretched out over a whole semester, I was still able to implement the strategy on 26 instructional days.
dseward Almost 6 years ago

Post Test and Make Commitments

khogsten Almost 6 years ago

My coach

Susan Trumbo and I have worked together this year. We have communicated through email, on the phone, and in person many times. Attached is a list of our communications through Hoxie. We have honed my skills as a Word Mapping and Word Identification teacher. She has made me a better teacher, and she has helped my students become successful. Our feedback to one another is ongoing and educational.
khogsten Almost 6 years ago

Susan Trumbo is my coach.

khogsten Almost 6 years ago

Timeline for Implementation

khogsten Almost 6 years ago

Narrative Log of Implementation Experiences

Narrative Log of Implementation Experiences.
What went well and new ideas:Stages 1,2, and 3 were quick and went well.Stage 4 took some time and I have it to the students to make sure they understood what this program was all about.Stage 5 is where I spent more time than suggested. I have a few boys who know this strategy, but only use it with one or two words. They try to plow through reading passages and lose word identification and comprehension. There I used close reading strategy with Word ID. For example, I made copies of the stories and used the same story five or six lessons apart from one another. This helped the boys have background knowledge of a particular story, giving them motivation to be successful because “they remembered” the story. This was powerful for them.
Progress:All of my students have made great progress, but as many teachers know, this progress is not always measured in numbers on tests or other assessments. In my class, we harp on this small successes and push for internal motivation for the data successes found in the world of SOL tests.
Challenges:Stage 6 is more challenging for the students because they want the teacher support. I am able to give each of my 7 students a few minutes of individual support during this stage, yet I am still releasing the responsibility back to them. Our main goal is to read on grade level with close to 98% accuracy!
Some other adjustments: I have made a list of words to my twos and threes worksheet….bio, specialization, encounter, coaching, variety, biome, beneficial, dial, really, receive, believe, diet, mountain, though, sweater, breathe, science, wheat, loud, could, etc…. This is helpful when teaching this part of Word Identification Strategy.
I made a list of words to use while learning the DISSECT. These include predicament, priority, recount, obstacle, painstaking, paraphrase, equivalent, elude, accommodate, abundant, beneficial, boisterous, chronological, generate, formulates, extract, elaborate, efficient, anticipate, apprehensive, arrogant, and persecute.
Working with my partner, Susan  Trumbo, has been rewarding and so much fun.
khogsten About 6 years ago

Another Progress Monitoring Chart

khogsten About 6 years ago

Progress Monitoring Chart

khogsten About 6 years ago

Students for Word ID for 2018

I work with seven students who are a mix of races and genders. Each child has a reading problem and 5 of the students struggle with attention. Students are diverse, so forming a sense of community/family was first and most important on the list. We then took the pretest and an interest inventory. Results were shared with the students and then with the class (for those students who felt comforable sharing). This sharing allows all students to encourage others in their quest to be fluent readers and overcome reading challenges.

Instruction lasted every other day during the second semester of the 2017-2018 school year. 

Small group was key  I have taught larger groups, but having the ability to know student needs intimately and address them each class period is extremely powerful.

khogsten About 6 years ago

Notebook organization

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khogsten About 6 years ago

Word ID Teacher PortFolio (as of 04/04/17)

Introduction, Pretest, Commitment, Prefix/Suffix, Describe, Model, Verbal Practice:
Link to Evidence:
https://drive.google.com/file/d/0Bx1yhDGXsiZiNm8zZzF5bnYyZGM/view?usp=sharing

Controlled Practice:
Links to Evidence:
https://drive.google.com/file/d/0Bx1yhDGXsiZiRlh5eXA2SW5YSVk/view?usp=sharing
https://drive.google.com/file/d/0Bx1yhDGXsiZibW5iN1hyaTM3ZzA/view?usp=sharing

Advanced Practice:
Links to Evidence:
https://drive.google.com/file/d/0Bx1yhDGXsiZiUHd2R0ZDdkVfTUk/view?usp=sharing
https://drive.google.com/file/d/0Bx1yhDGXsiZiVXVXenQ5NEd4V2s/view?usp=sharing
kittykat242 Almost 7 years ago

RTI Lesson Plans

Link to Evidence:
https://drive.google.com/drive/folders/0Bx1yhDGXsiZiTWM5VFEzMEItX00?usp=sharing
kittykat242 Almost 7 years ago