Teach Word Identification Strategy

04/03/17:  Began first Advanced Practice passage; each students level was increased one grade level from the last Controlled Practice passage; Oral Reading/Pronunciation Assessment and Comprehension Assessments completed.

Overall, students did really well on the Pronunciation Assessment and utilized "DISSECT"ing strategies either written or visually on the passage itself.  Most students did do well on the Comprehension Assessment.  However, several students struggled to pay attention to details or gain the overall gist of the passage.  Not sure if it was the passage itself or something else causing the difficulty.  Both students usually do better on the comprehension assessments.  However, some passages cause that difficulty where others don't; will have to compare how they do on the next assessments.

04/21/17 - Finished Advanced Practice stage with an "on-grade-level" passage (8/2); students did exceptionally well on the Oral Reading Assessment with scores ranging from 98.8% to 99.7% (recorded on PMT); not too bad on the Comprehension Assessment (scores from 50% to 100% recorded on PMT).  I thought some of the students should have done better on the comprehension part and probably would have if they had paid a little more attention to some of the details.

We will be doing a final review of some rules to remember, and then they will be taking their Posttest.  Afterwards, we will discuss the Generalization Stage, make our Commitment Statement, and then prepare to implement generalization the following weeks using SOL released passages and actually practicing for the SOL assessment on TestNav 8.


Links to Evidence:
https://drive.google.com/file/d/0Bx1yhDGXsiZiZWRtVXlLb0ViVHM/view?usp=sharing
https://drive.google.com/file/d/0Bx1yhDGXsiZib3BSVnNYRmJHMFE/view?usp=sharing
https://drive.google.com/drive/folders/0Bx1yhDGXsiZibEE1LVFqUEMtSzA?usp=sharing

Began 1/11/17; finished first CP lesson 02/01/17; finished second CP lesson 03/17/17 (break was taken in Feb. due to school related activity); Independent CP lesson 03/27-31/17; ending date 03/31/17.  All stages with completion dates were recorded in the Progress Monitoring Tool (PMT) for Word Identification.

Took students through each part that they would eventually be doing during independent CP; did add extra parts based on my students needs; made sure to practice using "I do, We do, You do" strategy to help them grasps concepts and steps 

Link to Evidence:
https://drive.google.com/file/d/0Bx1yhDGXsiZiclRfVmRZQ0Y1d00/view?usp=sharing

The strategy begins with a pretest that consists of a Prefix/Suffix assessment, Pronunciation/Fluency assessment, and a Comprehension assessment about a passage.  The Prefix/Suffix section is then covered if the assessment score determines the need; the other assessments indicate how close to grade level a student is performing.

Link to Evidence:
https://drive.google.com/file/d/0Bx1yhDGXsiZiRkdnUjRyUEVvZlE/view?usp=sharing

Began 05/01/17
The first week, I planned to use a released SOL passage.  Steps:  We will do the Samples together; I will show them how to set up their notebook paper (which they are allowed to do for SOLs) with the word "DISSECT".  That way they will have something to reference, if needed.  I broke the main test into 5 parts and will have the students do 4 of them.  The next week, I plan to have them work on a TestNav8 Practice Test so they can get used to the tools that are available when reading and utilizing "DISSECT" with a passage similar to what they might see on their upcoming SOLs.

**Note:  My activity for the first week had to be changed due to finding out that the students' reading teacher had decided to have them do the SOL released passage that I had intended to do.  I was able to find some similar passages, though, so they were at least able to practice using "DISSECT" outside of a guided session as well as answering comprehension questions that went with those passages.

Week 1 Original Plan
Link to Evidence
https://drive.google.com/drive/folders/0Bx1yhDGXsiZiZDlOcUlvcFlLRzg?usp=sharing

Week 1 Alternate Activities Plan
Link to Evidence
https://drive.google.com/drive/folders/0Bx1yhDGXsiZiNjUzOUVIcG0yUm8?usp=sharing

Week 2    DISSECT review with words from other context (i.e., Science, Civics)
Link to Evidence
https://drive.google.com/file/d/0Bx1yhDGXsiZiUjJhXzNiRDBranc/view?usp=sharing
https://drive.google.com/file/d/0Bx1yhDGXsiZiNHB2SkFoM3pzRVk/view?usp=sharing

Used "Model Passage"; pretended I didn't recognize certain words; used "DISSECT" to decipher them.  When I wrote words on the wipe board (my pretend sheet of paper), I had students writing down just what I did on their papers.  At the end of the passage, I had them go back and circle how many times they saw those words in the passage.  We even discussed where in the passage I had done most of my "DISSECT" (the beginning) because once you have deciphered the word, you should be able to say the word when you see it again in the passage.  When we return from break, I will continue my MODEL lesson going over the word count and asking some comprehension questions that go along with the passage.

Links to Evidence
https://drive.google.com/file/d/0Bx1yhDGXsiZiTW5zUG8xUXR5VDA/view?usp=sharing

https://drive.google.com/file/d/0Bx1yhDGXsiZiaFdxRHluUnlmX2M/view?usp=sharing

Students were guided through the steps to "DISSECT" unknown words with modeling as part of it; sentences as well as words in isolation were used; "Exam the Stem" worksheet was completed together (no score taken); Students updated their "Progress Charts" with scores from Prefix/Suffix Study and set up MODEL section in their binders in preparation for that stage.

Links to Evidence:
Day 1:
https://drive.google.com/file/d/0Bx1yhDGXsiZiSGZxcktVN3g5U0E/view?usp=sharing

Day 2: 
https://drive.google.com/file/d/0Bx1yhDGXsiZiUWtFZEtOQnREWlk/view?usp=sharing

Day 3:
https://drive.google.com/file/d/0Bx1yhDGXsiZiTHpvRWxBSV9BWW8/view?usp=sharing

"Kahoot" Game Review
Link to Evidence:
 https://play.kahoot.it/#/k/0570f6e3-2dd3-4a32-b71b-fa961d0bc1e4