Transcript Add-A-Word Spelling Program

Add-A-Word Spelling
Program
Pratt-Struthers, Struthers, &
Williams, 1983
Student receives 10 words
chosen from frequently
misspelled list (typically
comes from student’s own
writing).
Each day, student copies each
word.
Student covers word by
folding paper.
Student writes word again.
Student compares second
spelling to first correct
spelling.
If word is correct, student
moves on to next word
and repeats procedure.
If word is incorrect, student
repeats process with same
word until correct.
When student finishes with
10 words, student takes a
spelling test on those 10
words.
When a word is spelled
correctly two days in a
row, it is dropped from the
list and a new word takes
its place.
Words are retested 5 days
after removal from list,
and then once monthly
thereafter.
If dropped words are ever
misspelled, they are put
back on the list.
Cover-Copy-Compare
Can be used for basic math skills, spelling,
vocabulary, geography, and science
The student looks at an
academic stimulus (e.g.
mathematics problem and
answer).
Covers the stimulus (e.g. put
index card over
mathematics problem and
answer).
Makes an academic response
a. Either re-writes problem and answer
or
b.
Solves the problem written on
the right side of the page
(same problem without the
answer).
Uncovers original stimulus
(e.g. removes index card)
Evaluates the written
response with initial
problem.
If correct, student moves
onto next item
If response is incorrect,
student performs an over
correction procedure (e.g.
write problem and answer
3 times) before moving on
until the sheet is complete.
* Some studies included a
timed component (1 to 3
minutes) or a reward
component (high rate of
accuracy).
Drill Sandwich Sight Words within text
Coulter & Coulter, 1989
Identify known and unknown
words from a particular
story or text.
Construct a drill sandwich by
choosing 7 known words
and 3 unknown words as
they first appear in the
story or text.
Sandwich in unknown (U)
words with known (K)
words using the following
pattern:
K-K-K-U-K-K-U-K-K-U
If fewer than 7 knowns,
maintain the 70% known,
30% unknown ratio.
Using flashcards, have the
student practice identifying
all ten words until each new
word is known by sight.
Tell the student the word is it is
not read quickly (within 3
seconds).
Have the student use each new
word in a sentence to
develop correct language
usage.
As words become known
(correct 3 days in a row),
replace that word with a
new unknown word
maintaining the 70%
known, 30% unknown ratio.
Drill Sandwich
Letter Identification
Coulter & Coulter, 1989
Identify known and unknown
letters, i.e. uppercase
and/or lowercase.
Construct a drill sandwich
with flashcards using 7
known letters and 3
unknown letters, making
sure only lowercase or
uppercase letters are used.
Do not mix uppercase and
lowercase letters.
Sandwich in unknown (U)
words with known (K)
words using the following
pattern:
K-K-K-U-K-K-U-K-K-U.
If there are fewer than 7
knowns, maintain the 70%
known, 30% unknown ratio.
Using flashcards, have the
student name each letter. If
the student does not know
letter, tell the student the
letter.
Letters are considered known
after the student correctly
identifies the letter (within 3
seconds) for 3 days in a row.
As a letter become known,
replace it with a new
unknown letter maintaining the 70%
known, 30% unknown ratio.
Repeated Reading and
Corrective Feedback:
Reading Fluency
IC Team Manual (2002), page F-6
Samuels, 1979
Have the student select a
story of interest and is
able to read independently
(95% accuracy or better)
Select a short section (50-200
words, depending on
student’s reading skill) for
practice.
Have the student read the
passage aloud.
Record the number of words
read correctly in 1 minute.
Have the student graph the
number of words read
correctly in 1 minute.
Provide corrective feedback.
If the student misreads a
word or hesitates for
longer than 3 seconds,
read the word aloud and
have student repeat.
When the student finishes,
have the student read the
passage again.
Graph the fluency. The
passage should be read 3
times and the student
should graph the fluency
after each reading.
Pocket Words:
Sight words, vocab,
math facts, etc.
IC Teams Manual (2002), page W-2
Gickling
Cut an index card into 4
equal pieces
Write one academic
stimulus on each card
(e.g., new sight words,
new math facts)
To honor the limits of
Working Memory, four
new words (math facts)
are written on these
small cards
The student reviews the
words (math facts) and
puts them in pocket
The teacher (or other
adult) periodically asks
the student to review
the words (math facts)
The practice should be
quick and in a variety of
locations (e.g., during
seatwork, in the hall,
during art class)
The number of repetitions
needed for mastery will
vary by student - the
average student will
need approximately 35
reps to master the word
(math fact)
Impress Reading:
Fluency
IC Teams Manual (2002), page F4
The teacher and
students read
together with the
teacher reading
slightly ahead of the
students
Students follow along
using fingers to
keep their place
Students are
encouraged to read
for thoughts and not
word-by-word
This procedure does
not rely on sounding
out unknown words,
instead it capitalizes
on the teacher’s
example of more
fluent reading
Forming Questions:
Comprehension
IC Team Manual (2002), page C-3
Smith (1978)
Activate prior knowledge by
asking students to recall
questions they ask in
everyday conversation
(e.g., “where are you
going?”)
Discuss the “starter words”
used to form questions
(e.g., who, why, when,
how, where)
Discuss how these words
guide people’s
conversations and also
how they can help guide
“conversations” between
the author and reader
Read one sentence from
the passage. Ask the
student to make a
“who,” “what,” “when,”
“why” question from
what you read.
Provide a model/think
aloud if student is
unable to form the
question.
Once the question is
formed, ask the student
to answer the question.
Continue through story.