REWARDS and The Six-Minute Solution Professional Development

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REWARDS and The Six-Minute Solution
Professional Development

• Introductions
• Purpose
• Distribute Materials
• Overview of REWARDS Program and The Six-Minute
  Solution
• Closing and Reflection

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REWARDS One Hour Training (Intermediate Level)

• R Reading
• E Excellence
• W Word
• A Attack and
• R Rate
• D Development
• S Strategies

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What are some ways that students can respond
during a lesson?

• In your group, discuss some ways that students
  respond to questions.
• Choose a reporter to share out 1-2 response
  strategies.

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Active Participation TE page 20

• 1

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Active Participation
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What is REWARDS (Intermediate Level)?

• A research-validated program
• To teach fourth through sixth grade students in
  an elementary school
• A flexible strategy for decoding long words
• 80 of all words have an affix
• Every decodable part of a word has a vowel sound
• Close approximations can be corrected using
  context
• To increase their oral and silent reading fluency
  

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Who is it designed for?

• Students in 4th through 6th grades
• Mastered skills associated with lst and 2nd grade
  reading
• Pre-assessment is the San Diego Quick
• Students scoring below 3rd grade - Phonics
  For Reading
• Students scoring 3rd grade or above -
  REWARDS
• Difficulty reading multisyllabic words
• Read slowly (60 to 120 words per minute)

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Why might you want to use REWARDS?

• Many new words in intermediate and secondary
  materials.
• From fifth grade on, average students encounter
  approximately 10,000 words a year that they have
  never previously encountered in print.
• (Nagy Andersen, 1984)
• The longer words are often content words that
  carry the meaning of the passage
• REWARDS is a program to help your students who
  struggle with decoding, not those who can decode
  but struggle with comprehension.

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Why might you want to use REWARDS?

• Assume you cannot read multisyllabic words. How
  much would you gain from reading the following
  social studies passage?
• When e_______ from P_______ arrived in B_____ in
  1500, as many as 5 m______ N____ A_________ lived
  there. During the 1500s, the P________
  e__________ large sugar cane p___________ in
  n___________ B_____. At first they e________
  N______ A_________ to work on the p__________.
  Soon, however, many N______ A_________ died of
  d______. The p__________ o_____ then turned to
  A______ for l_____. E__________, B______ brought
  over more e________ A________ than any other
  North or South A________ c______.
• (From World Cultures and Geography (2005),
  published by McDougal-Littell)

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Why might you want to use REWARDS? continued

• Assume you cannot read multisyllabic words. Read
  the following passage, deleting the underlined,
  multisyllabic words. How much would you gain from
  reading this social studies passage?
• When explorers from Portugal arrived in Brazil
  in 1500, as many as 5 million Native Americans
  lived there. During the 1500s, the Portuguese
  established large sugar cane plantations in
  northeastern Brazil. At first they enslaved
  Native Americans to work on the plantations.
  Soon, however, many Native Americans died of
  disease. The plantation owners then turned to
  Africa for labor. Eventually, Brazil brought
  over more enslaved Africans than any other North
  or South American country.
• (From World Cultures and Geography (2005),
  published by McDougal-Littell)

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What materials are included in REWARDS
(Intermediate Level)?

• Teachers Guide
• Introduction
• 25 Lessons - Perky Pace
• Pre-skills (Lessons 1-15)
• Strategy Instruction (Lessons 16-25)
• (Designed as 50-min. sessions but may need to
  be divided into 2 days)
• Blackline masters for transparencies
• Additional support material
• Pre, post, and generalization tests
• Fluency Graph
• Overhead Transparencies
• Posters
• Student Books

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Strategy Lesson Format Dr. Anita Archer
I do it
We do it
You do it
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Strategies for Reading Long Words

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Preskill Lesson Activities- 1-15

• ACTIVITY A Oral Activity--Blending Word Parts
• Into Words
• ACTIVITY B Vowel Combinations
• ACTIVITY C Vowel Conversions
• ACTIVITY D Reading Parts of Real Words
• ACTIVITY E Underlining Vowels in Words
• ACTIVITY F Oral Activity--Correcting Close
  Approximations Using Context
• ACTIVITY G Prefixes and Suffixes
• ACTIVITY H Circling Prefixes and Suffixes
• ACTIVITY I Vocabulary
• ACTIVITY J Spelling Dictation

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Auditory Skills TE p. 26

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Auditory Skills TE p.30

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Vowel Graphemes TE p. 366

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Vowel Graphemes continuedTE page 26

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Vowel Graphemes continuedTE p. 27

• Activity C
• Page 30

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Vowel Graphemes continuedTE page 28

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Vowel Graphemes continued TE p. 29

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Pre-skill Lesson Activities

• ACTIVITY A Oral Activity--Blending Word Parts
• Into Words
• ACTIVITY B Vowel Combinations
• ACTIVITY C Vowel Conversions
• ACTIVITY D Reading Parts of Real Words
• ACTIVITY E Underlining Vowels in Words
• ACTIVITY F Oral Activity--Correcting Close
  Approximations Using Context
• ACTIVITY G Prefixes and Suffixes
• ACTIVITY H Circling Prefixes and Suffixes
• ACTIVITY I Vocabulary
• ACTIVITY J Spelling Dictation

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Prefixes and SuffixesPoster and also located on
TE Page 366

• Check the affixes that are not pronounced as you
  would expect given the graphemes in the affix.

P12
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Prefixes and Suffixes TE p. 366 continued

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Prefixes and Suffixes continued
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Prefixes and Suffixes continuedTE page 31

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Prefixes and Suffixes continued TE page 32

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Word Wall and Student Reference Sheet
Prefixes (Beginning Word Parts) Vowels and Vowel Combination Suffixes (Ending Word Parts)
dis ai
mis ay
ad au
ab a, i





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Vocabulary TE pages 33-34

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Vocabulary continued

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Activity J Spelling Dictation

• View an Anita Archer Video demonstration
• Teacher Guide - page 34

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Strategy Lesson Activities Lessons 16-25

• ACTIVITY A Vowel Combinations Review
• ACTIVITY B Vowel Conversions Review
• ACTIVITY C Prefix and Suffix Review
• ACTIVITY D Strategy Instruction
• ACTIVITY E Strategy Practice
• ACTIVITY F Independent Strategy Practice
• ACTIVITY G Word Families
• ACTIVITY H Spelling
• ACTIVITY I Vocabulary
• ACTIVITY J Sentence and Passage Reading
• ACTIVITY K Passage Reading Fluency

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Strategy InstructionTE Pages 172-173
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Strategy Instruction Independent Strategy
Practice TE page 232
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Sentence Reading TE Page 178
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Preparation for Passage Reading TE Page 210
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Preparation for Passage Reading
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Passage Reading TE Page 212
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Passage Reading continued
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Fluency Building - Repeated Readings

• Why is reading fluency important?
• Fluency is related to reading comprehension.
• (Cunningham Stanovich, 1998 Fuchs, Fuchs,
  Maxwell, 1988 Jenkins, Fuchs, Espin, van den
  Broek, Deno, 2000)
• When students read fluently, decoding requires
  less attention. Attention can be given to
  comprehension.
• (Samuels, Schermer, Reinking, 1992)
• Accurate and fluent readers will read more.
• (Cunningham Stanovich, 1998 Stanovich, 1993)
• Fluent readers complete assignments with more
  ease.
• Fluent readers perform better on tests involving
  reading.
• How is reading fluency increased?
• Practice Practice Practice Practice
• Repeated Reading activities

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Fluency Building - Repeated Readings Chart in
TE on Page 17, Directions are for Activity J
Lessons 20-25