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100% accuracy within the specified time limit (15-20 seconds

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Clare Murray

on 19 December 2013

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Transcript of 100% accuracy within the specified time limit (15-20 seconds

100% accuracy within the specified time limit (15-20 seconds) progress to the next list.
If one or more errors are made or the time criterion is not reached, the student MUST wait one day before being re-tested on the SAME list.
If criteria is not met, teaching intervention MUST take place.


Criteria for moving up fluency levels:



After mastery of a Word Attack level has been achieved, ask the student to read the story provided at the end of each level. These stories have been designed to assist generalisation of skills learned to meaningful contexts.


WAS Accuracy Stories


Dictate five words for the student to write in their spelling exercise book. Ensure the student says each letter sound when writing the word to reinforce the letter-sound-correspondence.
If the student makes an error on spelling the word use the following intervention...
1. Ask the student to listen as you say the component sounds in the word
2. Model the process by sounding the word/sound as you write it (TEACHER WRITES in exercise book)
3.The student copies the word, sounding it out as they write it (STUDENT COPIES word)
4. Cover the word and have the student sound and write the word/sound independently


Spelling

M-Model (Teacher)
L- Lead (Teacher and student)
T- Test (Student only)
The specific intervention for each WAS level is located at the bottom of the recording page in the Recording Booklet
All interventions are scripted and can be easily followed

WAS Intervention- using MLT method

Use the blue pencil
Locate the current Accuracy level on the inside cover of the MultiLit Word Attack skills Recording Booklet
Directions:
Sit OPPOSITE the student
Open the Manual to the correct page
Place the Manual in front of the student
Place the Recording Sheet in a position so that the student cannot see what you record.
Say...” This is my blue pencil test... I want you to read all the words on the page from L to R slowly and carefully” (Demonstrate if needed)
As the student reads, follow along in the Recording Sheet ,colour squares in blue for each correct word.
NOTE: Words must be said as a whole to be marked as correct. Self-corrections are scored as correct.
For words named incorrectly or ignored, leave squares blank.
Errors on Accuracy (Fix up errors on TESTING page first)


Daily session procedure: Accuracy



Place the student on the first failed level for Accuracy (blue pencil test)
Place ALL students on level 1.1 for Fluency (red pencil test)
Record Accuracy and Fluency on MultiLit Word Attack Skills Progress Chart
Note: don’t do Fluency past Level 5.2. Always wait for Accuracy to catch up


Criteria for Placement to start the Word Attack Skills Program (WAS)

MultiLIt Word Attack skills Placement Test Recording Sheet (pp10-11).
Write any errors above the word.
A failed level is where the student makes TWO (2) errors
Continue testing at the next level until the student has failed THREE (3) levels (not consecutively)
Note: 1 error is NOT a failed level. It has to be 2 errors to be a failed level BUT continue testing until the student has failed three levels ...





Recording responses on the Placement Test


Place the PLACEMENT TEST (pp8-9) in front of the student and ask them to read all the sounds and word on the page. Make sure the student knows the difference between letter sounds and letter names.
Say... “ I want you to read all the sounds and words on the page from left to right. REMEMBER to give me the letter sounds. There are some NONSENSE words as well.
NOTE: If the student starts saying the letter name, just STOP them, remind them of the instruction (ie letter sounds) then continue.
Students have as much time as needed to respond
Students have 2 seconds to self correct.
NOTE: They must say the complete word to be correct.
Start testing at Level 1.1

Placement Test:
How do I start?

Provides the following...
Intensive and systematic instruction in phonic word attack skills divided into two parts:
Accuracy: Students are required to master lists of phonic skills taught in an hierarchical skills sequence
Fluency: taught through the revision component of the Word Attack Skills Program. Students are required to read previously mastered Accuracy lists rapidly and accurately within a set time limit.


MultiLit Word Attack Skills program

The Reading Tutor Program addresses each of these essential skills through the teaching of:

MultiLit Word Attack Skills (WAS) (10-15 min)
MultiLit Sight Words (5-10 min)
MultiLit Reinforced Reading (15-20 min)



MultiLit Reading Tutor Program


Reading instruction needs to include:
Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension

Effective reading instruction
The “Simple view of reading”


A model of effective reading instruction
Research base
National Reading Panel (USA 2000)
National Inquiry into the Teaching of Literacy (Australia, 2005)
Rose Report (UK, 2006)


MuliLit Approach


Making Up Lost Time in Literacy
Research initiative of Macquarie University
Led by reading researchers:
Professor Kevin Wheldall
Dr Robyn Beaman-Wheldall


About MultiLit


MultiLit Word Attack Skills Fluency Sprints- Record Sheet (use countdown timer for 10 seconds)
Student reads current fluency level on TESTING page/ record Time
Student then does 5 x 10 second Fluency sprints (Trials 1-5)
Time for 10 seconds each trial on TEACHING page (use only 1 Teaching page per day)
Ensure the student starts from a different word each time on the TEACHING PAGE... Say..” Read as quickly and carefully as you can”...
Record number of words read in 10 seconds, with errors in brackets eg. 12 (2)
Re-read TESTING page from beginning to end and record time under Whole List
Compare the time taken to read the whole list and highlight any difference. This is designed to help motivate the student.
NOTE: The whole list is not to be used to progress the student to the next fluency level. You must RE-TEST in the next session.
 
 
 
 
 


Fluency Sprints- Intervention
Building reading stamina

Note: The Fluency level always has to be at least one level below the current Accuracy level
Directions:
Locate the current level on the Recording booklet (red pencil)
Open the Manual to the correct page
Place the Manual in front of the student
Place the Recording sheet in a position so that the student cannot see what you record
Say..” This is my red pencil test. I want you to read all the words from left to right as carefully and quickly as they can” Say..” I will start the stopwatch when you begin”
Start stopwatch
As the student reads, follow along in the recording sheet.
Colour the squares in red for each correctly read word. Words read incorrectly are left blank.
Record the time at the bottom of the fluency recording probe.



WAS Fluency Test


Once the current list is read 100% accuracy, progress to the next list
If there are one or more errors, the student must wait one day before being re-tested on the same list


Word Attack Skills
Moving up a level


For each Word Attack Skills session you will require:
The MultiLit Word Attack Skills Manual
The MultiLit Word Attack Recording
Accuracy takes approximately 6 minutes
Fluency (including sprints takes approximately 7.5minutes)
Accuracy: Test first (no prompts), then teach- Current list
Fluency: Test first (no prompts, then teach- Revision)


MultiLit Word Attack Skills
Daily Session

Presenter: Clare Murray
Learning & Support Teacher
Lapstone Public School
December 2013



MultiLit Reading Tutor Program
Parent Tutor Workshop


100% accuracy within the specified time limit (15-20 seconds) progress to the next list

If one or more errors are made or the time criterion is not reached, the student MUST wait one day before being re-tested on the SAME list.

If criteria is not met, teaching intervention MUST take place (p58- Fluency Teaching (accuracy problem) Use MLT method for testing page followed by teaching page


Criteria for moving up
fluency
levels:



After mastery of a Word Attack level has been achieved, ask the student to read the story provided at the end of each level.

These stories have been designed to assist generalisation of skills learned to meaningful contexts.


Word Attack Skills Accuracy Stories


Once the current list is read at
100%
accuracy, progress to the next list
You can do up to 4 levels in one session
if there are no errors.
If there are one or more errors intervention must take place and the student must wait one day before being re-tested on the same list


Word Attack Skills
Moving up a level

Use the
blue
pencil
Locate the current Accuracy level in the student's folder

Directions:
Sit OPPOSITE the student
Open the Manual to the correct page
Place the Manual in front of the student
Place the Recording Sheet in a position so that the student cannot see what you record.

Say.
..” This is my
blue
pencil test. I want you to read all the words on the page from left to right
slowly and carefully”
(Demonstrate direction of words if needed)
As the student reads, follow along in the Recording Sheet,colour squares in
blue
for each correct word.

NOTE:
Words must be said as a whole to be marked as correct. Self-corrections are scored as correct.

For words named incorrectly or ignored, leave squares blank.



Daily session procedure:
Accuracy




Write any errors above the word.
A failed level is where the student makes
TWO
(2) errors
Continue testing at the next level until the student has failed
THREE
(3) levels (not consecutively)

Note:
1 error is NOT a failed level. It has to be 2 errors to be a failed level BUT continue testing until the student has failed three levels ...
Then place the student on the first failed level





Recording Sheet
Placement Test

Provides the following...
Intensive and systematic instruction in phonic word attack skills divided into two parts:

Accuracy
: Students are required to master lists of phonic skills taught in a skills sequence

Fluency
: Taught through the revision component of the Word Attack Skills Program. Students are required to read previously mastered Accuracy lists rapidly and accurately within a set time limit (15-20 secs)


Multi
Lit
Word Attack Skills program

The Reading Tutor Program addresses each of these essential skills through the teaching of:

Multi
Lit

Word Attack Skills
(10-15 min)

Multi
Lit

Sight Words
(5-10 min)

Multi
Lit

Reinforced Reading
(15-20 min)



Multi
Lit
Reading Tutor Program

Research initiative of Macquarie University Led by reading researchers Professor Kevin Wheldall & Dr Robyn Beaman-Wheldall
A model of effective reading instruction which is research based
National Reading Panel (USA, 2000)
National Inquiry into the Teaching of Literacy (Australia, 2005)
Rose Report (UK, 2006)


Note:
The Fluency level always has to be
at least
one level below the current Accuracy level

Locate the current level on the Recording booklet (
red
pencil)
Open the Manual to the correct page
Place the Manual in front of the student
Place the Recording sheet in a position so that the student cannot see what you record
Say..” This is my
red
pencil test. I want you to read all the words on the page from left to right
quickly and carefully
" Say..” I will start the stopwatch when you begin”
Start stopwatch
As the student reads, follow along in the recording sheet.
Colour the squares in
red
for each correctly read word. Words read incorrectly are left blank.
Record the time at the bottom of the fluency recording probe.



Word Attack Skills

Fluency
Test


Dictate five words for the student to write in their spelling exercise book. Ensure the student says each letter sound when writing the word to reinforce the letter-sound-correspondence.
If the student makes an error on spelling the word use the following intervention.
..
1. Ask the student to listen as you say the component sounds in the word
2. Model the process by sounding the word/sound as you write it (TEACHER WRITES in exercise book)
3.The student copies the word, sounding it out as they write it (STUDENT COPIES word)
4. Cover the word and have the student sound and write the word/sound independently


Word Attack Skills Intervention (5)
Spelling

'Fix up' Testing page first

M
-Model (Teacher)
L-
Lead (Teacher and student)
T-
Test (Student only)

The specific intervention for each WAS level is located at the bottom of the recording page sheet Accuracy Probe & Fluency Probe (Intervention Steps 1-5)
All interventions are scripted and can be easily followed

MULTILIT Word Attack Skills Intervention
'Fixing up errors'


For each Word Attack Skills session you will require:
The Multi
Lit
Word Attack Skills Manual
The Multi
Lit
Word Attack Sheet ...1.1 etc (Accuracy Probe & Fluency/Revision Probe)

Accuracy:
Test first (no prompts), then teach- Current list
Fluency
: Test first (no prompts, then teach- Revision)


Multi
Lit
Word Attack Skills
Daily Session


Place the
Placement Test
in front of the student and ask them to read all the sounds and word on the page. Make sure the student knows the difference between letter sounds and letter names.
Say...
“ I want you to read all the sounds and words on the page from left to right.
Remember
to give me the letter sounds. There are some
Nonsense
words.
NOTE:
If the student starts saying the letter name, just
STOP
them, remind them of the instruction (ie letter sounds) then continue.

Students have as much time as needed to respond
Students have 2 seconds to self correct.

NOTE: They must say the complete word to be correct.
Start testing at Level 1.1

Multi
Lit
Word Attack Skills (Revised) Placement Test...How do I start


Reading instruction needs to include:

Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension

Effective reading instruction
The “Simple view of reading”

Presenter: Clare Murray
Learning & Support Teacher
Lapstone Public School
December 2013




Multi
Lit

Reading Tutor Program

Parent Tutor Workshop




Place the student on the first failed level for Accuracy (
blue
pencil test)
Place ALL students on level 1.1 for Fluency (
red
pencil test)

Record Accuracy and Fluency on Multi
Lit
Word Attack Skills Progress Chart
Note: don’t do Fluency past Level 5.2. Always wait for Accuracy to catch up.


Criteria for Placement to start the Word Attack Skills Program

Word Attack Skills
Fluency
Sprints
Fluency Teaching for fluency problems (outside specified time ) p59
Student reads current fluency level on Testing page & record time
Student completes 5 (10 second) Fluency sprints
(Trials 1-5)
Teaching page: Time for 10 seconds using only 1 Teaching page per session
Ensure the student starts at a different word each time.
Say
... "read as quickly and carefully as you can"
Record the number of words read with errors in brackets eg. 12 (2)
Re-read TESTING page from beginning of the list to the end and record time under Whole List
Re-test on Whole list the following day.


2014

Parent Workshop

If you would like to attend another parent workshop, the following will be offered in 2014:
Revision of Word Attack Skills
Sight Words
Reinforced Reading
For further information on the MultiLit program go to...
www.Multilit.com
About Multi
Lit
: Making up lost time in Literacy
Full transcript