Rewards reading decoding intervention

1. miblsi.org
REWARDS Intermediate Training
Program Authors: Anita Archer, Mary Gleason, & Vicky Vachon
Training Content Designed by Anita Archer
October 2016
Terri Metcalf & Courtney Huff

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• Review the science of teaching reading
• Summarize the benefits of multisyllabic word
instruction, accuracy and rate development,
comprehension and vocabulary instruction
• Describe the components of REWARDS including
the materials and instructional design (pre-skills,
strategy focus)
• Practice delivering the components of REWARDS to
prepare for students
Learning Intentions

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And how it connects to REWARDS
The Science Behind Teaching Reading

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Big Ideas of Reading K-12
Big Ideas of
Elementary Reading
K-3rd
Big Ideas of
Adolescent Reading
4th-12th
• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Word study (advanced
phonics)
• Fluency
• Vocabulary
• Comprehension
• Motivation

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Improving Adolescent Literacy
Recommendations:
• Provide explicit vocabulary instruction
• Provide direct and explicit comprehension strategy
instruction
• Provide extended opportunities for discussion of text
meaning and interpretation
• Increase student engagement and motivation in
literacy learning
• Make available intensive and individualized
interventions trained specialists
• Plus - intentional student writing about what has
been read (not in 2008 guide)
IES Practice Guide, 2008

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Changing Emphasis of Big Ideas
K 1st 2nd 3rd 4th 5th
Phonemic
Awareness
Blending&
Seg
Spelling Dictation
Phonics Sounds/
Basic
Phonics
Advanced
Phonics &
Multisyllabic
Multi-Syllabic
& Word Study
Fluency Sounds &
Words
Words &
Connected Text
Connected
Text
Vocabulary Listening Listening &
Reading
Reading
Comprehension Listening Listening &
Reading
Reading

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Simple Model of Reading
(Two domains that lead to reading comprehension)
Decoding Language
X Reading
Comprehension
=
Academic Language
Skills
Decoding
Skills

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Simple Model of Reading
Decoding Language
X
Inferential
Language
Skills
Narrative
Language
Skills
Academic
Vocabulary
Reading
Comprehension
=
Academic
Language Skills
Ability to discuss
topics beyond the
immediate context
Ability to clearly
relate a series of
events
Ability to comprehend
and use words in
formal writing

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Simple Model of Reading
Decoding Language
X
Phonological
Awareness
Phonics and
Word
Recognition
Fluency
(accuracy, rate,
expression)
Reading
Comprehension
=
Decoding
Skills
Print
Concepts
Understand the
organization and basic
features of print
Demonstrate understanding of
spoken words, syllables, and
sounds (phonemes)
Know and apply grade-
level phonics and word
analysis skills in
decoding words
Read with sufficient
accuracy and fluency
to support
comprehension

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Program Benefits
REWARDS: Understanding the Why

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1. On Your Own: Read through the 10 statements
and decide if you agree or disagree. Complete
the “Before Reading” column.
2. With Your Partner: Then read through the
REWARDS Why document. Complete the “After
Reading” column.
3. With Your Team: Record a few key points in
your rationale section from the document.
REWARDS Why Activity

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Summary of REWARDS Goals
Students will:
• Decode unknown multisyllabic words containing two to
eight word parts.
• Read narrative and informational text accurately with
appropriate rate (fluency).
• Have expanded general academic and domain specific
vocabulary.
• Experience increased comprehension and facility with
text-dependent comprehension questions.
• Accurately spell more multisyllabic grade-level words.

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Research findings on REWARDS
(See Appendix H for review of REWARDS studies.)
1) The REWARDS multisyllabic word reading strategy is effective in
improving students’ ability to decode unknown long words,
2) instruction using the REWARDS reading program yields significant
growth in decoding accuracy and reading rate (fluency),
3) REWARDS Intermediate is effective as part of a Tier 2 or Tier 3 RTI
(Response to Instruction and Intervention) initiative,
4) REWARDS has been successfully implemented in rural, suburban,
and urban communities,

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Research findings on REWARDS
(See Appendix H for review of REWARDS studies.)
5) REWARDS is effective when used with students who have been
designated English Language Learners at some point in their
school history,
6) REWARDS is an effective intervention for students with learning
disabilities and for other struggling readers, and
7) REWARDS Intermediate can be used as a whole class intervention,
benefiting students at all reading levels (intensive, strategic, and
benchmark).

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Partner #1 review the Summary of the REWARDS Goals.
Select one bullet point to review and practice sharing it with
Partner #2.
Partner #2 review the REWARDS Research Findings and
select one bullet point that stands out to you and practice
sharing it with Partner #1.
Table Conversation: What stood out to you as an important
factor to remember as a REWARDS teacher?
Practice: Why Rehearsal & Retrieval

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Program Fit, Materials Overview, Getting Ready
REWARDS Key Components

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REWARDS Intermediate
• R = Reading
• E = Excellence:
• W = Word
• A = Attack and
• R = Rate
• D = Development
• S = Strategies
AUTHORS: Anita L. Archer, Mary M. Gleason, and Vicky Vachon
(Additional information on the REWARDS programs can be obtained on the following website:
http://www.soprislearning.com/literacy/rewards-program.)

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What is REWARDS Intermediate?
REWARDS Intermediate is:
• A research-validated, specialized reading
program
• Designed for intermediate students in 4th,
5th, and 6th grades

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REWARDS Strategy
Overt Strategy
1.Circle the prefixes.
2.Circle the suffixes.
3.Underline the vowels.
4.Say the parts of the word.
5.Say the whole word.
6.Make it a real word.
reconstruction
instruction
unconventionality

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REWARDS Strategy
Covert Strategy
1. Look for prefixes, suffixes, and vowels.
2. Say the parts of the word.
3. Say the whole word.
4. Make it a real word.

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Who is it designed for?
Students who:
• Are in the intermediate grades (fourth, fifth, and sixth
grades)
• Have mastered the basic reading skills associated
with first and second grade expectations
• Read at the 3rd grade level or above
• Read at least 60 correct words per minute
• Would benefit from systematic decoding, fluency, and
vocabulary instruction

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How to determine?
Administer an assessment to determine current reading level
• e.g., the San Diego Quick (REWARDS Intermediate Teacher’s Guide, Appendix D)
• e.g., the Word Identification and Word Attack Subtests of the Woodcock Reading
Mastery Test
• e.g., any group or individually-administered standardized reading test (Gates, TOWRE,
PIAT)
Administer one-minute, oral reading fluency assessment using
• e.g., passage provided in REWARDS Intermediate Teacher’s Guide, Appendix E)
• e.g., AIMSweb or DIBELS oral reading fluency passages
• e.g., grade-level expository text
Administer one-minute, multisyllabic oral reading assessment
(REWARDS Intermediate Teacher’s Guide, Appendix E)

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Where can this program be used?
General Education Classes
• (RTI - Tier 1, Core Instruction)
• Beginning of year to increase decoding, fluency, and
vocabulary and to enhance grade-level text reading
Intervention Classes
• (RTI - Tier 2 and Tier 3)
• Intervention classes, special education resource
rooms, and specialized tutoring programs
Intensive Intervention Programs
• Summer school programs, after-school programs

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REWARDS Intermediate Materials
• Teacher’s Guide
• Student Book
• Online Materials

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REWARDS Intermediate Materials
Teacher’s Guide
• Introduction
• Unit Dividers (See page 3 in Examples)
• 25 Lessons
• Preskills (Lessons 1-15)
• Strategy Instruction (Lessons 16-25)
• Appendices

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REWARDS Intermediate Materials
Student Book
• Consumable
• Stimuli for 25 lessons
Note: REWARDS Intermediate is a teacher-directed
program. Students should not work independently
in the Student Book.

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REWARDS Intermediate Materials
• Online Lesson Displays
• Necessary for each lesson
• Download before the lesson
• Illustrated Vocabulary Displays (optional)
• PowerPoints for vocabulary instruction
• Progress Monitoring (See pages 4 and 5 in Examples)

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REWARDS Intermediate Materials
Use of displays depends on technology and group size. One
requirement: You must be able to write on displays.
Some Options:
1. Download displays and use electronically with an
interactive whiteboard.
2. Download to an interactive app on a tablet.
3. Download to a computer and project onto a mounted
whiteboard.
4. Download and print displays. Project using a document
camera.
5. Download and print. Display on a clipboard.

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Lessons 1-15
Instruction: The Pre-Skills

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Preskill Lessons
Activity A: Oral Activity - Blending Parts into Words
(Examples, page 6)
Activity B: Vowel Combinations (Examples, page 7)
Activity C. Vowel Conversions (Examples, page 8)
Activity D. Reading Parts of Real Words (Examples, page 9)
Activity E. Underlining Vowels in Words (Examples, pages 10 and 11)
Activity F. Oral Activity - Correcting Close
Approximations using Context (Examples, page 12)

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Activity A: Oral Activity -
Blending Parts into Words
• Activity: Students blend orally presented word parts
(e.g., the teacher says re con sid er) into real words
(e.g., the students say “reconsider”). Most of the
practice words are later included in decoding activities.
• Rationale: The ability to orally blend word parts into
words directly transfers to decoding of multisyllabic
words in which each part is decoded and pronounced
and then the parts are blended into a real word.
(See Examples, page 6)

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Vowels

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Vowels

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Activity B. Vowel Combinations
• Activity: Students say the major sounds for high-
frequency vowel combinations (ay, ai, au, er, ir, ur, ar,
or, a-e, o-e, i-e, e-e, u-e, oi, oy, ee, oa, ou) and the
major and minor sounds for ow (low, down), oo (moon,
book), and ea (meat, thread).
• Rationale: Students are more likely to make errors on
vowel sounds than on consonant sounds. Thus, vowel
combinations are explicitly taught and reviewed to
promote accurate and quick production of vowel sounds
when decoding multisyllabic words.
(See Examples, page 7)

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Activity C. Vowel Conversions
• Activity: Students say the sound (short sound) and then
the name (long sound) for letters a, i, o, u, and e. (This
order of introduction was used to separate the easily
confused sounds of i and e.)
• Rationale: When these single vowel letters occur in
words, the word is generally recognized using the sound
(short sound) of the letter. If the word is not recognized,
the name (long sound) for the letter can be used instead
while applying the flexible REWARDS strategy.
(See Examples, page 8)

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Activity D. Reading Parts of Real Words
• Activity: Students read parts of real words (e.g., plete,
tise, crim) that contain previously taught vowel sounds.
Although these appear to be nonsense words, they are
actually parts of multisyllabic words that students will
encounter later in the program.
• Rationale: The purpose of this activity is to provide
students with decoding practice using recently
introduced vowel graphemes in short word parts rather
than in more challenging multisyllabic words.
(See Examples, page 9)

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Activity E. Underlining Vowels in Words
• Activity: Students locate and underline vowel graphemes
within words (e.g., background, turmoil). Next, the teacher
guides the students in reading the multisyllabic words by
looping under each word part, asking students to say the
parts and then the whole word.
• Rationale: Since each part of a long word contains a vowel
grapheme, locating the vowel graphemes is very helpful in
segmenting a word into decodable chunks. Thus, practice
reading long words begins in the preskill lessons but
supported by careful teacher scaffolding.
(See Examples, pages 10 and 11)

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Activity F. Oral Activity - Correcting
Close Approximations using Context
• Activity: The teacher intentionally mispronounces a word in a
manner similar to common decoding errors (e.g., hot el,
stressing the hot in hotel), repeats the mispronunciation within
a sentence (We stayed in a hot el.), and asks students to
produce the accurate pronunciation of the word.
Rationale: The words we read must be real words that other
English speakers have said or heard. Decoding of unknown
words often yields a pronunciation that is a close
approximation to the word, but not the exact pronunciation.
These close approximations must be turned into real words
using oral/aural language in conjunction with the passage
context.(See Examples, page 12)

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1. Active Participation Considers: Group Says
Answer, Partner Says Answer, Individual Says
Answer, Students Write Answers
2. On Your Own: Read through Activities A-F to
become familiar with the tasks and language.
3. With Your Partner: Practice taking turns being
the teacher and deliver each part of the lesson.
4. With Your Table Team, each take a turn to “Stand
and Deliver” one part of the lesson.
Practice Activities A-F

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Preskill Lessons
Activity G. Prefixes and Suffixes (Examples, page 13)
Activity H. Circling Prefixes and Suffixes (Examples, pages 14 and 15)
Activity I. Meanings of Prefixes and Suffixes (Examples, pages 16
and 17)
Activity J. Spelling (Examples, page 18)
Activity K. Academic Vocabulary (Examples, page 19)
Illustrated Vocabulary Displays (Examples, pages 20 and 21)

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Activity G. Prefixes and Suffixes
• Activity: Students listen to the pronunciation of prefixes
and suffixes, practice saying these affixes, and review
previously introduced affixes, the goal being accurate
and quick pronunciation.
• Rationale: About 80 percent of multisyllabic words
have one or more affixes. Thus, the ability to quickly
identify and pronounce prefixes (e.g., re, un, dis) and
suffixes (e.g., tion, al, able) facilitates the accurate,
fluent decoding of longer words. (See Examples, page 13)

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Activity H. Circling Prefixes and Suffixes
• Activity: Students identify, circle, and pronounce
prefixes and suffixes within multisyllabic words.
Then—with teacher assistance in segmenting— students
read words with prefixes and suffixes.
• Rationale: Peeling off the prefixes and suffixes is a
critical part of the decoding strategy taught in this
program, making the task of reading long words
significantly easier. The goal is to quickly recognize
very common affixes embedded within words and to see
their usefulness as a decoding tool.
(See Examples, pages 14 and 15)

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Activity I. Meanings of Prefixes & Suffixes
• Activity: First, students are explicitly taught the
meanings of high-frequency prefixes and suffixes.
Next, students are given a definition stressing the
meaning of the affix (e.g., not loyal) and asked to
locate the corresponding word (e.g., disloyal).
• Rationale: This activity shows students how the
addition of a prefix or suffix to a root (base word,
stem) can systematically alter the meaning of a word.
(See Examples, pages 16 and 17)

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Activity J. Spelling
• Activity: The teacher dictates a lesson word. Next, along with
the teacher, the students say the parts in the word as they put
up one finger for each part. Then the students write the word.
Finally, the students compare their spellings to the correct
spelling of the word. They cross out any misspellings and
rewrite those words.
• Rationale: In this activity, students are learning a strategy that
they can employ when spelling unknown words (Say the parts.
Write the parts. Examine the word and ask "Does it look like
the word?"). Decoding and encoding are also reciprocal
processes; practice with one strengthens the other.
(See Examples, page 18)

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Activity J. Spelling

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Activity K. Academic Vocabulary
• Activity: The meanings of two academic words are taught
using the following instructional steps: 1) introduce the
word, 2) provide a student-friendly explanation, 3)
illustrate the word's meaning with examples, and 4) check
for understanding.
• Rationale: Given that reading comprehension in the upper
grades is highly related to a student’s vocabulary, academic
words (high-frequency words that occur in many domains)
must be systematically taught and reviewed.
(See Examples, page 19)

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Illustrated Vocabulary Displays
• If you are teaching English Language Learners or other
students having low vocabulary, you may wish to teach
the expanded Illustrated Vocabulary using the online
displays that provide pictures to augment each word's
explanation, examples, and word family.
• If time permits, you may wish to teach Activity K and
the Illustrated Vocabulary, providing multiple exposures
to each word and increasing the probability of mastery.
(See Examples, pages 20 and 21)

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1. Active Participation Considers: Group Says
Answer, Partner Says Answer, Individual Says
Answer, Students Write Answers
2. On Your Own: Read through Parts G-K to
become familiar with the tasks and language.
3. With Your Partner: Practice taking turns being
the teacher and deliver each part of the lesson.
4. With Your Table Team, each take a turn to “Stand
and Deliver” one part of the lesson.
Practice Activities G-K

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Lessons 16-25
Instruction: Strategy Lessons

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Strategy Instruction
• Modeling I do it.
• Guided Practice We do it.
• Unguided Practice You do it.

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Strategy Instruction Lessons
• Strategy Instruction - Modeling and Guided
Practice (Examples, pages 22 and 23)
• Guided Practice (Faded) (Examples, page 24)
• Unguided Practice (Examples, page 25)
• Word Families (Examples, page 26)
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Strategy Instruction - Modeling and
Guided Practice (Lesson 16, Activity D)
• Activity: In this activity, the teacher demonstrates each step
in the overt strategy, showing students the strategy steps
while thinking out loud. Next, the teacher guides students
in applying the strategy steps to the decoding of additional
multisyllabic words.
• Rationale: When teaching any new skill or strategy,
explicit instruction should be provided that includes
modeling followed by guided practice. Since this is the
most important activity in the program, you will need to
carefully read the instructional procedures to ensure clarity.
(See Examples, pages 22 and 23 )

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Guided Practice (Faded) (Lesson 16, Activity E)
• Activity: Students circle prefixes and suffixes, underline
the vowels in the rest of the word, and read the words by
parts, thus applying the strategy with less teacher
assistance.
• Rationale: As with teaching any new strategy or skill,
there should be a gradual release of responsibility in
which teacher assistance is carefully faded. Also, an
adequate amount of practice is necessary to take the skill
beyond accuracy to automaticity.
(See Examples, page 24)

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• Activity: In this activity, which begins in Lesson 22, students
visually examine long words, looking for prefixes, suffixes,
and vowels, and determine the pronunciation of the word.
• Rationale: As an extension of the concept of "gradual release
of responsibility,” students use the covert REWARDS strategy
to decode words independently, followed by teacher feedback
on the pronunciation. If students have difficulty, they are
encouraged to pick up their pencils and circle the prefixes and
suffixes and underline the vowels so that they can segment the
word into decodable chunks.
(See Examples, page 25)
Unguided Guided Practice (Lesson 22, Activity E)

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Word Families
• Activity: After reading the first word in the family,
students figure out the remaining words in the list on
their own, then read the list with the teacher twice, and
finally read the list to a partner.
• Rationale: To visually reinforce the morphographic
nature of English and to extend decoding practice, in
Lessons 16-25, students read word families, which are
groups of words having the same base.
(See Examples, page 26)

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Promoting Strategy Use
• Tell them to use the strategy.
• Teach the strategy to mastery.
• Provide practice that parallels how the
strategy will be used.
• Sentence reading
• Passage reading

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Promoting Strategy Use
• Sentence Reading (Examples, pages 27 and 28)
• Sentence Reading – Optional Procedures (Examples, pages 28
and 29)
• Passage Reading – Before Reading (Examples, pages 30 - 36)
• Passage Reading – During Reading (Examples, pages 37 - 42)
• Passage Reading – After Reading – Rate
Development (Examples, pages 43 and 44)

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Sentence Reading
• Activity: With each sentence, students first read
silently, allowing them time to apply the REWARDS
strategy to any particularly difficult words. Then
students read orally using one of these reading
options: choral reading with the teacher, partner
reading, and calling on an individual to read if the
group size is small.
(See Examples, pages 27 and 28)

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Sentence Reading – Optional Procedures
• Activity: Two optional procedures can augment the
sentence reading: 1) responding to text-dependent
questions on sentence content, and 2) determining the
meaning of an unfamiliar word using the context clues.
• Rationale: This activity provides additional word
reading practice within sentences similar to those found
within textbooks, promoting generalization of the
REWARDS strategies to daily reading.
(See Examples, pages 28 and 29)

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Passage Reading – Before Reading
• Before Reading: The teacher tells students the
pronunciation of some difficult words and leads them
in applying the REWARDS strategy to other
difficult-to-pronounce words. In addition,
explanations (definitions) of all of the words are
presented, with more extensive instruction given on
four word meanings critical to the passage.
(See Illustrated Vocabulary, Examples, pages 30 – 36)

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Passage Reading – During Reading
• During Reading: Students read the passage segment
by segment, first reading each segment silently and
then orally, answering foundation and higher-order,
text-dependent questions by identifying evidence in
the passage.
• Rationale: The purpose of this activity is to promote
generalization of the decoding and comprehension
strategies to grade-level informational text reading.
(See Examples, pages 37 - 42)

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Passage Reading – During Reading
After each segment has been read, students are asked a “Main
Question.” To promote success, two types of support are provided:
1. Scaffolding Questions: These Key Detail questions can be asked
before the “Main Question” if your students have difficulty with
comprehension, or you can ask the “Main Question” and use the
“Scaffolding Questions” when students have difficulty composing a
quality answer.
2. Sentence Starters: Students are given a sentence starter to use
in composing their answers. Sentence starters increase the quality of
answers and promote the use of academic language.

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Passage Reading—Rate Development
• Activity: Students whisper-read the passage for a minute, noting
their ending point. This is then repeated, with students trying to
read beyond their initial ending point. Next, students exchange
books, listen to their partners read for a minute, and underline
their partners’ errors. Students determine and graph the number
of words read on their Cold and Hot timings.
• Rationale: Oral reading fluency can be increased through
multiple rereadings of passages for which the reader already
has a high level of accuracy. Several studies have determined
that intentional fluency building using repeated readings results
in fluency gains.
(See Examples, pages 43 and 44)

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1. Active Participation Considers: Group Says
Answer, Partner Says Answer, Individual Says
Answer, Students Write Answers
2. On Your Own: Read through Strategy Lesson
Activities to become familiar with the tasks and
language.
3. With Your Partner: Practice taking turns being
the teacher and deliver each part of the lesson.
4. With Your Table Team, each take a turn to “Stand
and Deliver” one part of the lesson.
Practice Strategy Lesson

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Thank you for your participation.
• How well we teach =
• How well they learn
• May the REWARDS be great.