Decoding B1

Decoding B1- Lesson 35 Remediating failed Out of Program - 1 Decoding B1 Remediating Failed Out of Program Tests Proceed with the recommended remediations for any section that was not passed. Remediations may be done with the group or with an individual, depending on the need. After remediations have been done, any student who failed the first time MUST be retested. Decoding B1- Lesson 35 Remediating failed Out of Program - 2 Decoding B1-Lesson 35 Remediations for Out of Program Test Use the following remediations for only the sections of the test that were failed. If an individual failed, work with the individual. If most of the group failed, do the remediations as a group. Section 1: Put any missed sounds on the Goddbye List. Be sure to bring the sounds to mastery. They must be first time correct for three consecutive days. Section 2: Put vowels on the Goodbye List in this order- a, i, o, e, u. Review them daily, asking both of these questions, (use pause and punch for underlined words)  What’s the name of this letter?  What’s the other sound? Teach VCV mini lessons. Be sure students are at mastery. The most common errors are that they do not know the name of the vowel and the other sound automatically (see the first part of this remediation) or they say the NAME of the letter rather than the KIND of letter when you ask them to tell you the KIND of letter. (They should answer either consonant or vowel). Be sure your students can read all of the words on the last lesson of the mini lessons. Use the following procedure for activities where students are given words and asked to write them without endings. When the word has a doubled consonant and the student writes the word without the ending but with the double letter: Book says hopped Student writes hopp Teacher intervenes with, -My turn. (Go to the board) -The word started out as hop. (Write hop on the board.) -We doubled the consonant when we added ed. (Add p, then add ed.) -So, when we take away the ed, (Erase ed.) and we take away the double consonant. (Erase the second p.) -It’s just hop with one p. Decoding B1- Lesson 35 Remediating failed Out of Program - 3 Book says hoped Student writes hop Teacher intervenes with: (Verify at each step.) -My turn. -What’s the VCV rule? If it’s vowel-consonant-vowel, you’ll hear the first vowel’s name. -Tell me the kinds of letters. (start with o) vowel- consonant-vowel -Will you hear the first vowels name? yes -How do you know? Because it’s vowel-consonant-vowel -What is the first vowel’s name? o -Sound it out. hooopd -What word? hoped - What is the word moped without an ending? hope - Is this word hope? (point to hop) no - How can we make it say hope? add an e. Use the worksheets to have students practice writing words without endings. Section 3: Practice daily until students who have failed this section can complete the items correctly. Then, retest. Use the attached worksheet for remediation. Section 4: Model how to copy a sentence. Have students read the first sentence on the attached worksheet. Then, say, “When I copy a sentence, I write one word at a time. The first word is____, (Spell the word) so I start by writing those letters. Now, I’ll leave two fingers space (Put your fingers on the paper to show students how to do this) and I’ll write the next word. _____. Continue with all the words in the first sentence. Then, have students copy the sentence on the worksheet. Have students practice one sentence each day until they can do it first time correct for three consecutive days. (This seems incredibly simple. If students cannot do it correctly on the test, they need the added structure of having someone model the correct way to do it.) Sections 5-9: Put any missed words on the Goodbye List and keep them there until students can say them correctly on the first try for three consecutive days. If the word is missed because of an individual sound error, be sure that sound, as well as the missed word, is put on Decoding B1- Lesson 35 Remediating failed Out of Program - 4 the Goodbye List. If an individual misses any words but the whole group does not need remediation, create a personal Goodbye List for the individual having difficulty. Section 10 Give any student who failed a copy of the story to practice. (Worksheet attached) Have them read it to at least 5 people (10 if they really need practice). Have the listener initial the paper. When the paper has the required 5 initials, the student has qualified to be retested. Section 11 For those students who failed accuracy, make a personal Goodbye List and have them read just those words to you each day before practicing the rate and accuracy test in Section 10. Section 12 Have the student read the question missed out loud. Have the student repeat the question without looking at the page. Then, go back and show the student where to find the answer in the text. Repeat until firm. Decoding B1- Lesson 35 Remediating failed Out of Program - 5 Section 2 Worksheet Words to be written without endings: Script: Do this on the board. I’ll read the first word. I know it’s “i” because it’s not VCV. bins ________________ biter ________________ caning_______________ bits_________________ hopped______________ bitter ________________ canned_______________ capes________________ conning______________ Day 2 (Or, I know it’s ī, because it is VCV.) I’ll sound it out. (Sound it out aloud.) I’ll say the word without an ending. Now, I’ll write that word. After using the script with all words on this page, have students do the worksheet. copes____________ cutter____________ dimes____________ dinner____________ finest____________ vans____________ hated____________ biting____________ diner____________ Decoding B1- Lesson 35 Remediating failed Out of Program - 6 Section 2 (continued) Day 3 hidden____________ hoping____________ kites____________ later ____________ madder____________ notes____________ hats____________ hiding____________ bites____________ Day 4 pinning____________ rates____________ vanes____________ pined____________ rods ____________ slopping____________ sitting____________ slopes____________ tapped____________ Decoding B1- Lesson 35 Remediating failed Out of Program - 7 Section 2 (continued) Day 5 timing____________ vanes____________ pines____________ sites____________ Tim’s____________ hoped____________ cutest____________ caps____________ cones____________ Day 6 fins____________ tapes____________ cops____________ kits____________ rats____________ robber____________ robes____________ patted____________ shaved____________ Decoding B1- Lesson 35 Remediating failed Out of Program - 8 Section 3 .Worksheet Have students complete one section each day until they can do it successfully and independently. Begin with a Model to show students how to keep their place. beaten . trash. road . sleeping . . ____r_____ . ____sl____ . ____en____ . ____sh____ questions . between . shame. scale . . ____be___ . ____sh____ . ____ale____ . ____quest__ seventeen. before . . ____sl____ . ____teen__ . ____ed____ . ____be____ luck . . ____er_____ . ____eeves___ . ____abby____ . _____lu_____ shabby . stacker . sleeves . sleeves . showed . Decoding B1- Lesson 35 Remediating failed Out of Program - 9 Section 4 Worksheet Copy the sentence. The tramp gets in shape. ______________________________________________________ The workers ran into the room. ______________________________________________________ The tramp worked for five weeks. ______________________________________________________ Shelly did not get in shape. ______________________________________________________ The shears flashed in the sun. ______________________________________________________ Decoding B1- Lesson 35 Remediating failed Out of Program - 10 Section 10-11 The tramp was getting in shape. When he got up the sun was coming up over the hill in the east. When he went to bed the sun was dropping in the west. He worked and worked every day. He sheared sheep. He made gates and pens for pigs. He dug holes for trees. He was getting thinner and thinner. The tramp had stayed at the ranch for ten weeks. He told the rancher, “ I need more meat and beans. “Yes,” she said. “You have worked and worked. You are faster and thinner. You may have more meat and beans.”