Lindamood-Bell ® Professional Learning Community The Art of Error Handling

1. Lindamood-Bell®Professional Learning CommunityThe Art of Error Handling Seeing Stars® Instruction Kathryn Winn February 17, 2014

2. The Reading Circles Sensory-cognitive functions for the component parts of reading. A Paradigm of Integration Comprehension Auditory Visual PA & SI SI Word Attack Word Rec. Language Contextual Reading Vocabulary

3. Seeing Stars Guide Errors are handled in a positive, specific manner to • help the student compare her response to the stimulus, and • develop the nonverbal code of imagery. Error Handling

4. Seeing Stars Guide The Goal Independence Sensory-Cognitive Functions Self-Correct Monitor Comprehension Word Rec. Word Attack Sensory Input Paragraph

5. Steps of Seeing Stars The Climate Image and Say Sounds and Letters Image and Read Syllable Cards Image and Read the Syllable Board Image and Read Air-Writing Decode, Decode, Decode Image and Read Star Words Image and Spell Image, Read, and Spell Two Syllables Image, Read, and Spell Three and Four Syllables Integration for Contextual Reading Fluency/Comprehension

6. Seeing Stars Guide • Cover the word to help the student access symbol imagery. • Errors are handled in a positive, specific manner. • Question to help the student analyze her response. • Uncover the word and help the student compare her response to the stimulus. • Steps for Error Handling

7. Error Handling: Letter Imagery Error: Student gives the incorrect sound. • Student looks at the card with sh on it and air-writes the letters appropriately, but gives the /ch/ sound. • Cover the word, give positive feedback, and just tell her the correct sound: “/ch/ does end with an H. When we see S-H, that is going to say /sh/.” • Have her air-write the letters again and give the correct sound.

8. Error Handling: Syllable Cards Error: Student says back the wrong letters. • Student looks at the card, pound, and air-writes the letters, “P-O-N-D.” • Cover the word, give positive feedback, and question to help her analyze her response: “If you saw P-O-N-D, that would look like this...” (Write the letters.) • Uncover the word and help her compare her response to the stimulus: “Let’s see if that matches.” • Student compares her response with the card and air-writes the correct letters.

9. Error Handling: Syllable Cards Error: Student incorrectly reads the word from memory. • Student reads the word, trace, as “trape.” • Cover the word to help the student access symbol imagery and give positive feedback. • Question to help her analyze her response: “If it said trape, what letter would you see after the A?” • Uncover the word and help her compare her response to the stimulus: “Let’s see if that matches.” **If the student corrects her response before you show the card, make note of this for diagnostic purposes and do not continue error handling—just do one or two SI exercises.

10. Error Handling: Syllable Cards Error: Student incorrectly reads the word from memory. • Student air-writes the letters correctly for cramping, but reads it as, “crumping.” • Cover the word, give positive feedback, and question to help her analyze her response: “When you say crumping, what letter do you picture making the vowel sound in crump?” Student says, “U.../u/.” • Help her compare her response to the stimulus: “There was the letter A in the word. What sound does it make?” • After the student gives the correct sound for A, show the card again and have her decode it.

11. Error Handling: Syllable Board Error: Student spells the word incorrectly. • Teacher says the syllable, floop. Student repeats the word and writes the letters, “F-L-O-P.” • Give positive feedback and question to help her analyze her response. Ask, “What sound does the O make?” to check if it is a sound/symbol error or an imagery error. • Help her compare her response to the stimulus. If the student says that O says /oo/, then tell her that it is the correct sound in the word floop, but one O will say /o/. Then, ask, “What letters do you picture for the sound /oo/?” • Student compares her response with the prompt and air-writes the correct letters.

12. Error Handling: Air-Writing Error: Student incorrectly reads the imaged word. • Teacher gives the letters, T-A-M-E-D. Student says and air-writes the letters correctly, then reads the word as, “tammed.” • Give positive feedback and question to help her analyze her response: “If that said tammed, how many Ms would you picture?” • Help her compare her response to the stimulus. • If the student pictured two Ms, question to the final-e and compare that to the letters you gave her. • If the student pictured one M, ask what the A will say.

13. Error Handling: Decoding Error: Student incorrectly decodes the word. • Student reads the word, slats, as “slast.” • Cover the word and give positive feedback: “Great job with the vowel sound!” • Question to help her analyze her response: “If it said slast, what letter would you see last?” • Uncover the word and help the student compare her response to the stimulus: “Let’s see if that matches.”

14. Error Handling: Decoding Error: Student incorrectly decodes the word. • Student reads the word, flative, as “flation.” • Cover the word and give positive feedback: “Great job making the A say its name!” • Question to help her analyze her response: “If it said flation, what letters do you see in the common ending tion?” • Uncover the word and help her compare her response to the stimulus: “Let’s see if that matches.” **If the student is picturing the letters T-I-V-E, just tell her that it says, /tiv/, and that T-I-O-N says, /shun/. Then, show the card again and continue to practice those endings.

15. Error Handling: Sight Words • When your students miss a sight word, especially the words that do not play fair, just tell them the word. Let them know it does not play fair. • Then reinforce that word with SI exercises and a lot of practice.

16. Error Handling: Reading in Context • Teach your students to read for comprehension—to read for imagery/meaning, rather than reading to decode squiggles. • Students need to note the error; so, the age old method of pointing to a decoding error does not facilitate self-correction and independence. • In RIC, the monitoring comes from • sensory input from oral vocabulary and CI (for gathering meaning), and • sensory input from PA and SI (for decoding accuracy).

17. Reading in Context • If students miscall small words (if, the, and, etc.), the miscue is not usually caused by a decoding deficiency, rather, it is usually caused by decoding speed and attempts to get meaning. • Although decoding accuracy is the goal, be careful about correcting and calling attention to every decoding error, because it may send the message that reading is decoding, not comprehending. • If your student is a new reader, let a few of the small errors go for awhile and come back to them later when he or she has learned to enjoy reading. • Miscalling Small Words