names: oriane lilley using the starr strategy to decode
TRANSCRIPT
Names: Oriane Lilley
DOCUMENT 1: STRATEGY
Directions: Below, the candidate will submit a description of the strategy including: (a) its
logical sequence of steps and (b) a device for recalling the steps (e.g., mnemonic, foldable). This
device may be submitted as an attachment.
Using the STARR strategy to decode multisyllable words:
Square
Draw a square around the prefixes and suffixes that you know
Triangle
Draw a triangle around the remaining vowels and vowel teams
Arrow
Draw an arrow below the vowel chunks
Read the parts
Read the chunks that are in the squares and arrows
Read the whole word
Put all of the chunks together and read the whole word!
DOCUMENT 2: LESSON PLAN FORM FOR EXPLICITLY TEACHING STRATEGY
FOR READING MULTISYLLABLE WORDS
Directions: Complete the highlighted sections. Below, the candidate will submit a lesson plan for
explicitly teaching the strategy to struggling learners. This lesson alone is not enough to learn to
read multi-syllable words. It is a start toward that goal. As part of this lesson, you must “script”
how you would describe and model the strategy to your students.
CUE
(Open/Anticipatory Set)
A) Preview: Script what you would say to open the lesson with students.
Today we are going to spend all of our language arts time learning a strategy that will make it
easier to read big words. It’s called the STARR strategy and it’s going to help you to become a star reader! We’re going to look at some things that we already know and use those parts to build
big words that we can read using our new STARR strategy. Sometimes you will be reading,
sometimes you will be writing, but remember to always be listening!
B) Review:
Let’s begin by reviewing some common vowels, vowel teams, prefixes, and suffixes you already
know.
Known Prefixes and Suffixes
-tion -ness in-
Known Vowels and Vowel Teams
er a_e e_e i_e
Let’s review more by reading these vowels and vowel teams in Word Parts.
Remember, we need to underline the Vowel Teams before reading them aloud.
Words Parts/Non-Sense Words
Ale Eke Ipe Ite Ine
Er Epe Ase Fer Ner
Ake Efe Ide Ane Ver
Let’s review more by reading these vowel and vowel teams in Whole, Single-Syllable Words.
Remember, we need to underline the Vowel Teams before reading them aloud.
Single-Syllable Words
Gate Fine Theme Her Take
Dice Scene Germ State Vine
Steve Perk
DO
C) Describe & Model Strategy Steps: Provide a detailed script of how you would both describe
and model the strategy with your 4 struggling learners. Remember, modeling the strategy with
just 1 word is not enough for struggling learners.
Sometimes words are really long and it’s hard to read them. I’m going to show you a strategy that I use to break apart really long words into smaller and easier chunks. It’s called the STARR strategy. (write the word STARR on the board) (write the word invisible on the white board)Wow
this word is really long and it’s hard for me to read! The first letter in our strategy is S. The S
means that we’re going to draw a square around the parts that we know. Look, I see two parts that I know, we were just talking about one of them. I see “i-n” and I know that it says “in”. And
I see “a-b-l-e” and I know that it says “able”. I’m going to draw a square around those two chunks. The next letter is T. The T stands for triangle. We’re going to draw a triangle around the
vowels and vowel teams that are left, but only the vowels and vowel teams that are not in the
squares! There’s only one vowel and it’s an “i” so I’m going to draw a triangle around it. The
next letter is A. The A means that we’re going to draw an arrow below the vowel chunks. Since
we only have one triangle or one vowel we’re only going to draw one arrow. I’m going to make my arrow from the v over to the s. Now all of the letters in this word are in a chunk. The next
letter is R. The R stands for read the chunks. My chunks say in-vis-able. The last R stands for
read the whole word by putting the chunks together. In-vis-able, invisible!
Now we’re going to try this word together. (write the word happiness on the board) Go through
the same process as above, but call on students to provide answers. Verify the answers with the
other students and have all students say the sounds together aloud.
You guys have done an amazing job! We’re going to do one more together. Repeat the same
process as above with the word indirect. Allow students to draw the squares, triangles, and
arrows.
I think that you’re ready to try it on your own! (infection) If you get stuck you can ask myself or a
friend for help. Make sure you’re going through each step and drawing on your words and saying
the chunks out loud, I know you can do it!
Verbal Practice w/ Feedback:
Let’s practice each step of this strategy with the following words. You might already know some of these words. Still, let’s do each one together step-by-step.
Multi-syllable Words:
traction instruction adoption federation
bashfulness dizziness laziness perkiness
incomplete incline insulate intercept
REVIEW
(Closure)
D) Review Knowledge: Script the questions you might ask at the end of the lesson to determine
if you have effectively taught your students the new strategy.
What are the steps of the STARR strategy? What does each letter mean? What do we do in each
step? When would we use this strategy? Where would we use this strategy?
E) Review Skill: Provide some additional words you might have students practice reading using
the new strategy.
Review Multi-syllable Words
Intensify Explanation Hibernation Loneliness
DOCUMENT 3: ASSESSMENT OF STRATEGY
Directions: Below, the candidate will submit two assessments. The first assessment must be a
document used by the teacher to record each student’s recall and understanding of each step of the strategy. The second assessment must be a document used by the teacher to record student’s ability to apply the strategy correctly with multi-syllable words.
ASSESSMENT I
Each student will be given a foldable with only the letters STARR on it and the word invisible
written inside. They will write in each step of the strategy and use it to decode the word inside.
For each step up to 2 points may be given, one for strategy step and one for the correct
application. A student is considered proficient when they have received 8 or more points. Partial
credit may be given when necessary.
Student Square Triangle Arrow Read Read Total
Student A 2 1 2 2 2 9
Student B 0 2 2 1 2 7
Etc.
ASSESSMENT II
The teacher will observe the child using the STARR method to read the words imagination and
ugliness. A check is placed in each box for each step completed as well as a box to show if they
were able to read the word correctly. Each piece is worth one point for a total of 6 points. A
student is considered proficient when they receive 5 or more points. Partial credit may be given
when necessary.
Student Square Triangle Arrow Read Read Pronounce Total
Student A:
imagination
√ √ √ √ 4
Student A:
ugliness
√ √ √ √ √ √ 6
Student B:
imagination
√ √ 2
Etc.
Name: Oriane Lilley Date: 8/7/15
Move-It Lesson Plan
Sound Unit(s) Targeted – 5 phoneme 1 syllable words
Manipulation Targeted – segmenting
Words Scaffold #1*
(Check Which 1 Used)
Scaffold #2* Scaffold #3*
1. Trust I Do, We Do, You Do
We Do, You Do
You Do
Move-it board Repeated modeling
2. Crisp I Do, We Do, You Do
We Do, You Do
You Do
Move-it board
3. Ground I Do, We Do, You Do
We Do, You Do
You Do
Move-it board
4. Blast I Do, We Do, You Do
We Do, You Do
You Do
Move-it board
5. Plant I Do, We Do, You Do
We Do, You Do
You Do
Move-it board
6. Snacks I Do, We Do, You Do
We Do, You Do
You Do
Rationale for Word Selection and Order: Words were placed in order based on the number of stop
sounds in the word. The words at the beginning have more stop sounds than the words at the end. The
more stop sounds that are present in a word, the easier it is segment.
Name: Oriane Lilley Date: 8/7/15
Fix-It Lesson Plan
Sound Unit(s) Targeted – 4 phoneme 1 syllable words
Manipulation Targeted – blending
Words Scaffold #1* Scaffold #2*
(Check if Used) Scaffold #3*
(Check if Used)
1. Fins Modeling Shorten latency b/w
sounds
Provide topical clue
2. Frog Shorten latency b/w
sounds
Provide topical clue
3. Bend Shorten latency b/w
sounds
Provide topical clue
4. Clap Shorten latency b/w
sounds
Provide topical clue
5. Cats Shorten latency b/w
sounds
Provide topical clue
6. Bags Shorten latency b/w
sounds
Provide topical clue
Rationale for Word Selection and Order: Words are arranged from easiest to hardest. The easier
words have more continuous sounds than the harder words.
Oriane Lilley 8/7/15
CUE
A) Preview
Task: Script how you would open the lesson with students.
Good morning! We are going to spend the whole language arts period doing some word work. We’re going to look at some things that we already know and )’m going
to teach you something new about vowels. This new vowel pattern is going to help you to be a better reader. We’re going to read some made up silly words with this new vowel pattern and we’re going to read some real words that have this vowel pattern. We’re also going to practice sorting the words and spelling the words that
have our new vowel pattern in it.
B) Review Known Phonics Patterns (We do it!; You do it!)
Task: List small number of recently taught patterns.
Known Phonics Patterns
ph fl pl st
DO
+Describe & Model New Phonics Patterns (I do it!; We do it!; You do it!)
Task: List the 2-3 new phonic patters you will teach.
New Phonics Patterns
a_e i_e o_e
C) Guided/Controlled Practice with Feedback (We do it!; You do it!)
Task: Combine the new and the known phonic patterns from above and
practice reading them with students again.
Known Phonics Patterns & New Phonics Patterns
a_e ph o_e ike ph
fl ite ph ph a_e
ph pl a_e pl st
o_e st ph ipe ote
D) More Guided/Controlled Practice with Feedback (We do it!; You do it!)
Task: Build some 1-syllable, non-sense words using the new and the known
phonic patterns from above and practice reading them with students.
Kommentar [JF1]:
STEP 3
Have a set of patterns here known to
the students. Include known vowels,
vowel teams, consonants, consonant
blends, and consonant digraphs.
Items you include here should be
found in the Single Syllable Words
you have already selected for use
later in the lesson.
Kommentar [OL2]:
Kommentar [JF3]:
STEP 1
What does the student need to
learn? Add those patterns here. I
have selected some for you for this
activity.
Kommentar [JF4]: STEP 4
Here you will simply co-mingle the
new phonics patterns with the old
patterns. Be sure to have the new
patterns appear 2-3 times.
You are not sharing words yet. Just
focus on the new patterns.
Word Parts/Non Sense Words
Cate Grake Plape Phite Flote
Stice Ote Stape Blome Plike
Kote Tipe Oke Ame Ile
Flate Obe Phoke Plive Stase
E) Even More Guided/Controlled Practice with Feedback (We do it!; You do it!)
Task: Build some 1-syllable, real words using the new phonic patterns from
above. To help build words, use other phonic patterns you are confident
students already know. Read these words with students.
Single Syllable Words
State Kite Vine Take Poke
Tone Time Pike Flake Plate
Lime Dome Phone Dice Blame
Like Date Fate Tote Note
G) Guided/Controlled Practice (We do it!; You do it!)
Task: Prepare a Sort-Read-Spell Activity using the SORT-READ-SPELL TABLE
SORT-READ-SPELL TABLE
Tape Tribe Hose
Shame Life Tote
Made Kite Poke
Trace Like Cone
Flake Dice Dome
Date Lime Poke
Plate Pike Tone
State Vine Note
REVIEW
H) Review knowledge/skills taught.
Kommentar [JF5]:
Step 5
Make the task one step harder now.
Create made-up words using the
new phonic patterns 2-3 times each.
Add known patterns to these new
patterns to create these made-up
words.
Kommentar [JF6]:
STEP 2
What words do you want the
student to be able to read at the end
of the lesson? These need to contain
the new phonic patterns you are
targeting.
Kommentar [JF7]:
LAST STEP
Use real words practiced above and
include some new words that
contain the new phonic patterns.
Adding these new words will stretch
the students.
Task: List questions you would ask to review specific skills taught today.
What do these letters say when they’re together? write ph, fl, pl, st, on the board)
Call on a few individual students to answer and then have everyone repeat the
answer together. Repeat this process for all questions. What do these letters say when they’re together? write a_e, i_e, o_e on the board
How do you know that they say that? What are some made up words that have those
sounds in them? What are some real words that have those sounds in them?
Name: Oriane Lilley Date: 8/8/15
Move-It Lesson Plan
Sound Unit(s) Targeted – 3 and 4 phoneme 1 syllable
Manipulation Targeted – Segmenting
Words Scaffold #1*
(Check Which 1 Used)
Scaffold #2* Scaffold #3*
1. Bike I Do, We Do, You Do
We Do, You Do
You Do
Move-it board Modeling
2. Horse I Do, We Do, You Do
We Do, You Do
You Do
Move-it board
3. Fish I Do, We Do, You Do
We Do, You Do
You Do
4. Crab I Do, We Do, You Do
We Do, You Do
You Do
Move-it board
5. Sport I Do, We Do, You Do
We Do, You Do
You Do
6. Swim I Do, We Do, You Do
We Do, You Do
You Do
Rationale for Word Selection and Order: Words order was determined by the number of phonemes
and the number of stop sounds. Words with 3 phonemes are first, then 4 phonemes. Words with more
stop sounds are first and words with less stop sounds are second.
*Scaffolds might include: pictures of words, manipulatives, El Konin Boxes, stop sounds etc…
Name: Oriane Lilley Date: 8/8/15
Fix-It Lesson Plan
Sound Unit(s) Targeted – Syllable, onset and rime, phonemes
Manipulation Targeted – Blending
Words Scaffold #1* Scaffold #2*
(Check if Used) Scaffold #3*
(Check if Used)
1. Cabin (syll.) Modeling Shorten latency b/w
sounds
Provide topical clue
2. Coconut (syll.) Shorten latency b/w
sounds
Provide topical clue
3. Pop (O+R) Shorten latency b/w
sounds
Provide topical clue
4. Fish (O+R) Shorten latency b/w
sounds
Provide topical clue
5. Mat (ph) Modeling Shorten latency b/w
sounds
Provide topical clue
6. Lips (ph) Shorten latency b/w
sounds
Provide topical clue
Rationale for Word Selection and Order: Words are arranged from hardest to easiest starting with
breaking the words into syllables, onset and rime, and finally phonemes. Words broken into phonemes
have mostly continuous sounds.
*Scaffolds might include: topical cues, shortened latency between sounds, continuous sounds, etc…