Wilson Reading System® Overview: What’s New and Enhanced?
This session will provide an overview of the new components in the 4th edition of the WRS, including: enhancements in vocabulary, morphology and high frequency word instruction; increased controlled text passages; pacing students through the program with guidance from end-of-step assessments; and a fluency and comprehension "Block 3" guide.
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1© 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
Wilson Reading System ® 4th Edition Overview: What’s New and Enhanced?
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To provide quality professional learning and ongoing support so that educators have the
skills and tools they need to help their students become fluent, independent readers, who are
ready to explore the endless possibilities the
world of reading has to offer.
Our Mission
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Wilson Reading System® 4th Edition
An Intensive Structured Literacy (or Multisensory
Structured Language)program for individuals with dyslexia based on reading
research and 30+ years of success with students diagnosed with significant
reading problems.
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What’s the SAME in the 4th Edition?
Wilson Reading System® (WRS)
• a research-based program for students in grades 2-12 andadults
• who have a language-based learning disability / dyslexia
• with a primary word-level deficit and require intensivereading intervention
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• Pedagogy the same: Orton-Gillingham-based MSLprogram
• Sequential and cumulativeScope and Sequence: WRSSteps 1-12
What’s the SAME in the 4th Edition?
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Block 1, Block 2, Block 3: Parts 1-10 of the lesson plan
Lesson procedures
Implementation Guidelines: requires
90 minutes to complete the 10-part lesson plan if working with a small-
group of students (60-75 minutes for 1:1 instruction)
What’s the SAME in the 4th Edition?
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GOAL: Students independently ^ read
grade level text (narrative and informational) with ease and understanding.
Along the way, teach students to monitor their own…
• word reading accuracy
and
• comprehension
…with a gradual release of responsibility model.
(silently)
What’s the SAME in the 4th Edition?
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Wilson Reading System® 4th Edition
The Wilson Reading System has been updated
extensively since its third publication in 1996.
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Catching Up with Professional Learning
19963rd Edition
2018 4th Edition
WRS Introductory Course and Certification Updates
for Teachers
Professional Learning Updates for Trainers
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WRS 4th Edition
WRS 4th Edition provides teachers with even more explicit
guidance and extensive resources related to the teaching of
word structure, vocabulary, fluency, and comprehension.
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WRS 4th Edition
Instructor Manuals
Steps 1-6 and a Block 3 Guide
Steps 7-12 and a Block 3 Guide
Allows for more detailed instruction as well as an explicit section on Comprehension & Fluency - WRS Block 3 Guide
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WRS Instructor Manual
• Page layout is easy tonavigate and read
• Printed in color
• Includes graphics
• Includes sidebar notes withadditional helpful tips
DESIGN
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WRS Instructor Manual: Lesson Blocks 1 & 2
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Instructor Manual: Blocks 1 & 2
• Includes expandedexplicit directions andinstruction
• Provides “introductory”vs. “subsequent” lessondirections
DESIGN
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Wilson Reading System - Vocabulary
Revisions to the words and text students will encounter are extensive in the new edition of WRS.
All student and teacher materials reflect these revisions.
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SAME in the 4th Edition
boatd
Word Study
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WRS 4th Edition
Word study revisions include the following:
• Focus on core and academic vocabulary
• Predetermined high frequency words
• Explicit instruction of Latin and Greek word elements
• Minor Scope & Sequence changes (within substeps)
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WRS 4th Edition
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Vocabulary Levels
There are now three vocabulary levels provided in the materials throughout the program.
A
AB
B
Previously, substeps throughout the program contained two vocabulary levels; A and B.
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Words in Print
According to Zipf’s law, every natural language sample is made up of relatively few words that occur
repeatedly, and many, many words that arise infrequently.
George K. Zipf, The Psycho-Biology of Language(Boston: Houghton Mifflin, 1935)
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Core Vocabulary
4,000 simple word families consistently account for the majority of words in text…
Elfrieda H. Hiebert,
Core Vocabulary and the Challenge of Complex Text
TextProject Article Series, 2014
“5,000+ relatively common words”
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Words in Print
90%
CORE
10%
UNIQUE
Narrative Text
(words that do not
often appear in text)
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Excerpt from Shiloh by Phyllis Reynolds Naylor
Core/AB Words in Text (Narrative – Grade Five)
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Excerpt from A Tree Grows in Brooklyn by Betty Smith
Core/AB Words in Text (Narrative – Grade Nine)
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Words in Print
85%
CORE
15%
UNIQUE
Informational Text
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Core/AB Words in Text (Informational – Grade Nine)
http://www.history.com/news/ask-history/what-was-the-philosophers-stone
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Words in Print
…. Is specifically related to
content and often repeated,therefore, may be easier than
unique words in narrative text
…. might only appear once in text
making these words challenging for students
Narrative Text10%
Informational Text15%
Unique Wordswords that do not often appear in text
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Words in Print
The more familiar students are with the words that are in the 90% (core), the better their base
will be for tackling those in the 10%.
Elfrieda H. Hiebert, Unique Words Require Unique Instruction, 2012
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Core Words: ‘Word Zones’
http://textproject.org/assets/library/resources/WordZones_4000-simple-word-families.pdf
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WRS AB Words = Core Words
found on the Core Vocabulary List =All words
and words in the same
family!
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Core Words and Related Words = WRS AB Words
thinks
thinking
misthink
unthinkable
2.2
3.2
3.5
6.1
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CORE Words = WRS AB Words
AB
mostlive
trendgeneralthink
eveningnotionnorth
information
endedfunction
findgroundexample
constructanimalformed
instruct
Examples
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WRS AB Words
Some Core words are also academic words -specialized vocabulary that appears most
frequently in written academic text.
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Academic Word List
Academic Resource: Victoria University of Wellington http://www.victoria.ac.nz/lals/resources/academicwordlist/s
ublists/sublist01
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WRS Level AB: Words, Sentences, Passages
AB
for ALL students!
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Core Words
“It is essential that students encounter numerous texts that build facility with core vocabulary.”
Elfrieda H. Hiebert, 2014
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New in the 4th Edition
Goal
To provide students with as much
practice as possible with words that comprise 90% of the words in text.
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Core and Academic Vocabulary
REVISED
WRS Student Readers(wordlists, sentences, and passages) include core
and academic vocabulary.
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AB Words
Substep 3.1 AB
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Substep 3.1 AB Sentences
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Substep 3.1 AB Passages
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WRS Word Cards
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WRS Word Cards
AB words are provided on
Word Cards
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“Non-core” Words
AB A B
Words
Sentences
Passages
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WRS A Words
and words in the same
family!
Simple words that students may
know in oral vocabulary or
words that are easy to
understand. However, these
words do not appear
frequently in text so they are
not on the Core Vocabulary List.
=
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WRS Level A: Words, Sentences, Passages
AFor younger students in grades 2-5 and
those with limited English vocabularies.
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Substep 3.1 A Wordlist
Substep3.1 A
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WRS A Words Within Text
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More Challenging Unique Words = WRS B Words
B Unique words are made up of two groups:
• technical words that convey specific concepts in theirown subject area (magnetism)
• sophisticated literary words which are often part of asemantic cluster (sobbed)
Unique Words Require Unique Instruction
Teaching Words in Stories and Informational Books
Elfrieda H. Hiebert, 2012
More challenging unique vocabulary…..may be an
academic word too
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WRS B Words
summonafflictflinchmangleentrench
modifyingdimensionamnestybotanistporous
Example Words
Extended vocabulary for older students and/or students with advanced vocabularies.
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WRS Word Cards
B words are provided on
Word Cards
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Substep 3.2 B Wordlist
Substep3.2 B
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Substep 3.2 B Sentences
Substep3.2 B
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Substep 3.2 B Passages
Substep3.2 B
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How did you do that?
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Wilson Words Digital Database & Text Analyzer
42,000+ words
12,000+ sentences
800+ passages
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WRS 4th Edition
Word study revisions include the following:
• Focus on core/academic vocabulary
• Predetermined high frequency words
• Explicit instruction of Latin and Greek word elements
• Minor Scope & Sequence changes (within substeps)
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WRS 4th Edition
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Predetermined High Frequency Words
One of the more significant and important updates in the 4th
edition is the explicit teaching of HFWs to mastery in a predetermined sequence:
Steps 1-6: 243 HFWs Steps 7-12: 260 HFWs
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WRS High Frequency Words
• Pre-determined WRS High Frequency Words to teach forreading and spelling at each substep
• Systematically and explicitly taught throughout all 12 Steps
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WRS High Frequency Words
Her, werehow, now
could, would, should asked
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High Frequency Words
High frequency means
HIGH FREQUENCY!
These are words that appear often in both narrative and
informational text.
Did some work…
Have some more…
Some animals are…
With some fear..
Get some help…
Some have wings…
Some of the storms…
Only some of the time…
With some resistance…
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WRS High Frequency Words
A detailed analysis of the Core Vocabulary List was conducted to determine the WRS High Frequency Words instruction.
http://textproject.org/assets/library/resources/WordZones_4000-simple-word-families.pdf
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WRS High Frequency Words
The following ?’s determined selection:
Which words would not be taught in the twelve steps? (said)
Are there words that would be taught later in the program that we should address earlier? (she)
Which words are the most common? (the)
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Core Words – WRS High Frequency
the, said, could, put, become, two, other,
walk
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WRS High Frequency Words
NEW
High Frequency Word Card Packet
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WRS High Frequency Words
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WRS High Frequency Words
Clint and Jess each havejobs as ranch hands. A
ranch hand is anyone whoworks for the ranch boss. He is kind, but very strict.
Substep 2.5
REVISED!
WRS sentences and stories
include a high number of current
and previous HFWs for practice and mastery.
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WRS High Frequency Words – Substep 3.1 Sentences
3.1 High Frequency
Words
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WRS High Frequency Words – Substep 3.1 Sentences
High
Frequency Words that will
be taught in a
future substepand/or
phonetically
irregular words.
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WRS High Frequency Words – Substep 3.1 Passage
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HFW Mastery
Spelling
Accuracy / Automaticity
REVISED!
WRS dictation includes phrases for each HFW. Sentences
include a high number of
current and previous HFWs for practice and mastery.
It is also very difficult to write
anything without easily using
HFWs. If you can’t spell these automatically, you get stopped
in your tracks all the time.
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WRS Dictation Book
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WRS Dictation Book
Also Note: REVISED WRS Dictation Book (academic words listed in boldincluded in both wordlists and sentences)
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WRS 4th Edition
Word study revisions include the following:
• Focus on core/academic vocabulary
• Predetermined high frequency words
• Explicit instruction of Latin and Greek word elements
• Minor Scope & Sequence changes (within substeps)
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WRS 4th Edition
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WRS Word Element Overview
phoneme grapheme
morpheme word element
Study of
Word ElementsStudy of
Morphology
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WRS Word Element Overview
Systematic study of:
•prefixes
•suffixes
•Latin and Greek-baseelements
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Wilson Reading System® Morphology
Cumulative and systematic study of
morphology (word elements)
aligned with the WRS
Scope and Sequence.
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Prefixes
Step 3: closed syllable prefixes:
mid-, mis-, non-, tran(s)-, un-, dis-, en-, em-, in-, im-, sub-, ab(s)-, ad-, con-, com-, ex-, ob-
Step 4: v-e prefix:
fore-
Step 5: open syllable prefixes:
re-, pro-, pre-, de-, co-, e-
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WRS Student Notebook Sample Page - Prefixes
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WRS Word Element Overview
n o n f a t d i s b a n d u n s a f e r e c a l l
u n d i d m i s s t e p r e t a k e d e f r o s t
Steps 3-6
Prefix added to stand-alone base words:
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WRS Word Element Overview
Complex Base Words
Steps 3-6
Words constructed with a prefix & base
disrupt
insist
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WRS Word Element Overview
Word Elements
Base Elements
(morphemes)
-rupt-
-sist-
The element in the word that carriesthe main kernel of meaning.
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Base Elements
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WRS Word Element Cards
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WRS Word Element Overview
Complex Base Words
Steps 3-6
3.2 disrupt insist
3.3 contact induct
4.2 conclude compose
5.2 predict propose
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WRS Word Element Instruction
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WRS 4th Edition
Word Study Revisions include the following:
• Predetermined high frequency words
• Focus on core/academic vocabulary
• Explicit instruction of Latin and Greek word elements
• Minor Scope & Sequence changes (within substeps)
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WRS 4th Edition
• Most scope and sequence changes have to do with thestudy of word elements.
• There is word element instruction added to many of thesubsteps throughout the program.
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WRS 4th Edition
• 1.6 -s and -es suffixes
• -es included earlier in theprogram at 1.6 (previously in 6.1)
• 3.1 s – visit - /z/
• 4.4 –ive as suffix
• explicit discussion as asuffix earlier
(previously in 6.1)
• 6.1 -or as a suffix
• now included in 6.1
Minor Scope & Sequence Changes Steps 1-6 Changes
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WRS 4th Edition
Comprehension & Fluency
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SAME in the 4th Edition
BLOCK 3 – Parts 9 and 10
• Comprehension S.O.S.™ Strategies
• Listening and Reading Comprehension
• Fluency Instruction / Including Prosody
• Part 9: Controlled Text Reading
• Part 10: Non-controlled Text Reading
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Text-Level Instruction
Fluency
(Oral Reading Fluency: accuracy prosody)
Controlled
Accuracy Level
Grade Level
Reading Comprehension
Stamina! (Listening Comprehension)
Goal: Independent Silent Reading
(coherent mental model)
Block 3 Guide
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New in the 4th Edition
Detailed instructions on how to develop a student’s coherent mental model using Wilson Comprehension S.O.S.™ strategies
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Wilson Comprehension S.O.S.™
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Wilson Comprehension S.O.S.™
S.O.S. STOP= ORIENT-SCAFFOLD /
SUPPORT-
Help student to develop acoherent mental model.
An integrated, vividly clear, and complete picture of events or facts.
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Teach Students to Create a Coherent Mental Model
Terminology
Coherent Mental Model or Situation Model refers to the coherence of subject matter content that the text is describing (Graesser, 2013).
It may also be called by the following terms:
• Mental Representation
• Coherent Text Representation
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New in the 4th Edition
Lesson Part 9
Detailed and explicit
instruction to develop key skills which are necessary
for independent silent reading
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Goals for WRS Lesson Part 9
• Silent / Independent Reading ofPassage
• Coherent Mental Model with Self-
Monitoring
• Replay - Rehearsal Linked to Picture
• Story Retell Linked to Picture in
Sequence With Accuracy and Detail
• Comprehension: Demonstrated Understanding of Meaning, Including
Inferences
• Phrasing Independently for Meaning
• Fluent Oral Reading
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WRS 4th Edition
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Controlled Decodable Text
Controlled Decodable
95-100% controlled to scopeand sequence of WRS
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New in the 4th Edition
Lesson Part 10
Progression guidance for listening and reading comprehension with both narrative and
informational text
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Comprehending Text
The ultimate reading goal of WRS is for
students to independently read (silently) grade-level (enriched) text with sufficient fluency for
understanding. This takes time.
Clint and Jess each have jobs as ranch hands. A ranch hand is anyone who works
for the ranch boss. He is kind, but very strict. Substep 2.5
Controlled Decodable
Non–Controlled Readable
Enriched
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WRS 4th Edition
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WRS Lesson Parts 9 and 10 Framework
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Type of Text
Clint and Jess each have jobs as ranch hands. A ranch hand is anyone who works
for the ranch boss. He is kind, but very strict.
Substep 2.5
Controlled Decodable
Enriched
Non–Controlled Readable
Text that isn’t controlled but is “readable” by student with scaffolded support
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Non-Controlled Readable Text
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Type of Text
Clint and Jess each have jobs as ranch hands. A ranch hand is anyone who works
for the ranch boss. He is kind, but very strict.
2.5
Controlled Decodable
Non–Controlled Readable
EnrichedAge-appropriate text = goal for student to read
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WRS Lesson Part 9 and 10 Framework
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WRS Lesson Part 9 and 10 Framework
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WRS Lesson Parts 9 and 10 Framework
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Comprehending Informational Text
Description
Chronology/Sequence
Compare/Contrast
Wilson Academy Text Passages include the following text structures, with high frequency word practice:
Cause and Effect
Problem and Solution
Initial Phase Secondary Phase
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Informational Text Structures
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WRS 4th Edition
Fluency guidance for both controlled and non-
controlled text passages
• Oral Reading Fluency
• Accuracy
• Prosody
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Oral Reading Fluency: WCPM
Retrieved from www.readingrockets.org
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Goal
Grade-Level Passage
Passage at student’s grade
level…
Fluency should be in 50th
percentile range
Student: mid-year; grade 6
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Goal
Student: mid-year; grade 6
Fluency …..145 WCPM
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50th Percentile Ranges
Grade 6 – Mid-year
Red Yellow Green
0 -134 135 – 140 141 …..
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WCPM Oral Reading Fluency Norms
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Differentiating Instruction: WRS Fluency
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Differentiating Instruction: WRS Fluency
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WRS 4th Edition
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WRS 4th Edition
Same in 4th Edition
Mastery
Accountability
Step-by-Step Word Accuracy
--------------------------------
New in 4th Edition
Mastery
Accountability
Step-by-Step Word Automaticity
HFW Mastery
Coherent Mental ModelOral Reading Fluency
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End-of-Step Assessment
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My Step Progress
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End-of-Step Assessment
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WRS 4th Edition
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1-800-899-8454 / [email protected]
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Wilson Intensive Learning Community
• Printable Resources
• Expert Tips
• Text Passages for
Comprehension and
Fluency Work
• Discussion Board
• Demonstrations /
Videos
• And More!
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Wilson Reading System ® 4th Edition Overview: What’s New and Enhanced?
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