Session Presented for
UWO Seeds of Inclusion Conference
by
Dr. Michael P. Ford
March 7, 2015
"Engaging Minds in Classrooms:
The Surprising Power of Joy"
Presented by
Michael P. Ford
Waukesha County Reading Council
February 28, 2015
Based on the book from ASCD
"Engaging Minds in the Classrooms: The Surprising Power of Joy"
This summer I presented at…
So here live from his recent performance on the Las
Vegas Strip is
“The Tests Will Go
On”
The Tests Will Go On
(Sung to the tune of MY HEART WILL GO ON with hopes that
a Titanic-like iceberg will sink our current voyage on this ship)
Everyday in my school
Each day
We test kids to see
I sit at my desk and pray
What it is they’ve learned to do
Ain’t much time
That these tests may slowly fade
away
for reading or writing
My greatest fear is
cause testing is the only thing we now do
the kids will all disappear
and these tests will keep growing
And we’re the best
We’re better than all the rest
At the taking of standardized tests.
Can’t think very well
but we can bubble like hell
And I guess that is how you will know
that we’re all doing swell
and going on and on
Why do we keep drowning in all
these tests?
Ker-ching...Ker-ching...Gulb-Gulb
Pericles
"The Olympian"
430 B.C.
You will need to demonstrate a
passing score when you apply for
student teaching.
You will need to demonstrate a
passing score when you apply for
316 and/or 17 licensure.
First time pass rate = 74%
Second time pass rate = 43%
First time pass rate = 96%
Average score = 271
Pearson has established a Wisconsin
website, which will include test
registration and score reporting
services, and preparation information.
Two Initial
Recommendations

Spend time working through the Wisconsin
Foundations of Reading Test NES study guide
http://www.wi.nesinc.com/TestView.aspx?f=HTML_
FRAG/SA090_PrepMaterials.html
Spend time taking the Wisconsin Foundations of
Reading Test NES computer-based test tutorial
http://www.wi.nesinc.com/PageView.aspx?f=HTML_
FRAG/GENRB_CBTTutorials.html
WFRT = MTEL Format

One Hundred Multiple Choice
Questions
Two constructed response questions.
http://www.wi.nesinc.com/Content/STUD
YGUIDE/SA_SG_CRI_FOR.htm
WFRT Objectives

1.
2.
3.
4.
5.
6.
7.
8.
9.
Understand phonological and phonemic awareness.
Understand concepts of print and the alphabetic principle.
Understand the role of phonics in promoting reading
development.
Understand word analysis skills and strategies.
Understand vocabulary development.
Understand how to apply reading comprehension skills and
strategies to imaginative/literary texts.
Understand how to apply reading comprehension skills and
strategies to informational/expository texts.
Understand formal and informal methods for assessing reading
development.
Understand multiple approaches to reading instruction.
WFRT Objectives

10. Prepare an organized, developed analysis on a
topic related to one or more of the following:
foundations of reading development; development
of reading comprehension; reading assessment &
instruction.
Range of
Objectives
Approximate
Test
Weighting
I. Foundations of
Reading
Development
01–04
35%
II. Development of
Reading
Comprehension
05–07
27%
III. Reading
Assessment and
Instruction
08–09
18%
IV. Integration of
Knowledge and
Understanding
10
20%
Bomb the constructed response
score = 24
Multiple Choice Needed = 91%
UW
Oshkosh
State
Area I
Foundations of
Reading
Area II Reading
Comprehension
2.9B/2.8 F
2.9B/2.9 F
3.1B/3.0F
3.2B/3.1F
Area III
Assessment and
Instruction
3.1B/3.0F
3.2B/3.1F
Area IV
Integration
2.6B/2.6F
2.5B/2.5F
How is it scored?

 Holistic scoring
 Overall effectiveness of the response
 Quality over quantity
http://www.uwosh.edu/coehs/aggregator/WFORT
http://www.uwosh.edu/library/emc
http://jenniferyaeger.weebly.com/
http://tfactreading.weebly.com/
https://www.youtube.com/watch?v=Dt-scpgz8Z0&feature=youtu.be
Open Ended Strategy

Answer the question in the first paragraph

Second should be the strength

Third should be the weakness

Fourth how and what you would teach

In the two supporting paragraphs define key
terms and use at least 2-3 details from the text
 Using phonics/visual as the first strategy.
 Using meaning/semantics and structure/syntax as back
up systems.
 Systematic, explicit instruction is preferable.
 When it comes to phonics, it’s back to basics.
Assessment
Constructed response
Using your knowledge of
word identification strategies
(e.g., use of phonics, analysis
of word structure, use of
context clues, identification of
sight words), write a response
in which you:
• identify one of Daniel's
strengths in using word
identification strategies; and
• identify one of Daniel's
weaknesses in using word
identification strategies.
Be sure to cite specific
evidence from the information
shown above to support your
response.
1. Do a basic analysis of the miscues. Use a
t-chart to record the information; word in the
text vs word the student said
(note if self corrected)
Text
Student
backpack
baka (corrected)
Sunshine
sush, sushin (corrected)
goldfish
golish (corrected)
bubbling
Bub, bubble
fishbowl
fib (corrected)
container
counter (corrected)
sprinkled
spilled
forever
fever (corrected)
difficult
different
remembered
remmer (corrected)
company
copy (corrected)
homework
hommer (corrected)
daydreamed
(omitted)
2. Examine the miscues of the student for a pattern.
Analyze it in the four areas: phonics analysis, structural
analysis, context clues and sight vocabulary.
Also look at the words the student was able to say correctly.
These will reflect what a child did not have difficulty with.
Miscue
Reflects weakness in…
Think about ability to use sound,
sight, structure or context
Reflects strength in…
Think about ability to use
sound, sight, structure or
context
Words Missed

 Bub, bubble for bubbling
 Spilled for sprinkled
 Different for difficult
 Omitted daydreamed
 Did the errors make sense? (context)
 Did the errors sound right syntactically? (context,
structure)
 Were the errors visually similar? (phonics, sight)
Words Corrected

Baka/backpack
Sushin/sush/sunshine
Golish/goldfish
Counter/container
Fever/forever
Remmer/remembered
company
Hommer/Homework
 How does Daniel usually
strategically approach unknown
words?
 How does he strategically figure
out the unknown words?
 What could strengthen his word
strategies?
 What is similar about all these
words?
Sight ?
Sound (phonics)?
Structure?
Context?
Prompt
Language
Using phonics
Definition
(AKA)
Subcategories
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Using phonics
Sound
analysis,
decoding
Subcategories
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Subcategories
Using phonics
Sound
analysis,
decoding
Beginnings,
middles, ends
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Subcategories
Using phonics
Sound
analysis,
decoding
Beginnings,
middles, ends
Vowels (long,
short,
digraphs,
diphthongs,
schwa, rcontrolled,
etc.)
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Subcategories
Using phonics
Sound
analysis,
decoding
Beginnings,
middles, ends
Vowels (long,
short,
digraphs,
diphthongs,
schwa, rcontrolled,
etc.)
Consonants
(single
consistent,
variable,
digraphs,
blends, etc.)
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Subcategories
What would
you see is
strength
Using phonics
Sound
analysis,
decoding
Beginnings,
middles, ends
Most easily
decodable
words correct
Vowels (long,
short,
digraphs,
diphthongs,
schwa, rcontrolled,
etc.)
Consonants
(single
consistent,
variable,
digraphs,
blends, etc.)
Many visually
similar
miscues
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Subcategories
What would
you see is
strength
What would
you see if
weakness
Using phonics
Sound
analysis,
decoding
Beginnings,
middles, ends
Most easily
decodable
words correct
Many missed
easily
decodable
words
Vowels (long,
short,
digraphs,
diphthongs,
schwa, rcontrolled,
etc.)
Consonants
(single
consistent,
variable,
digraphs,
blends, etc.)
Many visually
similar
miscues
Many
semantic and
structural
miscues
Prompt
Language
Analysis of
word structure
Definition
(AKA)
Subcategories
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Analysis of
Morphemic
word structure analysis,
structural
analysis
Subcategories
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Analysis of
Morphemic
word structure analysis,
structural
analysis
Subcategories
roots, prefixes,
suffixes,
inflected
endings
compounds,
contractions
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Analysis of
Morphemic
word structure analysis,
structural
analysis
Subcategories
What would
you see is
strength
roots, prefixes,
suffixes,
inflected
endings
compounds,
contractions
Most multisyllabic words
correct
Marking that
reflects
chunking
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Analysis of
Morphemic
word structure analysis,
structural
analysis
Subcategories
What would
you see is
strength
What would
you see if
weakness
roots, prefixes,
suffixes,
inflected
endings
compounds,
contractions
Most multisyllabic words
correct
Many missed
multi-syllabic
words
Marking that
reflects
chunking
Many
structural
(syntactical,
grammatical)
miscues
Prompt
Language
Use of context
clues
Definition
(AKA)
Subcategories
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Use of context
clues
Using the
meaning of
surrounding
words to
identify an
unknown
word
Subcategories
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Subcategories
Use of context
clues
Using the
meaning of
surrounding
words to
identify an
unknown
word
•
•
•
•
•
•
•
•
•
typographical
structural
direct
definitions
synonyms and
antonyms
metaphors and
similes
mood and tone
inferences
background
knowledge
Graphic
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Subcategories
Use of context
clues
Using the
meaning of
surrounding
words to
identify an
unknown
word
•
•
•
•
•
•
•
•
•
typographical
structural
direct
definitions
synonyms and
antonyms
metaphors and
similes
mood and tone
inferences
background
knowledge
Graphic
What would
you see is
strength
Many
semantic
miscues
Selfcorrections
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Subcategories
Use of context
clues
Using the
meaning of
surrounding
words to
identify an
unknown
word
•
•
•
•
•
•
•
•
•
typographical
structural
direct
definitions
synonyms and
antonyms
metaphors and
similes
mood and tone
inferences
background
knowledge
Graphic
What would
you see is
strength
What would
you see if
weakness
Many
semantic
miscues
Many visual
miscues
Selfcorrections
Minimal selfcorrections
Prompt
Language
Identification
of sight words
Definition
(AKA)
Subcategories
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Identification
of sight words
High
frequency
words
Words known
automatically
Subcategories
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Subcategories
Identification
of sight words
High
frequency
words
Pronouns
Words known
automatically
Conjunctions
Linking verbs
Determiners
Hard to
decode
common
words
What would
you see is
strength
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Subcategories
What would
you see is
strength
Identification
of sight words
High
frequency
words
Pronouns
Most high
frequency
words correct
Words known
automatically
Conjunctions
Linking verbs
Determiners
Hard to
decode
common
words
Most words
known
automatically
(limited
pausing and
repetition)
Consider
grade level
What would
you see if
weakness
Prompt
Language
Definition
(AKA)
Subcategories
What would
you see is
strength
What would
you see if
weakness
Identification
of sight words
High
frequency
words
Pronouns
Most high
frequency
words correct
Many high
frequency
words missed
Words known
automatically
Conjunctions
Most words
known
automatically
(limited
pausing and
repetition)
Lots of
pausing and
repetition
Linking verbs
Determiners
Hard to
decode
common
words
Consider
grade level
Many errors
with hard to
decode
common
words
Visual miscues
3. Identify one area of strength and one area of
weakness in the word analysis based on the miscues
and/or accurate words. Probe what evidence supports
the response. State the response in a frame as attached.
Paragraph One: Answer right away.
The student has a strength in ______ and the students has a weakness in ______ .
Paragraph Two: Identify strength, define dimension, and cite at least 2-3 specific
examples.
The student’s strength is _ (general area) _________ which is_ (definition)_______.
In particular, the student can _____ (specific skill) _____________ as seen in these
two or three specific examples __ (evidence from passage)____.
Paragraph Three: Identify weakness, define dimension, cite at least 2-3 specific
examples.
The student’s weakness is _ (general area) _________ which is_ (definition)
_______. In particular, the student had difficulty with _____(specific
skill)_____________ as seen in these two or three specific examples __(evidence
from passage)____.
Paragraph Four: Identify what and how you would teach based on this information.
So I would support the student to improve on __ (area) _______ by doing __
(instructional strategies) ____________.
Analysis

Purpose
This response addresses the assignment fully by
focusing on specific and important word identification
strategies Daniel used to read this passage aloud. The
candidate thoroughly explains how a particular
strength and a particular weakness in word
identification are revealed and why they are important
Analysis

Subject Matter Knowledge
The candidate uses specific knowledge of word identification strategies,
appropriate to teaching third grade reading, to determine the meaning
behind Daniel's efforts to identify words. Aspects of Daniel's word
identification are correctly identified and defined, such as the use of
context clues ("relies on the meaning of the words around it"), and
analysis of word structure (compound words). Several specific examples
are provided (e.g., golish for goldfish as a word in context; homework as a
compound word), and each one is relevant to the discussion of Daniel's
word identification strategies. The candidate even takes the time to offer a
plausible explanation for why Daniel did not change one word (spilled)
that he guessed incorrectly from context clues.
Analysis

Support
The candidate provides substantial and accurate support for the
particular word identification skills discussed, citing specific
instances of the use of context clues by pointing to Daniel's selfcorrections of counter, golish, and fib (container, goldfish, and
fishbowl). The candidate further supports Daniel's difficulty with
compound words by correctly citing sunshine, forever, and
homework, among others. These examples are critical evidence of
Daniel's word identification strategies.
Analysis

Rationale
The strength of the rationale is in the candidate's analysis of Daniel's use
of context clues from two different perspectives: as a weakness, Daniel
"doesn't seem to have another way," and as a strength, Daniel “ is taking
in the meaning of the sentence" through the context. The candidate
demonstrates how breaking down compound words into smaller words
would give Daniel an additional word identification strategy. Each part of
the discussion demonstrates the candidate's reasoning about Daniel's
word identification skill.
1. Read the literary passage. Read like a
reader vs a test taker. Remember to take the
time to thoughtfully and carefully read the
literary passage. Note: This is one reason why
you should do the constructed response questions
first.
2. Do a basic literary analysis of the passage.
Check understanding of key literal and
inferential interpretations. You can use a
t-chart to record the information.
Literal Details
Inferential
Interpretations
3. Examine the retelling of the student. Analyze it in the
four areas: literal comprehension, inferential
comprehension, engagement of schema and selfmonitoring. Use a grid to keep track of the retelling
sentence by sentence. Use a + if the retelling shows
evidence the reader can or - if the retelling shows evidence
the reader was confused.
Student’s
statement
1.
2.
3.
4.
5.
7.
Literal
Inferential
Engagement Selfof Schema
monitoring
Facts and
details
Inferences, big
ideas, implied
thoughts
Connections
to self, texts
and world
Metacognitive
language,
strategic talk
“Right There”
“Between the
lines”
“Author and
you”
“Thinking
about
thinking”
4. Identify one area of strength and one area
of weakness in the reader’s comprehension
based on the retelling. Probe what evidence
supports the response. State the response in
a frame as attached.
.
Paragraph One: Answer right away.
The student has a strength in ______ and the students has a weakness in ______ .
Paragraph Two: Identify strength, define dimension, and cite at least 2-3 specific
examples.
The student’s strength is _ (general area) _________ which is_ (definition)_______.
In particular, the student can _____ (specific skill) _____________ as seen in these
two or three specific examples __ (evidence from passage)____.
Paragraph Three: Identify weakness, define dimension, cite at least 2-3 specific
examples.
The student’s weakness is _ (general area) _________ which is_ (definition)
_______. In particular, the student had difficulty with _____(specific
skill)_____________ as seen in these two or three specific examples __(evidence
from passage)____.
Paragraph Four: Identify what and how you would teach based on this information.
So I would support the student to improve on __ (area) _______ by doing __
(instructional strategies) ____________.
Analysis

Purpose
The candidate fully responds to the charge of the prompt
by pointing to significant reading comprehension skills. A
strength, literal comprehension, and a weakness,
inferential comprehension, are identified and supported
thoroughly with evidence from the prompt.
Analysis

Subject Matter Knowledge
The first paragraph immediately demonstrates the
candidate's knowledge about reading comprehension
skills. The comments are appropriate to a third grader
who is unable to read at a deeper level of
comprehension. The candidate picks up on Tyler's
missing the significance of the conversation, that Emma
is relating it from her seven-year-old perspective.
Analysis

Support
Support is ample throughout the response. The
candidate provides pertinent evidence from the
prompt, in his own words and by quoting it directly.
The explanations supply the context that is needed to
understand how the reading attribute and the examples
are related.
Analysis

Rationale
The response is ably reasoned and clearly focused on
reading comprehension. The choice of strength/
weakness to discuss, the explanations given, and the
examples provided all show a comprehensive
understanding of reading comprehension.
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