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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.

© 2018 WILSON LANGUAGE TRAINING. ALL RIGHTS RESERVED. (022119) | www.wilsonlanguage.com

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© 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (022119) | www.wilsonlanguage.com 1

1© 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.

Wilson Reading System ® 4th Edition Overview: What’s New and Enhanced?

© 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. 2

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


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.


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


• Pedagogy the same: Orton-Gillingham-based MSLprogram

• Sequential and cumulativeScope and Sequence: WRSSteps 1-12



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)




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)



Wilson Reading System® 4th Edition

The Wilson Reading System has been updated

extensively since its third publication in 1996.


Catching Up with Professional Learning

19963rd Edition

2018 4th Edition

WRS Introductory Course and Certification Updates

for Teachers

Professional Learning Updates for Trainers


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.


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


WRS Instructor Manual

• Page layout is easy tonavigate and read

• Printed in color

• Includes graphics

• Includes sidebar notes withadditional helpful tips

DESIGN



WRS Instructor Manual: Lesson Blocks 1 & 2


Instructor Manual: Blocks 1 & 2

• Includes expandedexplicit directions andinstruction

• Provides “introductory”vs. “subsequent” lessondirections

DESIGN


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.


SAME in the 4th Edition

boatd

Word Study


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)


WRS 4th Edition



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.


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)


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”


Words in Print

90%

CORE

10%

UNIQUE

Narrative Text

(words that do not

often appear in text)


Excerpt from Shiloh by Phyllis Reynolds Naylor

Core/AB Words in Text (Narrative – Grade Five)


Excerpt from A Tree Grows in Brooklyn by Betty Smith

Core/AB Words in Text (Narrative – Grade Nine)



Words in Print

85%

CORE

15%

UNIQUE

Informational Text


Core/AB Words in Text (Informational – Grade Nine)

http://www.history.com/news/ask-history/what-was-the-philosophers-stone


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


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


Core Words: ‘Word Zones’

http://textproject.org/assets/library/resources/WordZones_4000-simple-word-families.pdf


WRS AB Words = Core Words

found on the Core Vocabulary List =All words

and words in the same

family!



Core Words and Related Words = WRS AB Words

thinks

thinking

misthink

unthinkable

2.2

3.2

3.5

6.1


CORE Words = WRS AB Words

AB

mostlive

trendgeneralthink

eveningnotionnorth

information

endedfunction

findgroundexample

constructanimalformed

instruct

Examples


WRS AB Words

Some Core words are also academic words -specialized vocabulary that appears most

frequently in written academic text.


Academic Word List

Academic Resource: Victoria University of Wellington http://www.victoria.ac.nz/lals/resources/academicwordlist/s

ublists/sublist01


WRS Level AB: Words, Sentences, Passages

AB

for ALL students!


Core Words

“It is essential that students encounter numerous texts that build facility with core vocabulary.”

Elfrieda H. Hiebert, 2014



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.


Core and Academic Vocabulary

REVISED

WRS Student Readers(wordlists, sentences, and passages) include core

and academic vocabulary.


AB Words

Substep 3.1 AB


Substep 3.1 AB Sentences


Substep 3.1 AB Passages


WRS Word Cards



WRS Word Cards

AB words are provided on

Word Cards


“Non-core” Words

AB A B

Words

Sentences

Passages


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.

=


WRS Level A: Words, Sentences, Passages

AFor younger students in grades 2-5 and

those with limited English vocabularies.


Substep 3.1 A Wordlist

Substep3.1 A


WRS A Words Within Text



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


WRS B Words

summonafflictflinchmangleentrench

modifyingdimensionamnestybotanistporous

Example Words

Extended vocabulary for older students and/or students with advanced vocabularies.


WRS Word Cards

B words are provided on

Word Cards


Substep 3.2 B Wordlist

Substep3.2 B


Substep 3.2 B Sentences

Substep3.2 B


Substep 3.2 B Passages

Substep3.2 B



How did you do that?


Wilson Words Digital Database & Text Analyzer

42,000+ words

12,000+ sentences

800+ passages


WRS 4th Edition


• Focus on core/academic vocabulary





WRS 4th Edition


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


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




Her, werehow, now

could, would, should asked


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…



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



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)


Core Words – WRS High Frequency

the, said, could, put, become, two, other,

walk



NEW

High Frequency Word Card Packet






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.


WRS High Frequency Words – Substep 3.1 Sentences

3.1 High Frequency

Words


WRS High Frequency Words – Substep 3.1 Sentences

High

Frequency Words that will

be taught in a

future substepand/or

phonetically

irregular words.


WRS High Frequency Words – Substep 3.1 Passage


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.



WRS Dictation Book


WRS Dictation Book

Also Note: REVISED WRS Dictation Book (academic words listed in boldincluded in both wordlists and sentences)


WRS 4th Edition







WRS 4th Edition


WRS Word Element Overview

phoneme grapheme

morpheme word element

Study of

Word ElementsStudy of

Morphology



Systematic study of:

•prefixes

•suffixes

•Latin and Greek-baseelements



Wilson Reading System® Morphology

Cumulative and systematic study of

morphology (word elements)

aligned with the WRS

Scope and Sequence.


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-


WRS Student Notebook Sample Page - Prefixes



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:



Complex Base Words

Steps 3-6

Words constructed with a prefix & base

disrupt

insist



Word Elements

Base Elements

(morphemes)

-rupt-

-sist-

The element in the word that carriesthe main kernel of meaning.



Base Elements


WRS Word Element Cards



Complex Base Words

Steps 3-6

3.2 disrupt insist

3.3 contact induct

4.2 conclude compose

5.2 predict propose


WRS Word Element Instruction


WRS 4th Edition

Word Study Revisions include the following:






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.



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


WRS 4th Edition

Comprehension & Fluency


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


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



Detailed instructions on how to develop a student’s coherent mental model using Wilson Comprehension S.O.S.™ strategies


Wilson Comprehension S.O.S.™



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.


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



Lesson Part 9

Detailed and explicit

instruction to develop key skills which are necessary

for independent silent reading


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


WRS 4th Edition


Controlled Decodable Text

Controlled Decodable

95-100% controlled to scopeand sequence of WRS




Lesson Part 10

Progression guidance for listening and reading comprehension with both narrative and

informational text


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


Non–Controlled Readable

Enriched


WRS 4th Edition


WRS Lesson Parts 9 and 10 Framework


Type of Text


for the ranch boss. He is kind, but very strict.

Substep 2.5


Enriched


Text that isn’t controlled but is “readable” by student with scaffolded support


Non-Controlled Readable Text



Type of Text


for the ranch boss. He is kind, but very strict.

2.5



EnrichedAge-appropriate text = goal for student to read


WRS Lesson Part 9 and 10 Framework


WRS Lesson Part 9 and 10 Framework


WRS Lesson Parts 9 and 10 Framework


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


Informational Text Structures



WRS 4th Edition

Fluency guidance for both controlled and non-

controlled text passages

• Oral Reading Fluency

• Accuracy

• Prosody


Oral Reading Fluency: WCPM

Retrieved from www.readingrockets.org


Goal

Grade-Level Passage

Passage at student’s grade

level…

Fluency should be in 50th

percentile range

Student: mid-year; grade 6


Goal

Student: mid-year; grade 6

Fluency …..145 WCPM


50th Percentile Ranges

Grade 6 – Mid-year

Red Yellow Green

0 -134 135 – 140 141 …..


WCPM Oral Reading Fluency Norms



Differentiating Instruction: WRS Fluency


Differentiating Instruction: WRS Fluency


WRS 4th Edition


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


End-of-Step Assessment


My Step Progress



End-of-Step Assessment


WRS 4th Edition


1-800-899-8454 / [email protected]


Wilson Intensive Learning Community

• Printable Resources

• Expert Tips

• Text Passages for

Comprehension and

Fluency Work

• Discussion Board

• Demonstrations /

Videos

• And More!

134© 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.

Wilson Reading System ® 4th Edition Overview: What’s New and Enhanced?

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