Module ID# 22
Type: training
Revised: 07/2007

Module Description - Instructional Outcomes - Instructional Events
Instructional Evaluation - Discussion List

MODULE DESCRIPTION:

Research has identified several key factors that influence reading development in students, regardless of risk factors like socioeconomic level or physical impairments. Two key factors are automaticity or fluency with words and vocabulary development. The strategies described in this module address both fluency building and vocabulary development with words and definitions and/or word parts and meanings. The strategies are also an effective procedure for guided and independent practice activities for elementary and secondary students.
 
It is extremely important to learn the important concepts and vocabulary for a subject area in order to fully understand it.  In fact, when students understand and are proficient with the critical vocabulary and concepts, they are much better able to perform higher order thinking tasks.  The specific procedures outlined have also been referred to as SAFMEDS (Say All Fast Minute Every Day Shuffled) in the literature.  SAFMEDS provide students with practice to build fluency after the initial acquisition stage of learning (when the student knows how to perform the skill correctly but lacks fluency).  SAFMEDS involve daily time trials (allowing students the opportunity to perform a skill as many times as possible during a brief time period).
 
Accurate, effortless, and expressive reading is regarded by most reading experts as the mark of proficient reading. However, many teachers fail to develop it through validated instructional strategies. When students’ reading is slow and labored, they cannot remember what they read or relate the material to their own background knowledge base in order to assist them with better comprehension. Generally, students who are less fluent have poorer comprehension.
 
The concept of one-minute timed practices involved in this strategy have also been validated in the field of Precision Teaching, which was first conceptualized by Ogden R. Lindsley, Professor Emeritus, University of Kansas.  Lindsley coined the term SAFMEDS.  In addition to the influence of Lindsley, the concepts presented in this module were also influenced from the results of the Sacajawea Plan in the 1970’s and 1980’s in Great Falls Montana Public Schools.  Longitudinal studies conducted in public school settings led the U.S. Department of Education to validate the model as a proven practice in both special and general education settings.  In addition to showing significant growth in the basic skills, students using these procedures demonstrated better retention across time, better transfer of skills to more difficult tasks and better generalization.  The strategy involves the use of carefully structured and repeated one-minute practice sessions, unlike traditional procedures used with flash cards.  Students are also taught to chart their daily progress in order to see personal growth and to assist in making good instructional decisions.  (If students are not improving or progressing in the number of correct responses each day then decisions can be made to implement more instruction, more reinforcement, etc.)   SAFMEDS can be applied to practically any content area and can be used with students of all ages and grade levels.  The strategy is an excellent study skill and students can learn to independently apply the procedure across a variety of subject areas. < style="text-indent: 0in; margin-left: 0in">  < style="text-align: justify; text-indent: 0in; margin-left: 0in">  

IPSB Instructional Proficiencies

Standard 4:  Performances #2, #4, #5
Standard 5:  Performances #1, #5, #6, #7, #8,
Standard 6:  Performances #1, #2, #3, #4, #8, #11 Standard 8:  Performances #1, #4

INSTRUCTIONAL OUTCOMES:

At the completion of this module the learner will be able to:

1. Discuss procedures for developing and using SAFMEDS,
2. Develop sets of SAFMEDS in content areas related to student learning outcomes,
3. Effectively use SAFMEDS in a classroom setting, and
4. Chart student progress related to the use of the strategy.

INSTRUCTIONAL EVENTS

To complete this module, you will need to:

1. Study this module on SAFMEDS,
2. Refer to other resources for additional information on the topics,
3. Complete the “Tasks for Completion and Discussion” included in this module,
4. Read and report on two pieces of literature (web or other) related to the effective use of daily time trials or SAFMEDS.
5. Develop and use SAFMEDS with a student or a small group of students.
    

Task for Completion and Discussion

There are three “Task for Completion and Discussion” activities that you will be asked to respond to throughout this presentation.  These tasks are will assist you by providing opportunities for deeper understanding, additional practice, and reflection on the content.

Module Index:

1. Why Use SAFMEDS?  (Task for Completion and Discussion #1)

2. Constructing SAFMEDS  (Task for Completion and Discussion #2)

3. Using Vocabulary Practice Cards or SAFMEDS  (Task for Completion and Discussion #3)

4. Resources and References