Teach Your Child to Read in 100 Easy Lessons

Cary Andrews Roger Bacon Academy

What is 100 Easy Lessons?

Supplemental Reading Program - Based B d on C Core R Reading di Program: P Reading R di Mastery M t I and d II
Principal Author: Siegfried Engelmann Scientifically-Based Program Primary Purpose: Learning to Read (Decoding) Systematic and Explicit Phonics Program Record of success since the 1960s. Project Follow-Through and National Reading Panel

Utilized as - intervention program for struggling K-2 students. - precocious preschool students - home school students Daily lessons - last on average 20-30 minutes - scripted i df for precise i teacher h l language and d consistency i - are highly teacher-directed - provide practice with sounds, words, and passages

Major Instructional Tracks Sound Practice Oral Segmenting and Blending Word Reading Sentence S t and d Passage P Reading R di

Additional Instructional Tasks:

Omit the following tasks: Rhyming S Sound dW Writing iti

Use these tasks as time permits: Story Reading: Parent Reads the Fast Way Story Reading: Word Finding

Teaching Sounds in 100 Easy Lessons

Sounds are written in unique orthography.
Select sound combinations are joined. Macrons (lines over vowels) differentiate long/short vowels. To ensure one-sound/symbol correspondence: No capitals. Frequency research utilized to determine initial sound taught.

Sounds are carefully sequenced to avoid confusion.

Long and short vowels o els as well ell as conf confusing sing so sounds nds separated separated.

Program teaches two types of sounds:

a d
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Continuous Sounds: can be held for three seconds. are designated in script by three symbols: aaa. always have a ball under them to remind of holding. Stop or Quick Sounds: are meant to be said quickly and quietly quietly. are designated in script by one symbol. d always have an arrow under them to remind to release.

Delivery Elements for Instructional Tasks

Focus directs student attention to the task. After attention is directed directed, instr instructions ctions are pro provided. ided Wait Time provides three seconds for students to think of response. Cue and Signal tells students to prepare to respond. tells students when to start and stop. Confirmation reinforces the final student response.

Sounds Introduction
1.(Pointtoe.) Heresanewsound.Imgoing totouchunderthissoundandsay thesound. (Touchfirst ballofarrow.Movequickly tosecondball.Hold.)EEEEEE 2. YourturntosaythesoundwhenI touch underit.(Touchfirstball.) Getready.(Movequicklytosecond ball.Hold.)EEEEEE. 3. (Touchfirstball.)Again.Getready. Movequicklytothesecondball.Hold.) EEEEEE.

Sounds Review: Slowly

1.Youregoingtosayallthesesounds. (Touchfirstballfora.)Getready. (Quickly ymovetothesecondball.Hold.) aaaaaa.

a
2.(Touchfirstballfors.) Getready. (Quicklymovetothesecondball.Hold.) ssssss ssssss.

E
Focus:__________________ Think:____________________ C /Si l _______________ Cue/Signal: Verification:_______________

s
3.(Touchfirstballford.) Getready. (Quicklymovetoendofarrow.) d.

d
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Sound Introduction and Review

Sounds: Slowly and Fast

1.Youregoingtosaythesoundsslowly, thenyouregoingtosaythemfast. (Touchfirstballfors.) s )Saythesoundslowly slowly. (Move quicklymovetosecondball.Hold.) sssssss.Sayitfast.(Movequicklytoend ofarrow.)s.

Focus:__________________ Think:____________________ Cue/Signal:_______________ Verification:_______________

s
2.(Touchfirstballfora.)Saythesoundslowly. (Move quicklymovetosecondball.Hold.) aaaaaa.Sayitfast.(Movequicklytoend ofarrow.)a.

a
3.(Touchfirstballford.) Getready. (Quicklymovetoendofarrow.)d. Sayitfast.(Movequicklytoend ofarrow.)d.

BasicCorrection: Myturn.Model. Yourturn.Getready. (Signal )Yes, (Signal.) Yes __________. Startingover.

d
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Say the Sound: Slowly and Fast

Child Touches the Sound

1.(Pointtos.)Youreturntotouchthesounds andsaythem.Firstyouregoingtosaythis soundslowly yandthensay yitfast.Touchthe firstballofthearrow.Youregoingtomove tothenextballonthearrowandstop. Whenyoustop,saythesoundslowly.Doit. ssssss.Nowsayitfast.s.

Focus:__________________ Think:____________________ Cue/Signal:_______________ Verification:_______________

2.Touchtheballforthenextsound. Movetothenextballandsaythesound slowly.aaaaaa.Nowsayitfast.a.

a
BasicCorrection:
3.Touchtheballforthenextsound. Movetothenextballandsaythesound slowly.mmmmmm.Nowsayitfast.m.

Myturn.Model. Yourturn.Getready. (Signal )Yes, (Signal.) Yes __________. Startingover.

Child Touches the Sound

4.(Touchunderfirstballofarrow.) Youregoingtoreadthisword.Youregoing 1.(Touchunderfirstballofarrow.) tosounditout.Thenyouregoingtosayit Youregoingtoreadthisword.Youregoingto fast. sounditout out.Thenyoure you regoingtosayitfast. fast S Sound ditout. t (Touch (T hunder d s,e,and deasth the 2.Sounditout.(Touchunderr,a,andmasthe childsays ssseeeeee withoutpausingbetween childsays rrraaammm withoutpausingbetween thesounds.) thesounds.) (Returntothefirstball.) (Returntothefirstball.) Say yitfast.( (Slidequickly q ytoendofarrow.) )see. Sayitfast.(Slidequicklytoendofarrow.)ram. Yes,whatword?see.Goodreading. Yes,whatword?ram.Goodreading.

Word Reading

3.(Touchtheaineat.) Thiswordhasalittlesoundinit.Wedontsay thatsound sound.Justsaythebigsounds sounds. (Returntotheball.)Sounditout.(Touchunder e,andtasthechildsays eeet withoutpausing betweenthesounds.) (Returntothefirstball.) Sayitfast.(Slidequicklytoendofarrow.)eat. Yes,whatword?eat.Goodreading.

Focus:__________________ Think:____________________ Cue/Signal:_______________ Verification:_______________

ram sEE

Eat

Sound it Out

Word Reading
1.(Touchtheballsforaandt.) 3.NowImgoingtosoundoutcat. Firstyouregoingtosoundoutthispart. (Toucharrowunderc.) (Pointtoballfora.) a )Getready. ready (Touchballsfor ThisarrowtellsusthatIcantstopunderthe aandtaschildsays aaat withoutpausing sound.Butthearrowtellsusthatyouhaveto betweensounds.)Sayitfast.at. saythesoundforthec. 2.(Touchfirstballforcat.) (Touchthefirstballforcat.) Thiswordrhymeswithat.Whatdoesitrhyme 4.Myturntosoundoutcat.(Slidepastc. with?at. Stopatballfora.Continuetotandsay:) Rhymingwithat.(Slidequicklytoendofarrow.) caaat. cat.Whatword?cat.Yes,cat. 5.Yourturntosounditout.Getready. (Slidepastc.Stopatballfora.Continuetot.) caaat. t Whatword?cat.

Focus:__________________

cat
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Think:____________________ Cue/Signal:_______________ Verification: Verification:_______________

First Sound Quick Sound

Word Reading: Funny Words

1.Nowyouregoingtoreadthisword. (Touchthefirstballforsaid.)Sounditout. (Touchunders,a,i, s a i anddasthe childsays:)sssaaaiiid. 2. Thatshowwesoundouttheword.Heres howwesaytheword.(pause.)said. Howdowesaytheword?Said. 3.(Returntothefirstball.) Sounditoutagain.(Touchballsforsoundsas childsays:)sssaaaiiid. Nowsaytheword.said. Yes,whatword?said.

said

Focus:__________________ Think:____________________ Cue/Signal:_______________ Verification:_______________ Verification:

Funny or Irregular Words

3.(Touchfirstballforfun.)Sounditout. (Touchballsforsounds.)fffuuunnn. 1.Nowyouregoingtoreadthesewords. Whatword?fun. (Touchfirstballforant.)Sounditout. Yes,fun. (Touchballsforsounds.) sounds )aaannnt. aaannnt 4.(Return (R t t tofi first t b ball.) ll ) Whatword?ant. Imgoingtomovedownthearrowthree Yes,ant. times.Thenyouregoingtoreadtheword 2.(Returntofirstball.) thefastway. Yourgoingtoreadthiswordthefastway.But (Movedownthearrowthreetimesstopping ( pp gat firstImgoingtomovedownthearrowthree eachball.Returntothefirstball.) times.Takeagoodlookatthesoundsandsee Readitthefastway.(Slide.)fun. ifyoucanrememberthisword.Butdontsay Yes,fun.Goodreading. thesoundsoutlouduntilyoureaditthefastway. (Movedownthearrowthreetimesstoppingat eachball.Returntothefirstball.) Readitthefastway.(Slide.)ant. Yes,ant.Goodreading.

Word Reading

ant

fun
Focus:__________________ Think:____________________ Cue/Signal:_______________ Verification:_______________

Transition to Read Fast

Word Reading
1.(Pointtolots,have,his,near,andears.) Yourgoingtoreadallofthesewordthefastway. Ill I llgodownthearrowonetimeforeachword. Figureouttheword.Butdontsay anythingoutlouduntilItellyoutoreadit thefastway. 2.(Touchtheballforlot.Touchunderthesounds. R Return toball.) b ll ) Readitthefastway.(Slide.)lots. Yes,lots. 3.(Repeatstep2forremainingwords.) 4.Readallthesewordsagain g thefastway. y 5.(Touchfirstballforlots.Pausethreeseconds.) Readitthefastway.(Slide.)lots.Yes,lots. 6.(Repeatstep5forremainingwords.)

lots nEar Ears gOats

Focus:__________________ Think:____________________ C /Si l _______________ Cue/Signal: Verification:_______________

BasicCorrection: Myturn.Model. Yourturn.Getready.(Signal.)Yes,____. Sounditout.Getready. y ( (Signal.) g ) Whatword?(Signal.)Yes,___. Startingover.

Reading the Fast Way

Word Reading
1.(Touchballforar.) Whentheselettersaretogethertheyusually sayare.Whatdotheysay?are. are 2.(Touchtheballforar infar.) Whatdothesesoundssay?are. Yes,are.(Touchtheballforfar.) Sounditout.(Touchballsforsounds.)fffararar R di Read itthe h f fastway.(Slide.) (Slid )far. f Yes,far. 3.(Touchtheballforar incar.) Whatdothesesoundssay?are. Yes, ,are.( (Touchtheballforcar.) ) Sounditout.(Slidepastc.Touchballforar.) cararar Readitthefastway.(Slide.)car. Yes,car.

ar far car
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Focus:__________________ Think:____________________ Cue/Signal:_______________ Verification:_______________

Sound Combinations: ar

LESSON FORTY-NINE BRINGING IT TOGETHER

Story Reading: Overview

Required Tasks First Reading
Lessons1-54: Sound Out/Read Fast Lessons 55-100: Read it the Fast Way

Second Reading with Questions

Lessons 1-43: 1 43: Sound Out/Read Fast Lessons 44-100: Read it the Fast Way

Picture Comprehension
Hide the picture to predict first. Ask questions provided.

Additional Additi l Tasks T k Parents/Students Read the Fast Way Word Finding Sounds Writing

First Read: Sound it Out/Read Fast (44)

Story Reading First Reading: Sound it Out/Read Fast

First Word/Next Word. Sound it out. (Pause.) Get ready. (Signal for each sound.) What word? (Signal.) Yes, ___________.

Second Read: Read Fast and Questions (44)