Teach Your Child to Read in 100 Easy Lessons

Cary Andrews
Roger Bacon Academy
What is 100 Easy Lessons?
Supplemental Reading Program
B d C R di P R di M t I d II - Based on Core Reading Program: Reading Mastery I and 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
i d f i h l d i - scripted for precise teacher language and consistency
- are highly teacher-directed
- provide practice with sounds, words, and passages
Major Instructional Tracks
Sound Practice Sound Practice
Oral Segmenting and Blending Oral Segmenting and Blending
Word Reading Word Reading
S t d P R di Sentence and Passage Reading
Additional Instructional Tasks:
Omit the following tasks:
Rhyming
S d Witi Sound Writing
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 o els as ell as conf sing so nds separated Long and short vowels as well as confusing sounds separated.
Program teaches two types of sounds:
Continuous Sounds:
can be held for three seconds.
are designated in script by three symbols: aaa.
a
always have a ball under them to remind of holding.
Stop or Quick Sounds:
are meant to be said quickly and quietly
d
are meant to be said quickly and 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 instr ctions are pro ided After attention is directed, instructions are provided.
Wait Time
provides three seconds for students to think of response.
Cue and Signal Cue and Signal
tells students to prepare to respond.
tells students when to start and stop.
Confirmation
reinforces the final student response.
1.(Pointtoe.)
Heresanewsound.Imgoing
to touch under this sound and say
Sounds Introduction
1.Youregoingtosayallthesesounds.
(Touchfirstballfora.)Getready.
(Quicklymovetothesecondball.Hold.)
Sounds Review: Slowly
totouchunderthissoundandsay
thesound.
(Touchfirst ballofarrow.Movequickly
tosecondball.Hold.)EEEEEE
2. YourturntosaythesoundwhenI
y
aaaaaa.
a
touch underit.(Touchfirstball.)
Getready.(Movequicklytosecond
ball.Hold.)EEEEEE.
3. (Touchfirstball.)Again.Getready.
Move quickly to the second ball. Hold.)
2.(Touchfirstballfors.)
Getready.
(Quicklymovetothesecondball.Hold.)
ssssss
Movequicklytothesecondball.Hold.)
EEEEEE.
E
ssssss.
s
3.(Touchfirstballford.)
Getready.
(Quickly move to end of arrow.) Focus: (Quicklymovetoendofarrow.)
d.
d
Focus:__________________
Think:____________________
C /Si l d Cue/Signal:_______________
Verification:_______________
>
Sound Introduction and Review
1.Youregoingtosaythesoundsslowly,
thenyouregoingtosaythemfast.
(Touch first ball for s ) Say the sound slowly
Sounds: Slowly and Fast
Focus:__________________
(Touchfirstballfors.)Saythesoundslowly.
(Move quicklymovetosecondball.Hold.)
sssssss.Sayitfast.(Movequicklytoend
ofarrow.)s.
s
Think:____________________
Cue/Signal:_______________
s
2.(Touchfirstballfora.)Saythesoundslowly.
(Move quickly move to second ball. Hold.)
Verification:_______________
a
(Move quicklymovetosecondball.Hold.)
aaaaaa.Sayitfast.(Movequicklytoend
ofarrow.)a.
a
3.(Touchfirstballford.)
Getready.
(Quickly move to end of arrow.) d.
BasicCorrection:
Myturn.Model.
d
(Quicklymovetoendofarrow.)d.
Sayitfast.(Movequicklytoend
ofarrow.)d.
Yourturn.Getready.
(Signal ) Yes
d
>
(Signal.)Yes,__________.
Startingover.
Say the Sound: Slowly and Fast
1.(Pointtos.)Youreturntotouchthesounds
andsaythem.Firstyouregoingtosaythis
soundslowlyandthensayitfast.Touchthe
Child Touches the Sound
Focus:__________________
Think:
y y
firstballofthearrow.Youregoingtomove
tothenextballonthearrowandstop.
Whenyoustop,saythesoundslowly.Doit.
ssssss.Nowsayitfast.s.
s
Think:____________________
Cue/Signal:_______________
s
2.Touchtheballforthenextsound.
Verification:_______________
a
Movetothenextballandsaythesound
slowly.aaaaaa.Nowsayitfast.a.
a
3.Touchtheballforthenextsound.
BasicCorrection:
Myturn.Model.
m
Movetothenextballandsaythesound
slowly.mmmmmm.Nowsayitfast.m.
Yourturn.Getready.
(Signal ) Yes m (Signal.)Yes,__________.
Startingover.
Child Touches the Sound
1.(Touchunderfirstballofarrow.)
Youregoingtoreadthisword.Youregoingto
sound it out Then youre going to say it fast
Word Reading
4.(Touchunderfirstballofarrow.)
Youregoingtoreadthisword.Youregoing
tosounditout.Thenyouregoingtosayit
fast.
S d it t (T h d d th
sounditout.Thenyou regoingtosayitfast.
2.Sounditout.(Touchunderr,a,andmasthe
childsays rrraaammm withoutpausingbetween
thesounds.)
(Returntothefirstball.)
Sounditout.(Touchunders,e,andeasthe
childsays ssseeeeee withoutpausingbetween
thesounds.)
(Returntothefirstball.)
Sayitfast.(Slidequicklytoendofarrow.)see.
Sayitfast.(Slidequicklytoendofarrow.)ram.
Yes,whatword?ram.Goodreading.
Focus:__________________
3.(Touchtheaineat.)
Thiswordhasalittlesoundinit.Wedontsay
that sound Just say the big sounds
y ( q y )
Yes,whatword?see.Goodreading.
Think:____________________
Cue/Signal:_______________
thatsound.Justsaythebigsounds.
(Returntotheball.)Sounditout.(Touchunder
e,andtasthechildsays eeet withoutpausing
betweenthesounds.)
(Returntothefirstball.)
r a m
Verification:_______________
Sayitfast.(Slidequicklytoendofarrow.)eat.
Yes,whatword?eat.Goodreading.
E t r a m Eat
s E E
Sound it Out
1.(Touchtheballsforaandt.)
Firstyouregoingtosoundoutthispart.
(Point to ball for a ) Get ready (Touch balls for
Word Reading
3.NowImgoingtosoundoutcat.
(Toucharrowunderc.)
(Pointtoballfora.)Getready.(Touchballsfor
aandtaschildsays aaat withoutpausing
betweensounds.)Sayitfast.at.
2.(Touchfirstballforcat.)
Thiswordrhymeswithat.Whatdoesitrhyme
ThisarrowtellsusthatIcantstopunderthe
sound.Butthearrowtellsusthatyouhaveto
saythesoundforthec.
(Touchthefirstballforcat.)
4. My turn to sound out cat. (Slide past c.
with?at.
Rhymingwithat.(Slidequicklytoendofarrow.)
cat.Whatword?cat.Yes,cat.
4.Myturntosoundoutcat.(Slidepastc.
Stopatballfora.Continuetotandsay:)
caaat.
5.Yourturntosounditout.Getready.
(Slidepastc.Stopatballfora.Continuetot.)
t caaat.
Whatword?cat.
c a t
Focus:__________________
Think:____________________
c a t
Cue/Signal:_______________
Verification:
>
Verification:_______________
First Sound Quick Sound
1.Nowyouregoingtoreadthisword.
(Touchthefirstballforsaid.)Sounditout.
(Touch under s a i and d as the
Word Reading: Funny Words
(Touchunders,a,i,anddasthe
childsays:)sssaaaiiid.
2. Thatshowwesoundouttheword.Heres
howwesaytheword.(pause.)said.
Howdowesaytheword?Said.
3.(Returntothefirstball.)
Sounditoutagain.(Touchballsforsoundsas
childsays:)sssaaaiiid.
Nowsaytheword.said. Yes,whatword?said.
s a i d s a i d
Focus:__________________
Think:____________________
Cue/Signal:_______________
Verification: Verification:_______________
Funny or Irregular Words
1.Nowyouregoingtoreadthesewords.
(Touchfirstballforant.)Sounditout.
(Touch balls for sounds ) aaannnt
Word Reading
3.(Touchfirstballforfun.)Sounditout.
(Touchballsforsounds.)fffuuunnn.
Whatword?fun.
Yes,fun.
4 (R t t fi t b ll )
(Touchballsforsounds.)aaannnt.
Whatword?ant.
Yes,ant.
2.(Returntofirstball.)
Yourgoingtoreadthiswordthefastway.But
4.(Returntofirstball.)
Imgoingtomovedownthearrowthree
times.Thenyouregoingtoreadtheword
thefastway.
(Movedownthearrowthreetimesstoppingat
firstImgoingtomovedownthearrowthree
times.Takeagoodlookatthesoundsandsee
ifyoucanrememberthisword.Butdontsay
thesoundsoutlouduntilyoureaditthefastway.
(Move down the arrow three times stopping at
( pp g
eachball.Returntothefirstball.)
Readitthefastway.(Slide.)fun.
Yes,fun.Goodreading.
a n t
(Movedownthearrowthreetimesstoppingat
eachball.Returntothefirstball.)
Readitthefastway.(Slide.)ant.
Yes,ant.Goodreading.
fun a n t fun
Focus:__________________
Think:____________________
Cue/Signal:_______________
Verification:_______________
Transition to Read Fast
1.(Pointtolots,have,his,near,andears.)
Word Reading
lots
Yourgoingtoreadallofthesewordthefastway.
Ill go down the arrow one time for each word. I llgodownthearrowonetimeforeachword.
Figureouttheword.Butdontsay
anythingoutlouduntilItellyoutoreadit
thefastway.
2.(Touchtheballforlot.Touchunderthesounds.
R b ll )
nEar
Returntoball.)
Readitthefastway.(Slide.)lots.
Yes,lots.
3.(Repeatstep2forremainingwords.)
4.Readallthesewordsagainthefastway.
Ears
g y
5.(Touchfirstballforlots.Pausethreeseconds.)
Readitthefastway.(Slide.)lots.Yes,lots.
6.(Repeatstep5forremainingwords.)
Ears
gOats
Focus:
gOats
BasicCorrection:
Focus:__________________
Think:____________________
C /Si l
Myturn.Model.
Yourturn.Getready.(Signal.)Yes,____.
Sounditout.Getready.(Signal.)
Cue/Signal:_______________
Verification:_______________
y ( g )
Whatword?(Signal.)Yes,___.
Startingover.
Reading the Fast Way
1.(Touchballforar.)
Word Reading
ar
Whentheselettersaretogethertheyusually
say are. What do they say? are sayare.Whatdotheysay?are.
2.(Touchtheballforar infar.)
Whatdothesesoundssay?are.
Yes,are.(Touchtheballforfar.)
Sounditout.(Touchballsforsounds.)fffararar
R d i h f (Slid ) f
far
Readitthefastway.(Slide.)far.
Yes,far.
3.(Touchtheballforar incar.)
Whatdothesesoundssay?are.
Yes,are.(Touchtheballforcar.)
car
, ( )
Sounditout.(Slidepastc.Touchballforar.)
cararar
Readitthefastway.(Slide.)car.
Yes,car.
>
Focus:__________________
Think:____________________
Cue/Signal:_______________
Verification:_______________
Sound Combinations: ar
LESSON FORTY-NINE
BRINGING IT TOGETHER BRINGING IT TOGETHER
Story Reading: Overview
Required Tasks
First Reading
Lessons1-54: Sound Out/Read Fast
Lessons 55-100: Read it the Fast Way Lessons 55-100: Read it the Fast Way
Second Reading with Questions
Lessons 1-43: Sound Out/Read Fast Lessons 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.
Additi l T k Additional Tasks
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)