Learn Reading Tutor Guide

LEARN READING
Quick Training Guide

1. The Learn Reading curriculum introduces the sequence of letters and sounds (graphemes and
phonemes) in frequency order – determined by how often they occur in everyday English
print.

2. This is not your typical reading program where the reader learns all the letters first and then
recalls their (many) sounds to try to decode very small words. This program works in almost
the opposite way. They learn just 1 new sound at a time, and then they can read words of any
length – immediately - using very controlled text and words that contain just the sounds
they’ve learned.

3. All lessons will introduce one new sight word PLUS one new grapheme/phoneme, except for
lesson 1 – which teaches the first 5 graphemes/phonemes.

4. 30-minute sessions are suggested. Each lesson will take approximately 2-3 sessions to
complete. One recommendation is that the first session end with 1-2 word card activities after
the “Vocabulary” page – and then the second session may begin with word card activities
before proceeding to the “Sentences” page. Or, you may choose to do activities at the end of
each lesson…but games/activities are recommended in each session as long as they are a
good fit for the student. I strongly encourage you to use them as it keeps learning fun and
vibrant.

5. Vocabulary development is a big part of the Learn Reading curriculum. On the “Vocabulary”
page, you will have the student ask Siri, Google, Alexa, etc… to define any word they do not
know the meaning of. This vocalization into a computer compels the student to articulate each
sound extremely clearly or the computer will not know which word they want. This careful
articulation is important, and it’s a fun way to increase phonemic awareness and reading
accuracy.

There are several purposes for introducing vocabulary words in addition to improving their
vocabulary such as encouraging inquisition and generous practice reading unknown words
correctly (breaking the guessing habit). Essentially, you can have nonsense words to achieve
this objective – or you can use vocabulary words to practice controlled blending. We opt for
vocabulary development.

6. It is imperative that all reading be done with a pencil (“pencil-reading”). This is part
1 of the “McMurtrey Method” and is critical for success in this program. For all new
words and vocabulary words, have the student place a dot under each sound in the word.
Then, all in one breath, have them connect the dots with carefully controlled blending. (Please
see the “McMurtrey Method” below.)

7. Also essential, and part 3 of the “McMurtrey Method” is “Giving a Goal.” If your student
mispronounces a word, tell them which sound they inserted or omitted and where. This
instructive correction is critical for phoneme awareness and for successful reading
development. (See the “McMurtrey Method” explained below.)

8. On the “Sentences” page (in Level 1) and the “Stories” page (in Levels 2 and beyond), the
student will be invited to “draw, describe, visualize or act out” what they just read. This

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

activity is critical and should not be minimized. It is crucial that what they are reading is
placed in their brain in such a way that they can analyze it, question it, visualize it and
expound upon it until they truly comprehend what they are reading. This activity alone
significantly enhances their fluency and confidence, in addition to comprehension.
(“Visualize” is typically for adult students without a tutor.) Being able to describe what they
read appeals to students whose strength is verbal expression, and sketching what they read
appeals to students who gravitate toward creative expression. Acting a sentence out appeals
to our thespians! PLEASE remember to read the same sentence a second time after the
sketching, etc…THIS is where the brain can make that connection. This positive and exposure
and accurate reading practice is critical.

9. Sight words should always be circled as a reminder to NOT attempt to sound them out. For
more information about what sight words are, how they should be taught, activities to teach
them, and the “Sight Word Snowball” teaching technique, see these videos:
https://youtu.be/NuUv6W2vYAI, AND https://youtu.be/D_oTKHMAGfg.

10.After the first few lessons, Learn Reading encourages an independent work ethic. The
student should very quickly learn the lesson structure in each level and should be able to
proceed through the lesson with little help. However, supervision is required. (See “McMurtrey
Method” below.) It is recommended that the student be in control of their work from the
beginning - get their own packet, begin their own work, turn their own pages, get and
organize their game cards, etc.. This independent work gives the student a sense of purpose,
allows them to work at a comfortable pace, keeps busy hands active and keeps busy minds
focused.

11.Important Note – Level 1 is the most difficult of all the levels. Especially lesson 1 which
incorporates the 3 most difficult consonants to read: N, L and R and the most difficult vowel:
I. When your student gets through lesson 1, they are set up for continued reading
success! Please take your time through these lessons. They are designed to change the way a
student reads. The lessons may be difficult, but the results will be dramatic.

12.Please consider joining the Learn Reading Community on Facebook. It is a place where you
can ask questions, request advice and share success stories! This support group is there to
help, encourage and inspire one another on our different, yet similar roads to literacy. You will
find it at: https://facebook.com/groups/learnreadingcommunity.

13.For additional education in proper reading instruction, I will be continually uploading

instructional videos on the Learn Reading YouTube channel. You are encouraged to subscribe
and visit that channel often to continue your own education on every aspect of reading
instruction, including specific help for tutors and parents.
https://www.youtube.com/channel/UC_5hJ0OAfNDFhLEhOarONJg?

14.An important motto of the Learn Reading program is: The students are more important than
the lessons. We don’t teach reading, we teach PEOPLE to read. This program believes every
student is different and so intuition takes precedence over precision.

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

The McMurtrey Method

*IMPORTANT - The success of students in the Learn Reading courses rests
upon the implementation of the 3 techniques in the “McMurtrey Method”.
When used together, they will dramatically improve a student’s
understanding of the “process” of reading and their ability to progress.

1. “Pencil Reading” (or “Dot-to-Dot Reading”)

a. With a pencil, the student will place a dot under each letter in a
word as they say the sound. Then, they will carefully connect the
dots - all in one breath, and “blend to the end” using carefully
controlled blending.
2. The Vowel Placement Strategy (Including “Tap 2”)
a. Learn Reading teaches a simple strategy to determine what sound a
vowel will make based on where it falls in a word and the letters
surrounding it. These vowel placement tips will be available to you
inside the course.
b. An example is “Tap 2”: When you come to a vowel in a word, look
at the next 1 to 2 letters. If one of those letters is a vowel, it is
likely the vowel you are on will “introduce itself” and say it’s name,
or long sound.
c. As the student is “pencil-reading”, when they come to a vowel,
before placing a dot under it (because they do not yet know the
sound), they will tap the next 2 letters with their pencil and
determine if either one is a vowel. If so, they can assume the vowel
they are on likely says it’s long sound, and they can then resume
pencil reading.
3. Give a Goal
a. If a student mispronounces a word, instead of simply telling them
to try again, tell them exactly where the error was and what to
focus on the next time. For instance:
i. “You placed an /r/ right here. Don’t let that /r/ slip out.”
ii. “You missed this sound - right here. Focus on that letter.”
iii. “Put the /l/ sound in the right spot.”
iv. “There is no /n/ in this word. It snuck in right here.”
b. This gives them a goal when going back to reread the word.
c. If they struggle past 3 attempts, step in before frustration occurs,
and model the process with them.
d. In general, when they make a mistake – tell them the error, not
the word. THIS is how true reading progress occurs.

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

LESSON 1
Sight Word: the
Phoneme: /r/, /t/, /n/, /ĭ/, /l/
Grapheme: r,t,n,i,l

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

New Sight Word

Circle and say the new word only.
Locate and circle the sight word in the indicated sentences.

-the-
(1, 2, 3, 5, 6, 7, 8)

a the you to of

of you a the a

you the of a you

the to is you is

of a the a the

you is to the to

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

New Graphemes
Tap and say the sound of each grapheme.

r i t n l

t r n i l

n i t l r

r t n l i

n t r i l

i r t n l

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

New Phoneme
Say, stretch, and separate the sounds.
Mark the dot where you hear the new phoneme.

/r/

/t/

/n/

/ĭ/

/l/

(ram, rock, cry) (bat, tag, cat) (ant, fan, net) (drill, pig, pin) (bell, elk, leg)

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

New Words
With a pencil, dot the sounds in the word. Then connect the dots all in one breath.
Locate and underline each word in the indicated sentences.

i-n i-t
i n i t
in it
(3,5) (4)

t-i-n l-i-t
t i n l i t
tin lit
(3,5) (2,3,5,6)

i–ll t-i–ll
ill t i ll
ill till
(1) (8)

t-i-n-t t-i-l-t
t i n t t i l t
tint tilt
(1) (4,7,8)

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

Vocabulary Words
“Pencil-read” each word. Discover its meaning using Siri, Google, Alexa, etc... Illustrate the meaning if desired.
Locate and box each word in the indicated sentences.

inn
(1,2,5,6,7,8)

nil
(8)

lilt
(2)

lint
(3,5)

trill
(2)

Next:
● Cut the words on the next 2 pages into cards. (This will create paired word card sets.)
Practice reading and sorting the words using games and activities until reading them
becomes easier. Then, proceed to the sentences page.
o You may find a boxed set of these paired word cards at:
thegamecrafter.com/designers/learn-reading-games.
o You may find a list of appropriate games and activities using paired word cards at
learnreading.com, or go to winning-knitter-2130.ck.page/db28159539 for an
instant downloadable PDF.

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

in till

it tint

lit tilt

tin lint

nil inn

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

in till

it tint

lit tilt

tin lint

nil inn

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

Sentences
1. Read one sentence.
2. Draw, describe, act out, or visualize (using as many details as possible).
3. Read the sentence a second time.
4. Repeat with each sentence.

1. Tint the ill inn.

2. The trill lilt lit the inn.

3. The lint in the tin lit.

4. It tilt.

5. The lit lint in the tin lit the inn!

6. The inn lit!

7. The inn tilt!

8. The inn tilt till nil!

(*For additional reading practice, you will find stories with controlled text, written for
every lesson in the Learn Reading curriculum, at Amazon.com or
Enroll.LearnReading.com/Members-Area.)

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

Illustrations:

Copyright 2019 by April McMurtrey.

Learn Reading Tutor Guide

Illustrations:

Copyright 2019 by April McMurtrey.