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Reading Mastery 1,2 Fast Cycle 1/2

Reading Mastery 1,2 Fast Cycle 1/2. Learning to Read. Project Follow Through Figure 6-17: Reading Percentiles Scores Across Nine Follow Through Models (From Research on Direct Instruction: 25 Years Beyond Distar by Gary L. Adams and Siegfried Engelmann: page 82). Overview of Programs.

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Reading Mastery 1,2 Fast Cycle 1/2

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  1. Reading Mastery 1,2 Fast Cycle 1/2 Learning to Read

  2. Project Follow Through Figure 6-17: Reading Percentiles Scores Across Nine Follow Through Models(From Research on Direct Instruction: 25 Years Beyond Distar by Gary L. Adams and Siegfried Engelmann: page 82)

  3. Overview of Programs • RM 1 • 160 lessons • RM 2 • 160 lessons • Fast Cycle • 170 lessons • FC 1 - 80 lessons from RM I • FC 2 - 90 lessons from RM 2

  4. RM 1/FC 1 teaches all essential skills for beginning reading • Phonemic awareness, letter sounds and word attack skills • Strategies for decoding and comprehension • Instruction on all sub skills • Carefully controlled sequence of introduction of skills • Adequate and realistic practice • Provision for individualizing the program through placement, skipping and regrouping

  5. RM 1 and 2 and FC Materials • Teacher Presentation Books RM – 3, FC – 4 • Teacher’s Guide • Spelling book • Student story books (RM 1 – 3 books; RM 2 and FC – 2 books) • Teacher’s edition of Take Homes • Behavioral objectives booklet • Skills Profile Folder • RM 1 and Fast Cycle - Sounds pronunciation/talk presentation cassette • Acetate page protector • Assessment manual (not in kit)

  6. Time Requirements and Grouping • Daily lessons • Small homogeneous groups (9 or fewer) • 30 – 35 minutes per lesson • Take homes are begun in group and finished during independent work • Other time requirements • Work checks take about 5 minutes of teacher time • Spelling: These lessons last about 10 minutes and can be taught to the entire group at another time. • RM 1 – begin at lesson 50, continue to end of level • RM 2 – 79 lessons beginning at lesson 1 • FC – 79 lessons beginning at lesson 36

  7. RM 1/FC 1 Decoding Subskills What skills would you use to decode the word rush? • Sound pronunciation: the ability to say the sounds they hear • Symbol identification: the ability to associate the sound with the symbol • Sequencing: knowing to read left to right • Oral blending: the ability to connect the sounds together in a word • Rhyming: (brush) students learn to add bto rush • Build-ups:(brushed) students learn to add -edto brush. • Sight words:(brushing) change brushedto brushingand ask students, “What word?”

  8. Why teach sounds? • If you teach 10 sight words, the student knows 10 words • If you teach 10 sounds, the student knows • 350 “3 sound” words • 4,320 “4 sound” words • 21,650 “5 sound” words

  9. Sounds RM I Teacher’s Guide pp 13 – 14 Sequence of introduction controlled Modified orthography (In RM II modifications gradually dropped and gone by L. 86) Only lowercase (until RM II L 83) Teaching letter names

  10. Sound Out Signal

  11. RM/FC In-program Testing • Mastery testing occurs throughout the programs • RM 1 • 30 mastery tests • 13 rate and accuracy check • RM 2 • 32 rate and accuracy checks • Fast Cycle • 19 mastery tests • 26 rate and accuracy checks • NOT OPTIONAL • Out of Program tests

  12. Signals Equal opportunity responding – fairness In 30 minutes up to 100 responses – efficiency Student involvement – promotes “on-task” behavior

  13. Sample Lesson

  14. Sample lesson

  15. Sample lesson

  16. Lesson Sample

  17. Sample Lesson Storybook/Take-home

  18. Lesson Sample

  19. Setting Up the Group and Rules • Setting up the group • Children in a semi-circle • Teacher faces the group and the rest of the class • Assign seats • Low performers or behavior “challenges” in the middle • Make sure all can see book • Lowest performing students should be in the smallest group • Rules • “Sit tall, Track with your finger, Answer on signal, Respect others (STAR) Talk big, Look at the Book • Rules must be taught (example/non-example) • Put them on a chart, repeat them many times in early lessons • PRAISE, PRAISE, PRAISE

  20. Pacing and Practice • Pacing • Quick pace maintains attention and makes better use of instructional time • All tasks are not presented at the same rate • Pacing also involves varying voice volume and intonation • Aim for a rate of about 10 student responses per minute for entire lesson • Corrections RM I Teacher’s Guide p. 11 • Errors are corrected immediately • Corrections are made to the whole group, even on individual turns • Types of errors Non-attending Non-responding Signal violations Response errors

  21. References Adams, G.L., & Engelmann, S. (1996). Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems. Beck, I., & McCaslin, E.S. (1978). An analysis of dimensions that affect the development of code-breaking ability in eight beginning reading programs. LRDC Report No. 1978/6. Pittsburgh: University of Pittsburgh Learning Research and Development Center. Engelmann, S., & Bruner, E.C., (2003). Reading Mastery Teacher’s Guide. Columbus, OH: SRA/McGraw-Hill. O’Conner, R., Jenkins, J., Cole, K., & Mills, P. (1993). Two apporaches to reading instruction with children with disabilities: Does program design make a difference? Exceptional Children, 59, 312-323. Schieffer, C., Marchand-Martella, N., Martella, R., & Simonsen, F. (2002). The research base for reading mastery: Direct reading instruction. Boston, MA: McGraw Hill. Sexton, W. (1989). Effectiveness of the DISTAR reading program. Journal of Educational Research, 82, 289-293.

  22. Contact Information: Christy RhodesECE Literacy Resource Teacher, JCPS christy.rhodes@jefferson.kyschools.us

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