Assessing and Improving Curriculum Materials And

Assessing and Improving Curriculum Materials and Assessing and Improving Instruction and the Classroom Environment

CURRICULUM MATERIALS

1. Curriculum materials (lesson-based programs and textbooks) should teach knowledge systems, such as math, beginning reading, biology, history.

You should NOT use materials that teach faddish, unvalidated, or fashionable “methods,” such as multiple intelligence, learning styles, and brain-based instruction.

Here are resources on telling the difference between serious instruction and fads. http://www.danielwillingham.com/

Learning styles: No such thing

Telling the difference between baloney and serious claims doc

Telling the difference between baloney and serious claims ppt

Following are examples of nonresearch and poorly substantiated claims.

How MI informs teaching at New City School html

Whole language lives html

Reading Recovery html

Here’s an example of high-quality, level 3 research.

The effects of synthetic phonics teaching on reading and spelling attainment html

Strengths, Weaknesses, Improve How? Teach your child to read in 100 easy lessons is a knowledge system. It is a tightly coupled knowledge system.

2. Materials (especially programs) (1) are consistent with scientific research on instruction (this is called “research based”); and (2) have been field tested and shown to be effective with scientific research (this is called “evaluation research.” Level 3 is preferred).

List features of scientific research from resources below. Are claims of effectiveness based on empirical research or on a sales pitch?

Is there any research on the materials? What level(s)?

Is the research (“research base”) generally adequately designed so that credible conclusions can be drawn? a. Some resources on scientific research.

Kozloff. Research vocabulary.

Three Levels of Research

Telling the difference between baloney and serious claims doc

Telling the difference between baloney and serious claims ppt

Assessing the Quality of Research Plans and Publications ppt

Checklist of guidelines for evaluating research and research claims doc

Checklist of guidelines for evaluating research and research claims html

Comprehensive Guidelines for Evaluating Research and Publications

b. Some resources on “research based instruction.”

Are features of the materials (e.g., what is taught, scaffolding) consistent with scientific research? a. Cotton, K. (1995). Effective school practices: A research synthesis 1995 Update.

http://people.uncw.edu/kozloffm/Effective Schooling Practices.doc

b. Kozloff, M.A. (2002). Sufficient Scaffolding, Organizing and Activating Knowledge, and Sustaining High Engaged Time.

http://www.uncwil.edu/people/kozloffm/scaffolding.pdf c. Rosenshine, B. (1997). Advances in Research on Instruction. http://epaa.asu.edu/barak/barak.html

Use this one…

http://people.uncw.edu/kozloffm/Rosenshine.doc

d. Rosenshine, B. (1997). The Case for Explicit, Teacher-led, Cognitive Strategy Instruction.

http://epaa.asu.edu/barak/barak1.html e. Ellis, E.S., & Worthington, L.A. (1994). Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators.

Use this one…

http://people.uncw.edu/kozloffm/ellisreview.doc

f. Anderson, J.R., Reder, L.M., & Simon, H.A. Applications and Misapplications of Cognitive Psychology to Mathematics Education. Department of Psychology. Carnegie Mellon University. Pittsburgh, PA 15213.

Online at http://act.psy.cmu.edu/personal/ja/misapplied.html g. Dixon, R. "Review of High Quality Experimental Mathematics Research." University of Oregon. National Center to Improve the Tools of Educators.

On-line at http://idea.uoregon.edu/~ncite/documents/math/math.html h. Follow Through. The Largest Education Evaluation

Effective School Practices, on Project Follow Through.

Follow Through figure 1.

Follow Through figure 2.

Follow Through figure 3. i. Reading

Reading First. [Main features of effective reading instruction] ppt !!!

Reading First.html

Big Ideas in Beginning Reading. Identification of the big five reading skills; research reviews; methods of instruction.

"Put Reading First: The Research Building Blocks for Teaching Children to Read, Kindergarten Through Grade 3

Materials from National Institutes of Child Health and Human Development

National Institute for Literacy Partnership for Reading. Large literature reviews and position papers.

"Teaching Reading IS Rocket Science" (Must read!!! What teachers need to know.)

c. Some resources on evaluation research---field tested.

Go to publishers’ websites and look for research on products. Also, use Google and JSTOR.

See if there is any research on the materials you are evaluating. Summarize it. Is it level 2 (scientific experiment) or level 3 (large-scale experimental)?

What are the main findings?

Sopriswest materials.

Curriculum Associates materials.

Field Test/Evaluation Research (1) 100 Easy Lessons is a shortened version of Reading Mastery. Reading Mastery has been extensively tested and shown to be effective. https://www.sraonline.com/products.html?tid=9&sid=76

(2) Reading Mastery (originally called DISTAR Reading) was tested with thousands of children in project Follow-Through. Effective School Practices, on Project Follow Through.

(3) 100 Easy Lessons was also field tested in a project conducted by Kerry Hempenstall. Research on 100 Easy Lessons .

Strengths, Weaknesses, Improve How?

Now examine the materials you are evaluating. See if its design features are consistent with the research you reviewed.

3. Well-designed materials provide a comprehensive and varied sample of knowledge (e.g., equations to solve, poems to analyze, words to decode, stories to read fluently and with comprehension).

For example, a beginning reading program should 1) work on fluency at all levels from saying sounds to reading stories; 2) work on one syllable word, two syllable word, and three syllable words, regular and irregular words, words with prefixes and suffixes, nouns, verbs, adverbs, adjectives, and articles; 3) Literal comprehension, inferential comprehension (you have to integrate information to answer the question; e.g., determine what happens first and what happens next), evaluative (making inferences from the meaning of words; e.g., how did the cat feel)

You have three sources that will help you decide if the sample is comprehensive and varied. (1) state standard course of study, or curriculum; (2) scientific research; (3) expert opinion.

You are supposed to “align” instruction with (that is, cover) your state’s standard course of study. But who says that IT is adequate? You have to rely on research and expert opinion. a. See state standard course of study.

Regarding 100 Easy Lessons.

What does the NC course of study say you should teach in k-2?

How can you make standards more clear and concrete? http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/

Kindergarten

1.02 Develop phonemic awareness and knowledge of alphabetic principle: •demonstrate understanding that spoken language is a sequence of identifiable speech sounds. Need to teach segmenting and blending. •demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word (means sound out words). The kids should also read fast.

•demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes).

1.03 Demonstrate decoding and word recognition strategies and skills: •recognize and name upper and lower case letters of the alphabet.

•recognize some words by sight including a few common words, own name, and environmental print such as signs, labels, and trademarks.

•recognize most beginning consonant letter-sound associations in one syllable words. They left out sounding out and saying fast.

First Grade 1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle:  count syllables in a word.  blend the phonemes of one-syllable words.  segment the phonemes of one-syllable words.  change the beginning, middle, and ending sounds to produce new words.  create and state a series of rhyming words that may include consonant blends (e.g., flag, brag). They are working on too many phonemic awareness skills.

“If you focus on just a few types of phonemic awareness, you get better results. There are a lot of skills in phonemic awareness, but research has found that blending and segmentation are the 2 critical skills that must be taught. Instruction must focus on blending and segmenting words at the phoneme, or sound level. This is an auditory task.” Only need segmenting and blending. http://reading.uoregon.edu/

1.02 Demonstrate decoding and word recognition strategies and skills:  generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.  use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text.  recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two).  read compound words and contractions.  read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking).  read appropriate word families.

Curriculum Standards This doc will help you to make state standards clear and concrete. b. See expert opinions and research on different subjects or knowledge systems.

The State of State Standards--and the Common Core--in 2010 by Sheila Byrd Carmichael, Gabrielle Martino, Kathleen Porter-Magee, W. Stephen Wilson

The State of State U.S. History Standards 2011 by Sheldon M. Stern, Jeremy A. Stern http://www.mathematicallycorrect.com/ http://idea.uoregon.edu/~ncite/documents/ math/math.html

Reading. http://people.uncw.edu/kozloffm/reading.html

Reading First ppt and html

Big Ideas in Beginning Reading

REGARDING 100 EASY LESSONS.

Given the NC standard course of study and scientific research, a. What strands, or main kinds of knowledge SHOULD be covered?

Five reading skills Proficient reading consists of five major skills. When these skills are taught in a logically progressive sequence, early skills help students to learn and use the later-taught skills—leading to accurate, rapid reading with comprehension and enjoyment. Below are brief definitions of each of the five main skills. Statements in italics are from the IDEA website, at http://reading.uoregon.edu/big_ideas/trial_bi_index.php

1. Phonemic Awareness: The ability to hear and manipulate sounds in words. The most important examples are: a. Blend sounds into words. rrrruuuunnn à run b. Segment words into sounds. Run à rrruuunnn sat = /s/a/t/ = 3 sounds c. rhyming

A student who can hear and manipulate the sounds (phonemes) in words, can more easily: (1) remember which sound goes with which letter; (2) sound out words [cat. k/aaaa/t.]; (3) spell [How do you spell cat. kaaaat . /k/ is c. /a/ is a. /t/ is t.” ]; and (4) detect and correct errors in reading and spelling. See http://reading.uoregon.edu/pa/index.php for more information on phonemic awareness.

2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to form words. Notice that the alphabetic principle (sometimes called phonics) has two skill-parts. a. The students knows letter-sound or sound-symbol relationships: that m says /m/, i says /i/, and r says /r/. b. When the student sees an unfamiliar word (rim) in a story book, the student uses letter-sound knowledge to sound out or decode the word—-perhaps letter by letter and then quickly. “The bike has a bent rrrriiiimmm….rim.” Using the alphabetic principle (shown above), the student knows exactly what the word says. Read more at http://reading.uoregon.edu/au/index.php

3. Fluency with Text: The effortless, automatic ability to read words in connected text. Fluency is reading with accuracy and speed. Fluency is important both for enjoyment and comprehension. If a person struggles with words (gu…qu…guil…quil…) , the person will also struggle to figure out the meaning of sentences. In fact, dysfluent readers spend so much time and effort trying to figure out what the separate words say, they can barely pay attention to the meaning of the sentence. “The ju..jur….jury found her gu..qu…guil…quil…”) In other words, they learn very little from reading. To help students read connected text (e.g., story passages) accurately and quickly, it is important to: a. Teach students to decode separate words (regular and irregular) accurately and quickly—which means (1) using knowledge of letter-sound correspondence (not guessing); and (2) blending the sounds into words. b. Teach students to self-correct. c. Provide practice reading words enough times that it is almost automatic; that is, the words become “sight words.” d. Provide practice reading text with which students are already accurate, encouraging them to read faster and faster without making errors (i.e., more words correct per minute, or wcpm). Read more about fluency here. http://reading.uoregon.edu/flu/

Work on fluency at all levels: from saying sounds to reading stories the fast way.

4. Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. http://reading.uoregon.edu/voc/

5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning. In other words, sentences don’t tell you what they mean. You have to interact with the text—for example, asking questions, checking to see if the text gives answers, rereading, connecting one sentence with a later sentence to get the flow of the argument or the flow of events in time. These comprehension strategies are learned best when they are taught explicitly.

b. Do the materials cover all of the strands? No. No work on vocabulary.

c. Do the materials cover all of the important skills, tasks, or knowledge IN each strand? It is a varied and comprehensive sample; for example,

Phonemic awareness. segmenting, blending, rhyming

Alphabetic Principle: Copver letter-sound correspondence and decoding (sounding out and saying fast) The lessons includes varied examples, such as regular and irregular words, verbs, adverbs, nouns, adjectives, and articles. Also one, two, and three syllable words.

Fluency: repeated reading; all levels including saying sounds, reading sounds, saying words, reading words, reading sentences, reading stories, and word lists.

Comprehension. Ensure accurate reading before they ask comprehension questions.

Literal and inferential. Text and pictures.

Examine Teach Your Child to Read in 100 Easy Lessons. Go here to see content.

Lesson Skill taught Phase of learning or Comments and suggestions on: Task instructional function: 1. Wording: simple, consistent, focused on 1. Review and firm or objective. reteach examples worked 2. Examples: clarity, varied range, on in the last few lessons to: juxtaposition to show sameness and (1) warm kids up for MORE difference, frequent and regular first; work on that skill (e.g., more e.g., m, s, a, before x and ing; regular examples, new work on words (sad) before irregular worlds (said). fluency or generalization), 3. Scaffolding: pre-corrections (“Remember or (2) firm up elements that to…”); attention checks (“What are you will be integrated into a going to say?”); highlighting and other larger whole (a, r, n -> ran). cues (arrows, pointing). 2. Acquisition. 4. Elements of formats; e.g., explicit 3. Generalization. instruction during acquisition: gain 4. Fluency. All levels. attention, frame instruction (task, 5. Retention: review and objective), model/present information firm or reteach. (the first example in the acquisition set), 6. Expand; e.g., increase lead, immediate acquisition test, error length of words or text. correction and/or verification, more 7. Integration of elements models/examples from the acquisition into a larger whole. set), delayed acquisition test (all examples from the acquisition)-> go on, firm, reteach. 5. Elements (pre-skills) are taught early enough, and are reviewed/firmed continually before they are integrated into larger wholes that USE the elements. Lesson Letter-sound Acquisition 1. Wording is simple, consistent, focused on 1 correspondence objective. Task 1 [One of the two 2. Examples (m, s) are most frequent. skill parts of the 3. Highlighting with arrows and dots; “alphabetic” pointing. principle. 4. Format: all elements except: gain Concept attention and verification knowledge: sensory. Add: Taught with 1. Gain attention: “Eyes on the ball [touch examples; and the ball].” “Boys and girls,” or “Let’s see then juxtapose everybody ready,” or “Eyes on me.” Verify with ready with: “Oh, I LOOOVE that your eyes nonexamples. are on ME [on the ball]!” “I LOOOVE seeing everybody ready!!”

2. Add lead. “I’m going to touch under this sound and WE’RE going to say it together.”

2. Verification. “Yes, mmm” or “Yes, sss.” Phonemic Lesson awareness: Acquisition of 1, Task Blending. 1. Saying parts of words Wording: simple, consistent, focused on fast---instruction on fluency. objective. 2. Concept “saying Examples: 6 examples (good number); move something fast.”—leading from clearly distinct to less distinct towards sounding out and (compound words; second syllable then saying fast. starts with explosive consonant). Scaff. Pause to make more distinct (2 parts)

Format. No gain attention. No lead, but may not be necessary. No verification.

Add gain attention: “Okay, eyes on me. We’re…”

Add verification. “Yes, motorboat. You said it fast. Add lead. “Now, let’s say it fast together. Motor….boat. Let’s say it fast…….Yes, motorboat. WE said it fast.” Lesson Phonemic 1 Task awareness: Acquisition Wording: simple, consistent, focused 3 segmenting. objective. Preparation for Examples. Four models of the first example: sounding out. because the model (am aaaammm) is less distinct than the model (motor….boat motorboat). So, four models to ensure that kids hear the sound parts of the example.

Format: no gain attention (add: “Boys and girls. Eyes on me….Oh, I love your eyes on me. You are READY to learn.” Lead, in contrast to Tasks 1 and 2, with no lead. Why? Same reason as having 4 models of say it slowly---earlier task could be confusing. Lead is one more example of the difference between fast and slow. And gives additional practice before kid is on her own. Examples (me, in, am) use sounds that are the earliest taught in tasks on letter- sound correspondence). So, just SAYING these sounds is preparation for USING them when teacher says, “This letter makes the sound mmm” (etc.).

Lesson Letter-sound Phase of retention-review. Examples. Juxtaposition of two earlier- 1 Task correspondence Test retention and firm taught letter-sounds to teach/ensure 4 knowledge. discrimination (tell the difference) between the two letters’ shapes and sounds.

Lesson Phonemic Retention-review of earlier Example: First generalization example 1 Task awareness: examples—me, if. (motor cycle) has large sound 5 blending Also generalization. “Let’s chunks = easier to hear. Later play say it fast again. Listen: example (shshsee) has smaller motor….boat. Say it fast sound chunks. Same principle as kid says it fast. This is not Lesson 1, Task 2 (p. 31). teaching; there is no model; therefore, not acquisition. Kid generalizes from earlier knowledge of say it fast to a new example.

Lesson Letter-sound Retention-review phase. Scaffolding. First, teacher models the 2 Task correspondence information. Then student says the sound 1 (test). Teacher model firms up earlier knowledge that might have been taught a Fluency. day before. In other words, Teacher does Expanding acquisition set: not start by having student say the sounds teacher models by herself.

Lesson Phonemic Retention-review. Scaffolding. Teacher first models saying new 2 Task awareness: Fluency—fast. word fast—lawn…mower. Then student 2 blending Expand acquisition set does earlier examples on her own (iiifff, (more words to blend): aaammm, iiinnn). This practice (retention) is teacher models say it fast on words with small sound chunks---harder with lawn…mower. to discriminate. Principle = ensure kids are firm on material that is harder and with which they are likely to make errors later (when they READ words fast if they are not firm earlier.

Lesson Phonemic Retention-review of earlier 2 Task awareness: examples. Scaffolding. Teacher first models how to say 3 segmentation Expand acquisition set with words slowly before it is students’ turn— new examples. reminder or firm knowledge of HOW to say slowly and what “say slowly” (concept) means.

The models are earlier examples—student is already familiar.

Then teacher models how to say NEW examples slowly (expand acquisition set).

The kid does these new examples by herself. Lesson Letter-sound Retention-review, 2 Task correspondence Error correction would be: Review is based on the principle of teaching 4 1. “That sound is mmm.” elements (pre-skills) early enough, and 2. “Say it with me…” review/firm continually before they are 3. “What sound?” integrated into larger wholes that USE the Make sure kid is looking at elements, such as sounding out words with your finger as you touch m and s. under letter.

Phonemic Lesson awareness: Retention-review. 2 Task blending Fluency. Scaffolding. The first examples have large 5 Generalization of skill (easier to hear) sound chunks (sister, taught with earlier examples mister). to new examples (mister, mother, nnnooo).

Lesson Generalization on saying 3 slowly. Same design features as earlier lessons.

Removed scaffolding---model and lead; go right to test.

Integration of elements: say it slowly and then fast. This is pre-skill sounding out and then saying fast.

Sounding out words = integration of pronunciation, letter-sound correspondence, and saying words slowly. Taught all these elements early and continually. Lesson 15: Assessing and Improving Curriculum Materials Materials provide a comprehensive and varied sample of knowledge….  Task 1: Alphabetic principle

 Task 2: Phomenic awareness (blending—eat, meat)

 Task 3: Fluency, phonemic awareness

 Task 4: Fluency

 Task 5: Fluency

 Task 7: Fluency

 Task 9: Comprehension--- evaluative and inferential

 Task 10: Alphabetic Principle--- letter/sound correspondence

The lessons, units (sequence of lessons), or textbook chapters are built consistently from knowledge items….  Starts with letters, then moves to words, then to sentences, and finally to applying the concepts of the sentence to a picture—practicing comprehension

Lessons, units (sequence of lessons), or textbook chapters state and focus instruction on specific objectives---what students will do.  Yes, clear definitions and questions to check comprehension throughout the task

 Each task is clearly stated at the beginning

Knowledge items are taught in a logical sequence: (1) elements are taught earlier and continually before they are integrated in larger units…  Yes, less scaffolded, instructions are more straight forward towards the end

Lessons in programs or chapters in textbooks are a series of smaller, knowledge-rich units (chunks), such as tasks, exercises….  Yes, the lesson does consist of a series of smaller, knowledge rich units (tasks)

Programs or textbooks teach new knowledge (acquisition) in a systematic and explicit (focused) way, especially tightly coupled knowledge systems:…  The things that the lesson is missing is there is no gaining attention and no modeling with the exception of task 8. Other than that, all criteria are met Materials adequately cover (teach, assess) all phases of mastery: acquisition, generalization, fluency, retention.  Yes, this lesson covers all phases of mastery

Materials provide scaffolding i.e., various kinds of assistance to help teachers communicate information…  The lesson is missing some aspect s of this such as no summaries/glossaries. However, this may not be necessary for this particular lesson

Materials have (a) Placement tests; (b) Periodic mastery tests or check-outs (e.g., every 10 lessons in a reading program;…  Mastery test should check for generalization

Need more tests/checks at the end of the lesson to assess all knowledge obtained by students

Lesson 25: The program covers all but one of the reading skills (vocabulary). Our lesson does not cover phonemic awareness, however we know by analyzing other lessons that the program does include phonemic awareness(both segmenting and blending). It should be noted that fluency is present on all levels.

Task 1 teaches the alphabetic principle (letter-sound correspondence).

Task 2 covers retention (specifically letter-sound correspondence).

Task 3 works on another component of the alphabetic principle, decoding.

Task 4 has yet another example of retention, firming up the new sound (f) acquired in Task 1.

In Task 5 students are integrating all the previously gained knowledge by reading. This task requires both decoding and fluency (reading words).

Task 6 includes retention (reading for the second time), fluency, and comprehension asking both literal (the first two questions) and inferential (last question) questions. One can see the logical progression throughout the lesson.

Task 7 incorporates the use of the picture on page 111 to aid in retention and comprehension. All examples of comprehension are present here, evaluative (Question 1-3), inferential (Questions 8 and 9), and literal (Questions 5-7).

Task 7 also integrates all the elements acquired thus far. Task 8 covers fluency (reading the fast way) and retention (this is the third time they are reading the story).

Task 9 includes word identification and Task 10 is teaching the Alphabetic principle by means of writing out the sounds (letter-sound correspondence in a different way).

Within this lesson new sounds have been taught (f) and reviewed, the students worked on decoding prior to reading the story (logical progression). Each task in the lesson states clearly what students will do (specific objectives). The lesson begins highly scaffolded (Task 1), but becomes less and less scaffolded (no lead in Tasks 2-9). It ends being highly scaffolded due to Task 10 (sounds writing) being a somewhat novel concept (it is introduced in previous lessons but not yet firm). Notice the arrows (highlighting), reminders and hints ("Don't get fooled") wait time (pause), big ideas ("Here's a new sound."), and tests (Questions in Tasks 6,7,8) to provide teachers with assistance (not dictate what they have to say, simply helps them convey information in a more student-friendly format).

There are a few weaknesses that we have detected, one of the main reading skills (vocabulary) is left out. There is no placement test (students must have a certain skill set prior to using this program, i.e. reading from left to right, pointing with finger, following teacher with eyes, and being able to pronounce sounds). There is no routine taught for answering comprehension questions present, no gaining of attention ("Boys and Girls eyes on me"), and little to no verification ("yes that word is sock").

These deficits do not, suffice to say outnumber the many strengths, therefore, it is our opinion that we simply strive to implement these things and continue to use this program.

Lesson 45

Task 1- letter-sound correspondence, decoding Task 2- retention, fluency, concept knowledge Task 3- decoding, fluency Task 4- Fluency Task 5- Decoding Task 6- comprehension, phonemic awareness, fluency Task 7- picture comprehension Task 8- letter-sound correspondence (Alphabetic Principle)

Lesson 75

Task 1- Letter sound correspondence Task 2- Phonemic awareness (segmenting and blending) Task 3- Decoding (alphabetic principle) and generalization Task 4- Fluency and generalization Task 5- Fluency Task 6-Fluency and comprehension

Most of these lessons have decreased scaffolding- no gaining attention and no frame No immediate check/test Lacks error correction in first 4 tasks Lacks wait time Some lessons lack specific objectives There are no placement tests, periodic mastery tests/checks No vocabulary- learn the words but not the meaning of the words Lesson 84 Lesson Skill taught Phase of learning or Comments and suggestions on: Task instructional function: 1. Wording: simple, consistent, focused on 1. Review and firm or objective. reteach examples worked 2. Examples: clarity, varied range, on in the last few lessons juxtaposition to show sameness and to: (1) warm kids up for difference, frequent and regular first; MORE work on that skill e.g., m, s, a, before x and ing; regular (e.g., more examples, new words (sad) before irregular worlds (said). work on fluency or 3. Scaffolding: pre-corrections (“Remember generalization), or (2) firm to…”); attention checks (“What are you up elements that will be going to say?”); highlighting and other integrated into a larger cues (arrows, pointing). whole (a, r, n -> ran). 4. Elements of formats; e.g., explicit 2. Acquisition. instruction during acquisition: gain 3. Generalization. attention, frame instruction (task, 4. Fluency. All levels. objective), model/present information 5. Retention: review and (the first example in the acquisition set), firm or reteach. lead, immediate acquisition test, error 6. Expand; e.g., increase correction and/or verification, more length of words or text. models/examples from the acquisition 7. Integration of elements set), delayed acquisition into a larger whole. test (all examples from the acquisition)-> go on, firm, reteach. 5. Elements (pre-skills) are taught early enough, and are reviewed/firmed continually before they are integrated into larger wholes that USE the elements. L84/T1 Retention (firming up) L84/T2 Alphabetic Retention (firming up) No scaffolding other than touching under Principle - sounds. Examples “were” and “where” are Decoding juxtaposed so students can discriminate between similar words. L84/T3 Fluency in Fluency Verification after each word is read correctly. reading words in Scaffolding includes arrows and pointing. a list L84/T4 Fluency in Fluency Verification after each word is read correctly. reading words in Scaffolding includes arrows and pointing. a list L84/T5 Fluency in Fluency. Integration of All of the pre-skills were taught early and reading elements. reviewed so that child can successfully sentences in a integrate them into reading the story. story L84/T6 Fluency in Retention. Fluency. Questions following story check reading comprehension (inferential and literal). sentences in a story L84/T7 Integration of elements. Picture comprehension tests understanding of the story student read as well as of the picture. L84/T8 Alphabetic Verification after student correctly writes Principle – each letter. Letter-sound correspondence

IS THERE INSTRUCTION ON VOCABULARY?

No. There is no instruction on vocabulary. See Scripted formats in Appendix 3 for teaching vocabulary by synonyms, examples, and verbal definitions. http://people.uncw.edu/kozloffm/Vocabularyrev.ppt

4. Well-designed curriculum materials have scope and sequence charts (or at least subject matter outlines) showing how knowledge is organized—what is covered, and when.

Examples.

Math. http://homeschoolmath.blogspot.com/2006/02/scope-and-sequence-chart-grades-1-7.html

Scope and Sequence for 100 Easy Lessons

Example of Scope and Sequence Chart for Beginning Reading Lessons Strands 1 10 20 30 40 50 50 60 70 80 1. Phonemic awareness Pronounce sounds ______Count/say words in sentences ___ Count/say sounds in words _____ Say first, last, middle ______sound in words Blend sounds into words ______2. Alphabetic principle Letter-sound correspond ______dence m s a e t r Sounding out words ______amem met ma me at sa es et mat rat

Reading sentences ______see me see a rat a rat sat

3. Fluency Say sounds fast ______Say letter-sounds ______(see m, say mmm) quickly Sound out words ______fast Read sentences ______fast 4. Vocabulary [words in stories made from sentences taught] ______rat ram seed sack rock ant 5. Comprehension Repeat sentence ______Identify subject and predicate ______State sequences of events ______Find and state explanations of ______things that happen

5. In well-designed materials, the lessons, units (sequences of lessons), or textbook chapters are built consistently from knowledge items selected from important strands (groups of knowledge). For example, each lesson or unit includes new vocabulary, big ideas, important facts.

In 100 Easy Lessons, that means, each lesson includes phonemic awareness, alphabetic principle, fluency, vocabulary (?), and comprehension.

REGARDING 100 EASY LESSONS.

Examine lessons. Are tasks drawn from the different strands in #3 above?

Strengths, Weaknesses, Improve How? The tasks are drawn from the different strands in 100 easy lessons, and nothing else.

6. Well-designed materials, lessons, units (sequences of lessons), or textbook chapters state and focus instruction on specific objectives— what students will do.

Instructional Objectives

Objectives should state what students will do? They should not speak of know, appreciate, demonstrate, or understand.

Objectives should state the degree of accuracy and completeness, and the speed expected.

For example, how many words read correctly per minute?

See http://reading.uoregon.edu/ for fluency benchmarks.

Does 100 Easy Lessons state and/or focus instruction on clear objectives?

Strengths, Weaknesses, Improve How? 100 easy lessons does not state objectives but states and focuses on what students will do.

7. Well-designed materials teach knowledge items in a logical sequence. In a reading program, this means a) elements of complex skills are taught first; b) a progression of formats from more to less scaffolded; c) examples should move from clearly revealing the information to less clearly revealing the information; d) from common to less common examples (for example, regular words first then irregular words); e) separate confusing items.

Knowledge Analysis

a. Is there a logical sequence? Do they teach elements first? What do they teach at the end? Do a knowledge analysis of the material.

Knowledge Analysis of Terminal Performance of 100 Easy Lessons

Look at the story in Lesson 100. What is the terminal performance? 1. Eight paragraphs 2. 27 sentences 3. Average number of words per sentence is about 6 or 7 4. Narrative and speech (quotes), commas 5. To read sentences you need to be able to sound out words and say it fast. 6. Segment and blend= phonemic awareness

7. Have to know sounds that go with letters

8. Need to know how to pronounce the sounds.

9. In order to answer comprehension questions the child needs to use comprehension routines.

What objectives might define a proficient terminal performance? 1. 60 correct words a minute 2. Error limit is 1 out of 20 (?) 3. Answer the comprehension questions; 90% correct on literal 4. Kid reads with enjoyment 5.

Now ask yourself what elementary skills/knowledge are embedded in doing the terminal performance defined by the objectives. Analyze THESE into even smaller elements until you are down to “The student breathes.”

Skills Knowledge Needed

1. Eight paragraphs. They need to read whole paragraphs

2. 27 sentences. They need to read whole sentences 3. Average number of words per sentence is about 6 or 7. They need to read sentences that have at least 7 words. 4. Narrative and speech (quotes), commas. They need to pause when they see commas. They need to state what somebody said when they see quotation marks. 5. To read sentences you need to be able to sound out words and say it fast. 6. Segment and blend= phonemic awareness. 7. Have to know sounds that go with letters 8. Need to know how to pronounce the sounds. 9. In order to answer comprehension questions the child needs to use comprehension routines. 10. Fluency at all levels. Now answer the following questions. a. Do the materials teach elements or parts (necessary pre-skills and background knowledge) before teaching new material that requires skill with the parts.

Yes, e.g. they teach you 1) the sound the goes with the letter 2) that you look at the letter from left to right and 3) segmenting words. They also teach you 1) to read word lists before sentences 2) sentences before paragraphs 3) fluency with words before fluency with sentences

b. Teach pre-skills and background knowledge (elements) early enough and continually, so that students are firm.

Yes, they teach elements multiple times before they are used.

c. Teach what is more general and more frequent before what is irregular or uncommon.

Yes, for example they learn regular words before “funny” words. They also teach regular words before they teach the little letter and silent letter, and common words before they teach less common words. d. Separate instruction on similar and confusing knowledge items.

Yes, for example, b and d are separated by 42 lessons. e. Teach what is more useful before what is less useful in reading.

Not applicable

They don’t teach the routine for answering comprehension questions. b. Is there a progression of formats, from more to less scaffolded? Yes

Do a skills trace. Pick a skill or strand (e.g., letter-sound correspondence). See appendix 1

See skill trace for 100 Easy.

(a) Are several different formats (teaching procedures) used? Do these formats begin with more scaffolding and teacher direction, and gradually teach students to do the task independently?

Do examples used in earlier formats (lessons) teach students knowledge needed for examples in later formats (lessons)?

8. In well-designed materials, the lessons (math, writing, spelling, reading, or foreign language programs) or chapters (history or science textbooks) are a series of smaller, knowledge-rich units (chunks), such as tasks, exercises, or paragraphs. [No filler and pc baloney.]

Each chunk (task) serves a clear instructional function. Ask, “What is THIS section supposed to do?” It should: a. Teach something new (facts, lists, concepts, rules, cognitive routines). [acquisition] b. Summarize. c. Build fluency. d. Review and probes/tests (retention). e. Expand---add more to existing facts, examples, concepts. f. Generalize knowledge to new examples. g. Strategically integrate---combine information into a larger whole, such as an explanatory essay, or a research project.

Regarding 100 Easy Lessons. Examine a sample of lessons. For each task in a lesson,

(a) What strand of knowledge is taught?

(b) What phase of instruction is worked on?

Does each chunk serve a clear instructional function?

Yes, each chunk serves a clear instructional function.

9. Well-designed materials (either lesson-based programs or textbooks) teach new knowledge in a systematic and explicit (focused) way: a. Do they review and firm prior knowledge, or pre-skills? b. Regarding new knowledge, do they gain attention, frame new task, model, lead, test/check, verification; correct errors; more examples; delayed acquisition test?

Do they use the procedures appropriate for each form of knowledge (fact, list, sensory concept, higher- order concept, rule, routine)?

Is instruction in general systematic, explicit, focused, and direct?

Tightly-coupled knowledge systems and how to teach the six kinds of knowledge

c. Do they review and firm what was just taught.

They do not gain attention and they rarely have a lead. There is also rarely verification. We will add the elements that are missing.

10. Well-designed curriculum materials adequately cover (teach, assess) all phases of mastery: acquisition (see #9), generalization, fluency, retention.

For each phase, there are stated objectives, instructional procedures, assessment of progress, and suggested remediation (if there is too little progress) based on assessment data.

Phases of Mastery

Phases of Mastery Table

Regarding 100 Easy Lessons

After acquisition, are generalization, fluency, and retention worked on for items in each strand? Specifically,

(a) Generalization. New examples? Comment. Yes

(b) Fluency. Is there work on fluency from small components (e.g., saying sounds) all the way to large components (e.g., reading passages)?

Comment.

Yes, they start with saying sounds fast, then words, then sentences, then stories.

Is fluency instruction systematic and explicit? Comment.

Yes, the teacher tells students what to do and models the examples. They also provide scaffolding such as reminders not to stop between sounds.

(c) Retention. Does the retention set (during review) include newest items and some old items? Comment. Yes, the retention set includes new items and old items.

Strengths, Weaknesses, Improve How? 11. Well-designed curriculum materials provide scaffolding; i.e., various kinds of assistance to help teachers communicate information, and to help students acquire, organize, retrieve, and apply information/knowledge.

Examples are stated objectives, highlighting, reminders and hints, wait time, big ideas, advance organizers (lesson and unit outlines, guided notes, concept/proposition maps), summaries, glossaries.

Regarding 100 Easy Lessons

Are there the above sorts of scaffolding?

Strengths, Weaknesses, Improve How? Yes, but it starts from more scaffolding to less scaffolding. There are more leads at the beginning than the end. The teacher lead instruction diminished throughout text. Also, the arrows and the dots…

12. Well-designed curriculum materials have a. Placement tests. b. Periodic mastery tests or check-outs (e.g., every 10 lessons in a reading program; after every new skill in a math program) to assess acquisition, fluency, generalization, and retention. c. Tests/checks after every task. d. Tests/checks at the end of every lesson (review and firming).

Materials also provide guidelines for deciding when students’ performance on assessment means that they (1) are firm and can move ahead; (2) need firming on certain knowledge; (3) need reteaching; or (4) need intensive instruction. Materials also provide plans and procedures for such remediation.

Example of Mastery Tests/Checkouts for 100 Easy Lessons .

Lessons 1-10

Blank template for Mastery Tests/Checkouts for 100 Easy Lessons

Four-Level Procedure for Remediation Strengths, Weaknesses, Improve How?

Placement Test Skills needed to participate 1) Student looks at what teacher points to. 2) Student has to take turn when signaled. 3) Student does what he/she was told to do two seconds earlier. 4) Student has to repeat a model. 5) Student properly articulate sounds. 6) Student has to do what he/she did several tasks ago.

Test 1) Teacher points to object in a picture. Does child follow her finger? Repeat with several more. 2) Teacher holds up picture of a cat, points to the cat, says “this is a cat”. Teacher asks “what is this?” child answers correctly. Teacher holds up picture of a sun, points to the sun and says, “this is the sun”. Teacher asks, “what is this?” and child answers correctly. 3) If child does not pass item one, teacher points to object in picture and says, “follow my finger”. Child then follows finger and looks at the object. 4) Student has to take turn when signaled. Teacher says, “I’ll say a sound then you say that sound. Aaaaa” Child repeats model within five seconds. Repeat with several more sounds. Teacher touches book and says, “do this” and child touches the book. 5) Repeat number 2

Rule If the child does not demonstrate all elements of the pre-test, then the teacher will hold off on instruction until all students are firm on the pre-test elements.

Regarding 100 Easy Lessons. a. Is there a placement test? If not, make one. See appendix one. b. Are there instructions for how to correct errors? List procedures.

Yes, there are error corrections for different kinds of errors.

C. Are there periodic checkouts or mastery tests that give information on what to reteach, or if students need a more intensive kind of instruction?

If there aren’t, what shall we do? I guess we’ll have to make them. How?

At each tenth lesson, add (1) a review of new items taught; (b) a retention set that samples past lessons; (c) a generalization set (new examples) for all of the skills taught in the preceding 20 lessons; (2) a set of guidelines for evaluating performance, along with suggestions for remedying weakness. Example of Mastery Tests/Checkouts for 100 Easy Lessons . Lessons 1-10

Blank template for Mastery Tests/Checkouts for 100 Easy Lessons

For example: (1) need to ensure that teacher is (a) following the program, and (b) is teaching proficiently; (2) reteach certain elements or pre-skills; (3) need more intensive (more scaffolded) instruction.

See appendix three.

INSTRUCTION

1. Students are prepared for new material being taught. They are firm on the pre-skill elements and/or background knowledge.

2. Instruction is designed on the basis of objectives, and focuses precisely on objectives.

3. Instruction begins with review, especially elements and background knowledge relevant to the current instruction (pre-skills). The teacher corrects errors and firms knowledge or reteaches before introducing new material that requires this background knowledge.

4. The teacher gains student readiness: attention, sitting properly, materials handy.

5. The teacher frames the instruction by stating the kind of new knowledge to be taught, the objectives, and big ideas that will help students organize, remember or access, and comprehend the new knowledge, and connect new with prior knowledge. Strengths, Weaknesses, Improve How?

6. The teacher models or presents new information clearly and focuses on the objectives. The teacher: (a) Shares his or her thought processes. (b) Uses clear wording. (c) Repeats the information as needed. (d) Presents one step or item at a time in a list or routine, depending on how many steps or items students can handle.

7. The teacher leads students through the application of the new information.

8. The teacher gives an immediate acquisition test/check to determine whether students learned the new information. The teacher tests/checks every time new information is presented to be sure that students learned it. This is especially important when teaching diverse learners, essential material, and difficult material.

9. The teacher corrects all errors and/or firms weak knowledge.

**Matter of fact way and directed to the group.

**Model. Teacher immediately gives the answer or demonstrates the step.

** Lead. Students say the answer or do the step with the teacher.

**Test/check. Teacher asks the question or gives the problem step again.

**Verification. Specific praise.

** Retest/starting over.

**Delayed test. Teacher comes back and checks again.

10. If new material is a concept, rule-relationship, or cognitive routine, the teacher: ** Uses a wide and varied range of examples.

** Juxtaposes examples to reveal sameness.

** Juxtaposes examples and nonexamples to reveal difference.

11. The teacher gives a delayed acquisition test (calling on both the group as a whole and then individual students) to determine whether students learned the concept, rule relationship, or cognitive routine from the examples and nonexamples, or whether students remember the set of facts presented.

12. The teacher reviews the instruction (e.g., main things taught) and states how what was taught is relevant to next lessons.

The review:

** States what was learned, how it built on what came before, and how it will be built on by next lessons.

** Has students once more reveal essential knowledge.

13. The teacher uses information from the delayed acquisition test to determine whether students have sufficiently mastered the new material and can advance to the next step of instruction, or whether reteaching or more intensive instruction for some students is needed.

14. The teacher teaches at a brisk pace by speaking more quickly; staying on task; using words whose meanings are clear; using the same instructional vocabulary from one task to another; cutting out unnecessary words. Strengths, Weaknesses, Improve How?

15. The teacher gives frequent opportunities for group (choral) and individual responses to test/check learning.  The teacher asks the question first, and then calls on the group or an individual.  The teacher think time before calling on the group or an individual.  After presenting new information, the teacher calls on the group as a whole.  After calling on the group, the teacher calls on individual students, and makes sure to call on students who have made errors or who in general have a harder time learning.

16. The teacher uses pre-corrections, or reminders, to prevent errors. For example, “When we see an x between two numbers or parentheses, we multiply. What do we do when we see an x between two numbers or parentheses? Multiply. Yes, multiply.”

17. The teacher uses a questioning technique such as Socratic dialogue as an instructional/communication procedure.  Asking questions that probe students’ knowledge.  Asking questions that require students to use rules of reasoning.  Helping students revise their knowledge.

18. When students are firm on new knowledge (acquisition phase), the teacher works on generalization of knowledge to new examples, fluency, and retention of knowledge.

19. Increase time available for teaching and time engaged in teaching.  Decrease noninstruction activities.  Use activities for which students are prepared.  Make certain subjects sacred.  Use lesson-based materials.  Use routines for distributing materials.

Teach and practice getting ready for learning

Strengths, Weaknesses, Improve How? 20. If Possible, teach in small, homogeneous Groups.  Give pre-tests or placement tests to place students in groups with other students at the same level or spot in a program.  During beginning instruction, keep the group small—say six to eight students.  Groups can consist of students from different classes and grade levels (at most two grade levels, as a rule).  Note students’ progress. Move students who are making quicker progress to groups with similar students.

21. The teacher uses different kinds of instructional groupings properly, including whole class instruction; small, homogeneous groups; small, heterogeneous groups; and paired peer groups.

22. The teacher establishes a learning community with:  A shared group mission.  Shared group rules.  Shared high expectations.  Reinforcement for individual and group achievement.  Students sitting near and facing the teacher.  Providing frequent opportunities to respond (choral group, and individual).  Ensuring mastery of every task.  Celebrating progress.

Strengths, Weaknesses, Improve How? APPENDIX 1

Skill Trace for Decoding

These are the formats used in Teach Your Child to Read in 100 Easy Lessons. They progress from more to less scaffolded (with reminders and instructions) and from less to more steps done by the student. The principle is that the student performs the steps with which he or she is already most skilled—has practiced more in earlier lessons.

First Format. L3 T6 1. I’m going to say the sounds on the arrow. aaaammm a m ------>

2. This time I’m going to say the sounds. You touch under each sound as I say it. Put your finger on the first ball. Get ready. aaammm 3. Again, finger on the first ball. Get ready. aaaammm

L3 T7 sa L4 T5 ma L4 T6 sa

Transition: pre-skills for the second format. L5 T6 __ e ----->

1. Your turn to touch the sounds and say them. First you’re going to say this sound slowly and then say it fast. Touch the first ball of the arrow. You’re going to move to the next ball on the arrow and stop. When you stop, say the sound slowly. Do it. eeee Now say it fast. e [Repeat with s, m, a]

Second format. L5 T8 _ e m ------> 1. You’re going to touch under these sounds and say them. Here’s what you’re going to say. eeemmm. Say that. eeemmm.

2. Touch the first ball of the arrow. Get ready to touch under the sounds and say them. [signal] eeeemmm Good sounding it out. [Repeat with es.]

L6 T7 me, se L7 T8 at, et, met L8 T7 mat

Transition: pre-skills for the third format. L9 T3 1. Say rrraaat. rrraaat Say it fast. rat [Repeat with road, run, ram, am, men, eat, seat. Repeat.]

Third format. L9 T4 1. I’m going to sound out this word. Then you’ll say it fast m a t ------>

2. What’s the first sound I’m going to say? mmmm What’s the next sound I’m going to say? aaaa What’s the next sound I’m going to say? t 3. My turn to sound it out. mmaaat. Say it fast. mat 4. You’re going to sound out this word, then say it fast. Sound it out. [T touches under sounds.] mmmaaaat Say it fast. mat Yes, what word? mat You read the word mat. Good reading. L9 T5 sat L9 T6 am

Fourth format L9 T8, 9 a m ------>

1. You’re going to touch under the sounds as you sound out this word and say it fast. What’s the first sound you’re going to say? aaa What’s the next sound you’re going to say? mmm 2. Touch the first ball of the arrow. Take a deep breath and say the sounds as you touch under them. Get ready. Go. aaammm Touch the first ball and sound it out. aaammm 3. Say it fast. am Yes, what word? am You read the word am. Good reading. L9 T 9 sat

Repeat of Third format. L10 T4 [am], 5 [me], 6 [see] Repeat of Fourth format. L10 T9 [see] (compare with L10 T6) T10 [me] (compare with L10 T5) Fifth format L11 T5

a m ------>

1. You’re going to read this word. You’re going to sound it out. Then you’re going to say it fast. 2. Sound it out. aaammm Say it fast. am What word? am [Repeat with ram, eat, see, rat]

Sixth format L11 T8 a t ------>

s a t ------>

1. You’re going to read these words. 2. Touch the first ball of the arrow for this word. Sound it out. aaaat. Touch the first ball and sound it out again. aaat. Say it fast. at What word? at Yes, at. [Repeat with sat]

Seventh Format. L 12 T 5 s e e d ------>

1. You’re going to read this word. You’re going to sound it out. Then you’re going to say it fast. Sound it out. ssseeeed Say it fast. seed What word? seed [Repeat with sam, rat, me]

Eighth Format L28 T2 a n t ------> 1. Now you’re going to read these words. Sound it out. aaannnt What word? ant. Yes, ant. 2. You’re going to read this word the fast way. But first I’m going to move my finger down the arrow three times. Take a good look at the sounds and see if you can remember this word. But don’t say the sound out loud until you read it the fast way. Read it the fast way. Ant. Yes, ant. Good reading.

Ninth Format L32 T4 du ck ------> > win ------>

1. Now you get to read all the words on this page the fast way. 2. I’ll go down the arrow one time and touch the sounds. Figure out the word. But don’t say anything out loud until I tell you to read the fast way. 3. Read it the fast way. duck Yes, duck.

Tenth Format [story] L33 T10 12 w e see a du ck ------> > T 10 1. I’m going to read the first part of this story the fast way. Later [T12], you’ll get to read that part the fast way… T12. 1. Now it’s your turn to read the first part of the story the fast way. Touch the first word and read it the fast way. Don’t sound it out aloud. Just figure it out to yourself and read the

fast way. we 2. Read the next word the fast way. see 3. Good reading the fast way.

Eleventh Format Word list sh a ck she we fill will shot got lot ------>

1. Sound it out [shack] shshshaaak What word? shack 2. Now you get to read all these words the fast way. 3. Read it the fast way. shack. Yes, shack. Twelfth Format Story arrow and L40 T7 First reading 1. Now you’re going to read the story and I’ll ask questions. Finger on the ball of the top line. Sound out the first word. thththee. What word? the 2. Sound out the next word. cooowww. What word? cow 3. Now we’re going to read what the cow said. The cow said.

T8. Second reading 1. You’re going to read the story again. Find the first period. Read all the way to that period and stop. Sound out each word and tell me the word. When you get to the period, I’ll ask a question.

T9. Third reading 1. You’re turn to read to the first period of this story the fast way. Find the period. Then read each word the fast way. Thirteenth Format Has arrow and L44 T4 Story First Reading You’re going to read this story by sounding out each word. Then you get to read the whole story the fast way. First sound out each word and tell me the word.

Fourteenth Format Remove the Balls L42 T1 They keep the arrow but drop the balls. Letter-sounds L46 T4 They keep the arrow and drop the balls. Words horizontal L48 T5 They keep the arrow and drop the ball. Words vertical list. L50 T7. They keep the arrow and drop the ball. Story. Appendix Two Entry Test

Skills needed to participate 1. Student looks at what teacher points to. 2. Student has to take turn when signaled. 3. Student does what he/she was told to do two seconds earlier. 4. Student has to repeat a model. 5. Student properly articulate sounds. 6. Student has to do what he/she did several tasks ago.

Test 1.Teacher points to object in a picture. Does child follow her finger? Repeat with several more.

2.Teacher holds up picture of a cat, points to the cat, says “this is a cat”. Teacher asks “what is this?” child answers correctly. Teacher holds up picture of a sun, points to the sun and says, “this is the sun”. Teacher asks, “what is this?” and child answers correctly.

3. If child does not pass item one, teacher points to object in picture and says, “follow my finger”. Child then follows finger and looks at the object.

4. Student has to take turn when signaled. Teacher says, “I’ll say a sound then you say that sound. Aaaaa” Child repeats model within five seconds. Repeat with several more sounds. Teacher touches book and says, “do this” and child touches the book.

Rule If the child is week on one item, start the program but work on that item. If the child does not improve, provide extra practice on that item. Appendix 3. Scripted Formats for Teaching Vocabulary by Synonyms, Examples, and Verbal Definitions

Teaching Vocabulary by Examples

Format 1 Here’s a new word: circle What word? Circle Spell circle What word? Circle Yes, circle. Examples: This is a circle (small) This is a circle (large) This is a circle (blue) This is a circle (clock) This is not a circle (square) This is not a circle (red oval) This IS a circle (small) Test Is this a circle? Use above examples of circles and non circles. Is this a circle? Use new examples such as beach ball, marble, wheel, egg, watermelon.

Format 2 “Boys and Girls, Eyes on me!” o Here’s a new word: horse

o What word?

o “Yes, Horse”

o Spell horse

o What word?

 This a horse (big)

 This is a horse (small)

 This is a horse (black)

 This is a horse (jumping)

 This is not a horse (zebra)

 This is not a horse (cow)  This is a horse (show horse)

Test with examples and non-examples from before. Then with new examples and nonexamples

Format 3 Here’s a new word. (point) horse What word? Spell horse Good job, horse. What word? This is a horse (big) This is a horse (little) This is a horse (brown) This is a horse (jumping) This is not a horse (donkey) This is not a horse (mule) This is a horse (big) Test: Is this a horse? Test with all the examples and nonexamples. (Delayed acquisition test) Then test with NEW examples and nonexamples (Generalization test)

Format 4

Heres a new word [point] dog What word? Yes, that word is dog Spell dog Yes, good you spelled dog What word? Yes, dog This is a dog [small] This a dog [big] This is a dog [yorkie] This a dog [playing] This is not a dog [cat] This is not a dog [horse] This IS a dog [small] Is this a dog? Test with all the examples and non-examples [delayed acquisition test] Test with NEW examples and non-examples [generalization test] Is this a dog [cow] Is this a dog [Labrador] Is this a dog [raccoon] Is this a dog [rabbit] Is this a dog [Pomeranian] Is this a dog [rat] Is this a dog [german shepherd] Is this a dog [squirrel]

Format 5

Here’s a new word. (point) elephant. What word? Spell Elephant. What word? This is an elephant. (baby) This is an elephant. (momma) This is an elephant. (Circus elephant) This is an elephant. (jungle) This is not an elephant. (Hippo) This is not an elephant. (polar bear) This IS an elephant. (baby) Test Is this an elephant? Test with all the examples and nonexamples. (Delayed acquisition test) Then test with NEW examples and nonexamples. (Generalization Test)

Format 6 Here’s a new word [point] cat What word? -Yes, cat. Spell cat. What word? This is a cat. [Kitten] This is a cat. [Lion] This is a cat. [Orange] This is a cat. [Black] This is NOT a cat. [Bunny] This is NOT a cat. [Dog] This is a cat. [Kitten] Test Is this? (Reshow pictures above)

Format 7

Sample format for teaching vocabulary by examples

Here’s a new word… [point] human.

What word? Spell human.

What word?

EXAMPLES AND NONEXAMPLES: This is a human [baby] This is a human [grandpa] This is a human [little girl] This is a human [man] This is NOT a human [baby goat] This is NOT a human [tree] This is a human [woman]

TEST: Is this a human? (Test with all the examples and nonexamples [delayed acquisition test])

Then test with NEW examples and nonexamples [generalization test]

Format 8

Sample Format for Teaching Vocabulary by Examples.

“Boys and Girls, Here’s a new word. Dog (point).”

“What word?” (Dog)

“Yes, that’s Dog. “

“Spell dog.”

(d-o-g)

“Yes, d-o-g, dog.”

Examples.

“This is a dog.” (small)

“This is a dog.” (large)

“This is a dog.” (black)

“This is a dog.” (brown, running)

Nonexamples.

“This is not a dog.” (black cat) “This is not a dog.” (brown squirrel running)

Example.

“This is a dog.” (small)

“Is this a dog?” (Show the delayed acquisition set with all examples and nonexamples.

“Is this a dog?” (Show the generalization test, new examples and nonexamples, be sure to juxtapose similar size and color objects for examples and nonexamples … small black dog next to small black raccoon or big brown running dog next to a lion.)

Teaching Vocabulary with Synonyms

Format 1

Here’s a new word [point] interpret. What’s the word? -Yes, interpret. Spell interpret. What word? Model Interpret means to understand something for its meaning. What does interpret mean? -Yes, interpret means to understand something for its meaning. *He understands a story for its meaning. He interprets the story. *He understands the picture for its meaning. He interprets the picture. Test *He understands the word problem for its meaning. Tell me…. he interprets or NOT interprets. -Yes, he interprets the word problem for its meaning. *He does NOT understand the meaning of the poem. Tell me…. he interprets or NOT interprets. -Yes, he does NOT interpret the word problem. Application I’ll say a sentence with old words and then I’ll say that sentence with our new word. *He understands the movie for its meaning. He interprets the movie. *He understands the science experiment for its meaning. He interprets the science experiment.

Format 2 Model: Here is our new word (point) enjoy. What’s our new word? Spell enjoy. Yes, enjoy. What word? Models: Enjoy means to have fun. What does enjoy mean? Yes, enjoy means to have fun. John has fun when he plays baseball. He enjoys playing baseball. Rachel has fun when she dances. She enjoys dancing. Test: She has fun when she hangs out with her friends. – Is she enjoying it or not enjoying it? Good job! She is enjoying it! Shelby does not have fun doing her homework. – Is she enjoying it or not enjoying it? Good job. Application: I’ll say a sentence with our old word and then I’ll say a sentence with our new word. Rachel has fun playing with her cat. I’ll say that with our new word. Rachel enjoys playing with her cat. Your turn. Good job. Rachel enjoys playing her cat. Test: I’ll say a sentence with our old word and then YOU’LL say a sentence with our new words. John has fun listening to his Ipod. Say that with our new word. John enjoys listening to his Ipod. Good job. John enjoys listening to his Ipod.

Format 3

Here’s a new word: integrate What’s our new word? Integrate Spell integrate What word? Integrate Integrate means to combine together. What does integrate mean? Yes, integrate means to combine together. Examples: Billy combined red and blue blocks in his castle. Billy integrated red and blue blocks. Sally combined together her yellow and green M&M’s. Sally integrated her yellow and green M&M’s. Test He combined together his trucks and cars. Does he integrate or not integrate? Megan did not combine her crayons and markers. Did she integrate or not integrate?

I’ll say a sentence with old words then I’ll say that sentence with our new word Rachel combined her apples and grapes. I’ll say that with our new word. Rachel integrated her apples and grapes. Now it’s your turn; I’ll say a sentence with old words then you’ll say that sentence with our new word. John combined his carrots and celery. Say that with our new word? Yes, John integrated his carrots and celery. Good job!

Format 4

New word [point] synonym. What’s our new word? -Yes, synonym. Spell synonym. What word? -Yes, synonym.

Model A synonym is a word that has the same meaning as another word. Say the definition. -Yes, a synonym is a word that has the same meaning as another word. Examples and non-examples Examples must be quite different but clearly reveal the few defining features. Non- examples must be just like examples but without the defining features (for clear contrast). *This is a synonym. Big is a word that has the same meaning as large. *This is a synonym. Beautiful is a word that has the same meaning as pretty. *This is a synonym. Unhappy is a word that has the same meaning as sad. *This is NOT a synonym. Cat is does not have the same meaning as dog. Acquisition Test. Examples and non-examples from acquisition set Is this...? Is this…? Is this…? Etc. Generalization Test. Is this…? Etc. Format 5

Here’s a new word… [point] tiny.

What’s our new word?

Spell tiny.

What word?

MODELS: Tiny means very small in size.

What does tiny mean?

Her dog is very small in size. Her dog is tiny.

The rock was very small in size. The rock was tiny.

TEST: The elephant was very large in size. Tell me…tiny or not tiny?

The baby blanket is small in size. Tell me…tiny or not tiny?

APPLICATION: I’ll say a sentence with old words and then I’ll say that sentence with our new word.

The coin was very small in size.

I’ll say that with our new word. The dime was tiny.

Your turn.

I’ll say a sentence with old words and then YOU’LL say that sentence with our new word.

The dollhouse was very small in size.

Say that with our new word.

The dollhouse was tiny. Format 6

Heres a new word [point] little Whats our new word? Spell little What word?

Little means something small in size or amount What does little mean? Yes little means something small in size or amount

There was a lot of small sized dogs at the park today… there were a lot of small dogs at the park I only want a small amount of carrots mom…. I only want a little carrots

There is a small amount of food on my plate… tell me is there a little or not? There is a large dog in the park… tell me is it little or not? I’ll say the sentence with our old word then with our new word. There is a small number of celery sticks on my plate There is a little bit of celery sticks on my plate

Your turn. I’ll say a sentence with the old word then you’ll that sentence with our new word There is not a lot of sticks on the ground. Say that with our new word There is a little bit of sticks on the ground.

Format 7

Sample Format for Teaching Vocabulary by Synonyms.

“Boys and Girls here’s a new word.”

“Our new word is misbehave. What word? ” (Misbehave)

“Spell misbehave.” M-i-s-b-e-h-a-v-e

“Yes, m-i-s-b-e-h-a-v-e”.

Models.

“Misbehave means to not follow rules. “ “What does misbehave mean?” (Students repeat to not follow rules)

“Yes, misbehave means to not follow rules.”

“Johnny was told not to run in the hallway and he doesn’t follow the rules. Johnny misbehaves.”

“Jill’s mom says “Don’t cross the street without looking both ways”, Jill doesn’t follow the rules. Jill misbehaves.”

“Mikey’s mom says no eating cookies in bed. Mikey doesn’t follow the rules. Tell me, Does Mikey misbehave or not misbehave?”

Application.

“I’ll say a sentence with old words and then I’ll say a sentence with our new word. Jack does not follow the rules on the playground. Jack misbehaves on the playground. “

“Okay boys and girls YOUR TURN, I’ll say a sentence with old words and then YOU’LL say a sentence with our new word. GET READY. Jamie doesn’t follow the rules on the school bus.” Say that with our new word. (Jamie misbehaves on the school bus.)

Teaching Vocabulary with Verbal Definition

Format 1

New word… [point] transportation.

What’s our new word?

Spell transportation.

What word?

MODEL: Transportation is a method of moving from one point to another.

Say that definition. EXAMPLES AND NONEXAMPLES: This is transportation [car] This is transportation [airplane] This is transportation [boat] This is NOT transportation [sandwich] This is NOT transportation [sitting on chair] This is transportation [train]

Format 2

Here’s a new word. Automobile What’s our word? Automobile Spell automobile. Yes, automobile. Model A four wheeled object that takes you from place to place. Say that definition.

Examples: Car Truck Van Non examples: Plane Train

Is this an automobile? Use examples and non examples from above Is this an automobile? Use new examples and non examples such as SUV, scooter, cab, and limo

Format 3 New word …(point) paleontologist Whats our new word (point) Spell paleontologist Good job, paleontoglist. What word? Yes, paleontologist Model: Example: Paleontologist is someone who searches for bones and artifacts Say that definition. A paleontologist- someone who searches for bones and artifacts This is a bone.

This is not a paleontologist. It is NOT someone who searches for bones and artifacts. It is just a bone by itself

Format 3

Sample Format for Teaching Vocabulary by Definition.

“Boys and Girls, We have a new word…entrance” (point)

“What word?” (entrance)

“Yes entrance”.

“Spell entrance”. (e-n-t-r-a-n-c-e)

“Yes, e-n-t-r-a-n-c-e”

“What word?” (entrance)

“Entrance is a door that leads into a building. Say that definition.” (entrance is a door that leads into a building)

“Yes, entrance is a door that leads into a building.”

Examples. “This is an entrance.” (red door with enter written on it) “This door is leading into a building, How do we know?” (Because it says enter on it)

“This is an entrance.” (yellow door heading into a building) “This door is leading into a building also, How do we know?” (Because it is heading into a building, students should recognize that not all entrances will have the word enter written on them, nor will they all be doors, but for our purposes here they will be.)

Nonexamples.

“This is not an entrance”. (red door inside a building that says exit) “This is not an entrance because we are already inside the building; this is an exit, a way to leave the building”.

“This is not an entrance.” (yellow door inside a building that says “Do Not Enter. Employees Only.”) “This door is not an entrance because we are already inside the building”.

Acquisition Test.

“Is this an entrance?” (Using same examples and nonexamples from acquisition set.)

Generalization Test.

“Is this an entrance?” (Using new examples and nonexamples from a generalization set.) Be sure to have test focus mostly on position of doors… do they lead into the building or are they already inside. Appendix Mastery Test for Teach Your Child to Read in 100 Easy Lessons 1. Make a mastery test for every ten lessons; e.g., 1-10, 11-21, etc. 2. Test each child individually. 3. Have one test copy from which the child reads (e.g., Mylar coated) and a second copy that you score as the child reads. Mark each item with which child makes an error. 4. If children make common errors, reteach the group in later lessons (e.g., words, sentences) and retest later. 5. If children make particular errors (e.g., words, sentences), reteach, and retest individually later. 6. Include: a. A sample of words that were presented individually or in lists or displays; e.g., 25. This assesses retention. b. Recombine letters in these words to make new words; e.g., 25. This assesses generalization and, by implication, acquisition. c. A sample of sentences that were presented in “stories.” Sentences can be taken from different stories; e.g., 10. This assesses retention. d. Recombine words in these sentences to make new sentences; e.g., 10. This assesses generalization and, by implication, acquisition. Letter-sound and Words Worked On Generalization words Sentences Worked On Generalization Sentences Mastery Test for 100 Easy Lessons Mastery Test Lessons 1-10 Sounds and Words Worked On m, s, a, ē, t, r am, sa, ma, mē, sē, ēm, ēs, sē, at, ēt, mēt, mat, sēt, sat

Generalization words mēs, tē, tēm, tēs, tas, mas, sam, tam, tēt, mēm, sēs

Sentences Worked On N/A

Generalization Sentences N/A

Mastery Test Lessons 11-20 Sounds and Words Worked On r, m, t, a, s, e, d, I, th, c, am, me, see, sat, eat, ram, rat, at, seed, sam, seat, sad, mad, meat, read, ear, meet, is, it, seem, this, that, the, mitt, rid

Generalization words mas, das, dat, det, des, ces, cas, cat, cet, tas, tar, tad, tha, thar, them

Sentences Worked On See me eat See me read Mad at me Read it That rat is sad Sam is mad at me See the ram sit The ram is sad Generalization Sentences Sam is sad See the rat The rat is sad See Sam eat See the meat Eat the meat The cat is sad I am mad at Sam Sam is the rat See me eat Eat the seed It is a seat That is sad It is a mitt I am Sam Mastery Test Lessons 21-30.

Sounds/Words worked on: o, ē, d, i, th, c, r, s, a, t, m, n, f, u, l. sick, rack, this, am, mad, mēēt, cat, that, mom, rod, rat, sock, rock, it, this, sack, on, not, in, an, can, man, sit, mē, ant, fat, fan, fēēt, if, and, fin, fun, run, ēat, at, mud, sun, fit, fēēd, nut, sēēd, sand, land, little, fill, lot, lid, lick.

Generalization Words: than, crust, must, full, tēam, mat, fēēl, rēēl, lit, do, done, dēēd, …

Sentences Worked On: this cat is sick. This cat is sad. That is a sēēd. Sēē a ram ēat it. This is a rock. Sam is at the rock. A rat is in a sack. That rat is not sad. The sock is nēar a man. A cat is in that sock. A man sat on a ram. That ram can not sēē. An ant is fat. It can sit and ēat. A sock is in the sun. thē sock is on mē. An ant can ēat a sēēd. That sēēd is in thē mud. This is a cat. Thē cat can run. Mud is on thē cat.

Generalization Sentences: thē mat is in thē mud. a little rat is on thē sock. Th fat cat is full. Fill thē rack. A tēam is on thē ram. Thē cat licks the crust. Thē rat is done. I fēēl mad. A rēēl is red. Thē ant lit thē sun. I do not fēēl sad. That sēēd is done. Lessons 41-50

Sounds & Words K, h, sh, g, u, n, was, has, lick, that, the, kick, she, sick, rock, feel, cow, c, th, a, i, l, w, his, not, hug

Generalization Words gun, thick, sock, hate, shock, wail, sat, hung, hat, late, we, thug, gate, tail, hail, mail, snail, mate, hot, will, run, now, knot, fish Sentences The cow sat on a little gate. A fish ate a rock. She can kick. She can lick. Is she a man? So he ate cake. He has no feet. He has no nose. He is not a cow. He is not a cat. I can kiss a cat. Can a cow kiss me? Can a cat lick a kitten? We save rocks. So she gave him a sock on his nose. The old man was cold. A man gave an old coat to an old goat. Generalized Sentences He has no mail. The old fish was cold. Is she a fish? He has no sock. She ate snail. I can kiss a thug. We hate socks. I hate hot socks. He is not a gun. She has no hat. I can kiss a mate. She gave him a knot on his tail.

Mastery Test Lessons 51-60 Sounds and Words Worked On: Ch, Sh, p, th, v, k, p, h, k, a, ē, ō, u, b, ing, l, ī, y Will, fish, log, cars, park, gōat, shop, chop, cāme, thē, girl, shēēp, cākes, ship, farm, cows, hōme, met, pots, said, little, down, gāve, fēēt, rāin, mē, chicks, farm, bug, duck, getting, lēaf, āte, walk, sitting, bīte Generalization Words: Shark, pēēp, kōme, fitting, chalk, thop, farming, kīte, kirl, shāve, chāve, bill, yots, balk, shicks Sentences Worked On:  hē had sand in his ēars.

 thē dog will ēat his car.

 a dog was in thē fog.

 hē has little cars.

 hē has pots with tops

 a girl met a man in the rāin.

 the man and the girl went in the pet shop.  then the girl went to the farm to pet a pig.

 a bug and a dog sat on a log.

 a big bug met a little bug.

 a man had a tub.

Generalization Sentences:  hē had sand in his cars.

 then hē and a big bug went in the pet shop.

 a girl and a man sat on a log in the rāin

 thē dog has a pot with a top.

 then the girl and the dog went to the farm to pet a pig

 hē has little pots with tops

 a girl had a tub in the rāin.

 the dog will ēat in the rāin.

 then the man went to the farm.

 a little bug had little cars. Lessons 61-70 Sounds and Words Worked On Generalization words y, ō, ā, b, p, i, ch, p, e, b, sh, talking, chime, lime, farmer, th, ing, er, r, ī, you, talk, live, dime, gun, shāp, yōō, your, hun, shun, balk, tun, farms, her pee, bip, yōā

Sentences Worked On Generalization Sentences The dog that āte fish. Toys had some fun And the girl is sleeping In the dog a cow had a cat The rich pig fish sēē dark cars It was dark in the park The pig was dark and big I can not sēē you Rats can not have cars I love big toys Soon toys sleep in the park A girl had a cat Parking came when the girl was sleeping I will find some fun The rich fish ate pig Soon shē came to a cow I was not having fun Rats do not have cars rats love to sleep

Lessons 91 -100 Sounds and Words Worked On Generalization Words

Lesson 91 Say May Stay Way Away Always Play Day Hear Dear Soon Platoon Moon Toon Seat Meet (Non Example) Note Float (Non Example) Outside Inside Playing Oh Loud Mound Sound Found Shouted Shout Our Want Won’t (Non Example) Lesson 92 Hid Bid Hide Ride Line Mine There Their (Non Example) Gave Have (Non Example) Notes Thing Something Lesson 93 Hard Soft (Non Example) Side Tide Tail Nail Legs Lesson 94 Don’t Green Pail Fail Ai Cain Pain Paint Faint

Lesson 95 Fog Frog Spots Lots Blap Loud Cloud Sound Ruck Tuck (haha!) Ding Bing These Those Here Hear (Non Example) Deep Sleep Teeth Tooth (Non Example) Lesson 96 Frogs Sounds Big Biggest Kick Sick Shore More Ate Bait (Non Example) Room Doom Dust Mouse House Proud Loud Found Around Spring Ring Lesson 97 Out Grass Sass Shine Lesson 98 Other Another Brother Bite From Crumb (Non Example) Too Smiled Child (Non Example) Bug Bed Biting Fighting Lesson 99 Near Fear Take Shot Cot Blam Tiger Stopped Picked Ticked Lesson 100 Sing Back Shouted Sand Thank Tank (Non Example) Kept Licked Nose Rose Noses Roses Home Tame

Sentences Worked On Generalization Sentences The Old Man Did Not Hear Well: Part 1 ** Choose Story, and read in sections as progression goes on. The Old Man Did Not Hear Well: Part 2 The Pig That Liked To Hide: Part 1 The Pig That Liked To Hide: Part 2 The Frog That Made Big Sounds: Part 1 The Frog That Made Big Sounds: Part 2 The Bed Bugs: Part 1 The Bed Bugs: Part 2 Hunting For Tigers: Part 1 Hunting for Tigers: Part 2