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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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Reading mastery 1 2 fast cycle 1 2

Reading Mastery 1,2 Fast Cycle 1/2

Learning to Read


Reading mastery 1 2 fast cycle 1 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)


Overview of programs

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


Rm 1 fc 1 teaches all essential skills for beginning reading

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


Rm 1 and 2 and fc materials

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)


Time requirements and grouping

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


Rm 1 fc 1 decoding subskills

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?”


Why teach sounds

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


Sounds rm i teacher s guide pp 13 14

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


Sound out signal

Sound Out Signal


Rm fc in program testing

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


Signals

Signals

Equal opportunity responding – fairness

In 30 minutes up to 100 responses – efficiency

Student involvement – promotes “on-task” behavior


Sample lesson

Sample Lesson


Sample lesson1

Sample lesson


Sample lesson2

Sample lesson


Lesson sample

Lesson Sample


Sample lesson storybook take home

Sample Lesson Storybook/Take-home


Lesson sample1

Lesson Sample


Setting up the group and rules

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


Pacing and practice

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-attendingNon-responding

      Signal violationsResponse errors


References

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.


Contact information christy rhodes ece literacy resource teacher jcps

Contact Information: Christy RhodesECE Literacy Resource Teacher, JCPS

[email protected]


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