Reading Mastery 1 and 2 Fast Cycle 1 and 2

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Reading Mastery 1 and 2Fast Cycle 1 and 2

• Learning to Read

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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

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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

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RM 1 and 2 and FC Materials

• Teacher Presentation Books RM 3, FC 4
• Teachers Guide
• Spelling book
• Student story books (RM 1 3 books RM 2 and FC
  2 books)
• Teachers 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)

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Time Requirements and Grouping

• Daily or twice day
• Small homogeneous groups
• 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.
• 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

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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 b to rush
• Build-ups (brushed) students learn to add -ed to
• brush.
• Sight words (brushing) change brushed to
• brushing and ask students, What word?

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Language Programs

• Language for Learning and Language for Thinking
  programs provide language skills that support the
  decoding skills being taught in Reading Mastery.
• Language for Learning skills
• Object description Actions
• Instructional words Classification
• Information Comparatives
• Questioning skills Sequencing
• Similarities Colors
• Shapes Day, Month, Year
• Language for Thinking skills
• Definitions Synonyms
• Analogies If-then statements
• True/false statements Part/whole relationships
• Statement analysis Questioning skills
• Superlatives Absurdities
• Directionality
• Mastery tests are available for both these
  programs

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RM 1/FC 1 Placement Testing

• Placement Test
• Administered to each child individually
• Test on page 6 of both Teachers Guide
• Score sheet on RM 1 page 73, FC page 96
• Placement options
• RM 1 Lesson 1
• RM 1 Lesson 11
• Fast Cycle

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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

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RM 1/FC 1 In-program Testing

• Mastery testing provides the teacher with the
  following
• Feedback on teaching skills
• Criteria for skipping
• Evaluation of students mastery
• Regrouping information
• Supplemental
• Mastery Test Package every 20 lessons
• Test summary form
• Assessment Manual

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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, talk big, look at the book or LLP
• Rules must be taught (example/non-example)
• Put them on a chart, repeat them many times in
  early lessons

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Starting the Lesson and
Teaching to Criterion

• Starting the lesson
• You are the role model
• BE PREPARED
• Dont teach them that its OK to be inefficient
• A slow start wastes precious instructional time
  and provides for time for dreaded off task
  behavior
• Teaching to Criterion
• All children can learn if they are carefully
  taught.
• Criterion is 90 - 100
• Errors are corrected immediately
• Individual turns are included where indicated
• Teach to mastery
• All children are responding
• Responses are in unison
• The responses are correct
• At the end of every task, each child should be
  able to perform the task independently and
  correctly

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Presentation Book Conventions and
Error Correction

• Presentation Book TG page 5 in RM 1 and FC, page
  7 in RM 2
• Step by step directions
• Tracks, formats, and tasks
• Asterisk indicates new track, lines indicate a
  new format
• Formats are patterns of repeated teaching steps
• Scripted lessons ensure that the language of
  instruction is consistent from day to day
• Correction procedures are included when task is
  new and chances of error are high
• Corrections RM I Teachers 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

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Corrections (continued)

• General paradigm for correcting errors

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Sounds RM I Teachers 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)
• Practice sounds (Back page)
• Teaching letter names

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Signals

• Equal opportunity responding fairness
• In 30 minutes up to 100 responses efficiency
• Student involvement promotes on-task behavior
• Types of signals will be practiced with the
  lesson
• _________________________________________________
  __________________________________________________
  ______________
• Hand drop signal p. 18 L. 1 Task 8
• __________________________________________________
  __________________________________________________
  ______________
• Say the Sounds signal p. 19 L. 6 Task 11
• p. 21 L. 16 Task 10
• __________________________________________________
  __________________________________________________
  ______________
• Sound out signal p. 20 L. 13 Task 9
• p. 23 L. 18 Task 6
• __________________________________________________
  __________________________________________________
  _______________
• Audible signal P. 24 L. 19 Task 12
• RM III and up
• __________________________________________________
  __________________________________________________
  _______________

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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
• Practice
• Sequencing games p. 17
• Say it Fast p. 18 L. 5 Task 10
• Rhyming p. 21 L. 16 Task 10
• Take home audible signal p. 24 L. 19 Task 14

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RM I Program Divisions Teachers Guide p. 25

• Lessons 1 27 Pre-reading skills
• Sound pronunciation Sequencing
• Oral blending Symbol identification
• __________________________________________________
  __________________________________________________
  _____________
• Lessons 28 74 Sounding out words
• Reading vocabulary (word lists)
• Story reading
• __________________________________________________
  __________________________________________________
  _____________
• Lessons 75 160 Reading the fast way
• Story reading
• Individual checkouts for rate and accuracy
• _________________________________________________
  __________________________________________________
  ______________

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Using the RM I Guide EffectivelyTeachers Guide
p. 25

• Pre-program Before beginning L. 1
• Formats pages 14 24
• Phase 1 Before top group reaches L. 28
• Reading vocabulary read overview page 26 and
  practice formats (pages 27 31)
• Story reading read overview (pages 36 37) and
  practice formats (pages 38 41)
• Phase 2 Before top group reaches L. 50
• Reading vocabulary practice formats for reading
  the fast way on (pages 32 34)
• Story reading practice formats (pages 42 47)
• Prepare to teach spelling after L 50.
• Phase 3 Before the top group reaches L 80
• Reading vocabulary practice formats for
  irregular words and other formats (pages 35 36)
• Story reading review checkouts and practice
  formats (pages 48 49)

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Reading Mastery I Phase 1
Tracks and Formats

• Before the top group reaches 28
• Say the sounds, then sound out
  L. 28 34 p. 27 L. 28
• __________________________________________________
  __________________________________________________
  _________________________
• Think about the sounds, then sound out
  L. 35 41 p. 28 L.40
• __________________________________________________
  __________________________________________________
  _________________________
• Sound out then say it fast
  L 40 45 p. 29
• __________________________________________________
  __________________________________________________
  _________________________
• Rhyming (L. 37 160) p. 30 L. 40
• __________________________________________________
  __________________________________________________
  _________________________
• Take-Home p. 38 L. 43

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Reading Mastery I Phase 2
Tracks and Formats

• Before the top group reaches Lesson 50
• Vocabulary - Reading the fast way
  (L. 60 96) p. 32 and 33 L.
  60, 65 and 75
• __________________________________________________
  __________________________________________________
  _____________________________
• Story Reading Reading the Fast Way (L
  75 160) p. 42
• __________________________________________________
  __________________________________________________
  _____________________________
• Spelling Students begin the spelling program
  when the group reaches L. 50. However, if the
  lowest group has reached L.40, the lessons can be
  taught to the whole group.

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Reading Mastery I Phase
3 Tracks and Formats

• Before top group reaches Lesson 80
• Irregular words (L. 89 160) p. 35 L. 89 and 92
• __________________________________________________
  __________________________________________________
  __________________________
• Other formats p. 36 with note on Words beginning
  with two consonants.
• __________________________________________________
  __________________________________________________
  __________________________
• Story Reading
• Reading the fast way track development p. 43
• Reading Sentences the Fast Way p. 44 L. 87 Story
  reading format
• Read the Fast Way without Sounding Out p. 46 L.
  98
• Checkouts for Rate and Accuracy p. 48

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Reading Mastery 2 Placement

• No placement test needed for
• Students who met all rate and accuracy checks
  (COs) for RM I. They begin at L. 11.
• Students who failed some COs but passed the
  final one. They begin at L. 1.
• Give placement test to
• Those who finished more than 135 lessons in RM I
  (Those who finished fewer than 135 lessons
  continue in RM I)
• Students new to the program

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RM 2 In-Program and Supplemental
Mastery Tests (TG p. 4)

• In-program - three types of assessments
• Reading Hard Words
• Three occurrences (L 4, L 9, L 13)
• Firm or proceed
• Reading Accuracy Checks
• Three occurrences (L 20, L 26, L 36)
• Repeat, proceed or skip
• Individual Checkouts for Rate and Accuracy
• Every 5 lessons
• Firm, regroup
• Supplemental
• Mastery Test Package every 20 lessons
• Assessment manual and Test summary form

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Development of Major Tracks and Skills
in RM 2

• TG pages 9 13
• Sounds, letter names, orthography
• Reading vocabulary exercises ( 5, page 10)
• Story Reading
• 152 Group stories
• Several hundred comprehension passages
• Take homes
• Comprehension Activities
• Major sections
• Block One Firming Lessons 1 39
• Block Two Vowel Mechanics Lessons 40 80
• Block Three Textbook Preparation Lessons 81 -160

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RM 2 Block One Lessons 1 - 39 Firming

• Be familiar with and practice before beginning
  the program
• Sound review (pages 15 to 18)
• Page 15 L 1 Task 1- Practice Page 17 Task 2
  Practice
• Reading vocabulary (pages 18 27)
• Page 21 Task 7 Sound combinations Practice
• Page 25 Task 5 Highly irregular words Practice
• Page 27 Task 6 Two part words Practice
• Story Reading (pages 27 33)
• Page 28 Storybook procedures
• First three sentences in unison, then individual
• Questions on the second reading
• Page 30 note on drony responses

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Block One (continued)

• Story Reading (continued)
• Page 32 Storybook procedures
• Beginning in L 19, some questions during first
  reading, some during second
• Checkouts page 33
• Read the Item (pages 34 37)
• Begins at L 3, continues to L 94
• Page 34 Tasks 2 and 3 Practice
• Take Homes (pages 38 44) Page 38 Paragraph 3

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Block Two Lessons 40 - 80 Vowel
Mechanics

• Be familiar with and practice before reaching L
  40
• Vowel names lessons 40 52 (pages 44 - 45)
• Reading vocabulary (pages 45 53)
• Final-e long vowel words Lessons 48 60
  (first appear in CO
  after L 60)
• Page 46 Lesson 48 Task 5 Teach final-e rule
  Practice
• Page 47 Task 6 Practice final-e rule Practice
• Page 48 (before Task 6) General correction and
  pre-correction for all final-e words
• Sound combinations and disjoining letters (pp 50
  51)

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Block Two (continued)

• Long and short vowel words discrimination
  begins L 88
• Page 52 Task 3 Rule for words with - Practice
• Two-Part Words begins L 44 (page 53)
• Take Homes (pages 54 58)
• Selected Points
• Teacher direction on only a few lessons
• Reading Comprehension (pages 56 - 57)
• L 47 - Only teacher directed lesson for moving
  from circling to writing the word.
• Page 57 Spelling

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Block Three Lessons 81 - 160 Textbook Preparation

• Be familiar with and practice before L 80
• Letter names and capital letters (pages 59 60)
• Page 59 Task 1 Letter names Practice (acetate
  sheet)
• Reading Vocabulary (pages 60 63)
• Four new word attack procedures page 60
• Time frame for vocabulary page 60
• Page 61 L 86 Task 3 Spelling by letter name -
  Practice
• Spelling correction beginning in L 91,
  mispronounced words are spelled, not sounded out
• Page 62 L 95 Task 1 Words in Red capital
  letter note
• Page 63 L 97 Task 2 Words with Underlined Parts
  - Practice

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Block Three (continued)

• Story Reading (pages 64 67)
• Format changes in this block
• Many serial stories two longest (Ott and Ellen,
  Jean) each run for 15 lessons
• L. 81- 83 - last three lessons with Distar
  orthography
• No more group reading
• Five-error Mark and teacher reads (Page 65 L 85)
• Rule stories Culmination of RM II work - all
  comprehension skills used
• Page 66 L 146 160
• Page 66 list of all 16 rules

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Block Three (continued)

• Take Homes (pages 67 72) Selected points
• Deductions three types (p. 67 70)
• Review Story Items (page 70)
• Lessons 101 147
• Factual Information Passages (page 72)
• Lessons 132 160
• Science and social science information
• Lessons 132 150 teacher reads passage first
• Lessons 151 160 students work independently

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Added Value

• RM 1 Teachers Guide pages 69 72 Duplicate
  stories to firm those who fail
• MT 10 Stories 53 55
• MT 12 Stories 63 65
• MT 14 Stories 73 75
• MT 16 Stories 83 85
• RM 2 Teachers Guide pages 91-92 List of
  suggested books for independent reading after
  specified lessons.
• RM 1 and 2 Presentation Books Planning pages
  every 20 lessons include overview of upcoming
  skills, special considerations for upcoming
  lessons and additional reading activities