12:30 Class

Assessing and Improving Curriculum Materials

Let’s assume this is a group activity. Here is how YOU might help to organize it.

“Okay, so we need to see if these materials are any good. And then we have to figure out how to make them better. So, we need to know what good materials look like---what they have in them, how they are organized.”

“This means that we have to look at the lessons, and at the tasks in lessons. But we can’t look at every at every task in every lesson. That would take tooooo long. Besides, we don’t have to. We just need to describe a sample of lessons in order to answer most of the assessment questions below. The sample should cover at least 10% of the lessons in a program. It is important to cover the first several lessons one after another to see the logical progression (that pre-skills are taught before complex skills that USE the pre-skills. and the consistency of design features. Then the sample can be spread out.”

How will we do that?

“We’re each going to look at one or more lessons and write our description using copies of the form below.

“Then we’ll collect and arrange the lesson descriptions in numerical order so we can reexamine the descriptions when answering questions below.”

“Each question below has space for writing strengths and weaknesses of the program. We’lluse these spaces to write how to improve the program; e.g., add certain featuresto procedures; add procedures for teaching a skill that is not covered; add end-of-lessonreview; add more work on fluency. Then we’ll write these improvements down.”

For example, when the group is looking at an item, below, you might say,

Group leader.

1. “So, we’re doing question 3. What feature of well-designed curricula and instruction are we looking at in this question?”

2. “Let’s each examine our lesson(s)---notes and in the program. Look for the featuresrelevant to the question.”

3. “Now let’s compare what we all found for the sample of lessons.”

[Group comments on the feature examined.]

4. “Let’s summarize what we’ve found on this feature.”

In what ways is it fine? Give examples.

In what ways does it need to be improved? Give examples.

5. Make improvements.

Helpful resources.

Here’s what we’ll look for in each task of each lesson.

Lesson Skill Taught. Every task should focus onone or more readingskills.

http://people.uncw.edu/kozloffm/Introduction to Reading First.ppt

http://people.uncw.edu/kozloffm/Introduction_to_Reading_First.htm

The five main skills are:1. Phonemic aware- ness: (a) blending saying a segmented word fast (rrruunn > run); (b) segmenting (saying a blended word slowly (run > rrruuunnn).

2. Alphabetic principle (phonics): (a) letter- sound correspond- dence (m says mm); (b) decoding: (1) sounding out, segmenting, or reading word one letter at a time) and

What you want to see. Each task serves a clear instructional function. So, Every task should focus onone or more readingskills, and should clearly serve at least one instructional functions.

1. Review and firm or reteach examples worked on in the last few lessons to: (1) warm kids up for MORE work on that skill (e.g., more examples, new work on fluency or generalization), or (2) firm up elements that will be integrated into a larger whole (a, r, n -> ran).

2. Acquisition.

3. Generalization.

4. Fluency. All levels.

5. Retention: review and firm or reteach.

6. Expand; e.g., increase length of words or text.

7. Integration of elements into a larger whole.

Comments and suggestions on: the quality of instruction.1. Wording: simple, consistent (same wording for the same tasks), focused on objective.

2. Examples: clarity, varied range, juxtaposition to show sameness and difference (sit next to it next to fit), frequent and regular first; e.g., m, s, a, before x and ing; regular words (sad) before irregular worlds (said).

3. Scaffolding: pre-corrections (“Remember to…”); attention checks (“What are you going to say?”); highlighting and other cues (arrows, pointing).

4. Elements of formats; e.g., explicit instruction during acquisition: gain attention, frame instruction (task, objective), model/present information (the first example in the acquisition set), lead, immediate acquisition test, error correction and/or verification, more models/examples from the acquisition set, delayed

(2) reading a word fast (blending the sound).

3. Fluency: accuracy, speed, prosody (emphasis: The CAT sat on a HAT.). All levels: sounds, letter-sounds, words, sentences, paragraphs.

4. Vocabulary.

5. Comprehension

acquisition test (all examples from the acquisition)-> go on to next, firm, or 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.

6. Elements (e.g., say sounds, letter-sound correspondence, segmenting and blending) are integrated into larger wholes (e.g., sounding out words, saying words fast).

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.

First examine what the authors say about their own program. Does it sound as if they realize the importance of well-designed instruction? Does it appear that they are organizing materials around principles of technical proficiency?

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

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

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

Read the introduction and skim the program

Strengths, Weaknesses, Improve How?

The authors start with beginning skills and then the lessons gradually get more difficult until the child has a clear understanding of the information to do the task more independently. Logical progression pre-skills wholes

The sequence in the curriculum appears to be based on a knowledge analysis based on complex skills.

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.

Also as doc.

c.    Rosenshine, B. (1997). Advances in Research on Instruction.

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

d.    Ellis, E.S., & Worthington, L.A. (1994). Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators.

Also as doc.

e.    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

f. Kozloff. Inventory of essential teaching skills.

http://people.uncw.edu/kozloffm/inventory.pdf

Also as doc. http://people.uncw.edu/kozloffm/inventory.doc

g.    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

h.   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

i. 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. 

Copy and paste in important points on reading instruction: kinds of reading skills (“big ideas”) and how to teach them.

"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

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.

Hempenstall. Research on 100 Easy Lessons .

Paste in main findings.

Haddox. Research on 100 Easy Lessons .

https://www.sraonline.com/

Paste in findings relevant to 100 Easy Lessons .

REGARDING 100 EASY LESSONShttps://www.sraonline.com/research/cat_prod.php?prod_id=38&sub_area_id=2&div_id=1

[Research on Reading Mastery]

What does the research say?

Strengths, Weaknesses, Improve How?

3. Well-designed materials provide a comprehensive and varied sample of knowledge (e.g., equations to solve, poems to analyze, words to decode), especially in the phase of acquisition.

The sample should be adequate to permit generalization to new examples.

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.

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?

Paste in portions of standard course of study: k-2.

How can you make standards more clear and concrete?

http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/

1.02 Develop phonemic awareness and knowledge of alphabetic principle:

demonstrate understanding that spoken language is a sequence of identifiable speech sounds.

[means: phonemic awareness, student says words slowly and fast on request]

demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word.

[means: given simple words, student sounds them out (decoding); alphabetic principle]

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

[means: when the teacher points to letters, and says “what sound does this letter make?” student can answer correctly within 3 seconds; alphabetic principle = letter-sound correspondence]

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

[means: student says sound that goes with both capital and lowercase letters]

recognize [means: reads] 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 [means: consonant blends?] in one syllable words.

[means: kid sounds out words with consonant blends]

2.01 Demonstrate sense of story (e.g., beginning, middle, end, characters, details and setting).[Means: When teacher, for example, says, “What happened first?” students answer correctly.]

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.

Finn, Julian, and Petrilli. The State of State Standards. Fordham Foundation, 2006.

Walter Russell Mead. The State of World History Standards. Fordham

Institute, 2006.

Sandra Stotsky. The stealth curriculum: Manipulating America’s history teachers. Fordham Foundation, 2004.

Diane Ravitch. A consumer’s guide to high school history textbooks. The Fordham Institute, 2004.

David Klein et al. The State of State Math Standards Fordham Foundation, 2005.

http://www.mathematicallycorrect.com/

http://idea.uoregon.edu/~ncite/documents/math/math.html

Sandra Stotsky. The State of State English Standards. Fordham Foundation, 2005.

Paul R. Goodman et al. The State of State Science Standards. Fordham Institute, 2005.

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

Reading First ppt and html See this!!!

Big Ideas in Beginning Reading See this!!!!

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?

In each strand, what kinds of skills, tasks, or knowledge should be covered---from simpler to more complex, or from pre-skills to larger units, or from taught-earlier to taught-later?

Put answers in numbered list below.

1. Phonemic Awareness: The ability to hear and manipulate sounds in words. There are about a dozen ways to hear and manipulate sounds in words. These ways are best taught from easier to harder. For example,b. Rhyme. can, man, fan, rrr__

e. Blend sounds into words. rrrruuuunnn runf. Segment words into sounds. un rrruuunnn sat = /s/a/t/ = 3 sounds

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.

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.

Fluency should be worked on at all levels of a skill; e.g., from saying sounds fast to reading paragraphs fast. 4. Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. The three reading skills above—(1) phonemic awareness, (2) the alphabetic principle (letter-sound correspondence and the strategy for sounding out or decoding words), and (3) fluency—have to do with the mechanics of reading. The last two skills—vocabulary and comprehension—have to do with making sense of the written word. Vocabulary and comprehension cannot be taken for granted. Students need to be taught how to get and express the meaning of words and passages. This is especially important for students of low socioeconomic status. These students are read to less often, hear fewer vocabulary words, and therefore understand and use far fewer words than children born to working class or professional class families.

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. This kind of instruction includes the following.

1. Set comprehension objectives; for example, students will answer specific literal (who, what, when), inferential (why), and evaluative (can you think of a better way…?) questions.2. Focus on main ideas in a story or informational text.3. Preteach vocabulary words important for comprehending the material.4. Read (with students) the material in manageable chunks, and ask literal, inferential, and evaluative questions on each chunk.

Strengths, Weaknesses, Improve How?

So, is the sample comprehensive and varied? (1) Does it include all of the important strands?(2) Does it include enough knowledge or skills IN each strand?

Every task teaches one or more of the main reading skills. However, there is NO instruction vocabulary.

http://people.uncw.edu/kozloffm/Vocabularyrev.ppt

Write formats for teaching vocabulary: directly, with synonyms, via morphemic analysis.

How to teach vocabulary

Sample format for teaching vocabulary by examples

Sample format for teaching vocabulary by synonyms

Sample format for teaching vocabulary by verbal definition

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.

No scope and sequence chart.

5. In well-designed materials, the tasks, lessons, units (sequences of lessons), or textbook chapters are built consistently from knowledge items selected from important strands (groups of knowledge). In 100 Easy Lessons, that means, each task in lessons should teach either phonemic awareness, alphabetic principle, fluency, vocabulary (?), or comprehension.

Strengths, Weaknesses, Improve How?

Yes, every task teaches one or more of the main skills.

For example, Lesson 11, Task 1 = letter-sound correspondence; Task 5 = decoding (both sounding out and saying it fast); Task 7 = letter-sound correspondence (and fluency).

Lesson 9 Task 1 = letter-sound correspondence; Task 2= letter-sound; Task 3 = phonemic awareness, both segmenting and blending.

Lesson 16, Task 3 = decoding, with funny word format.

Lesson 17 Task 7 = decoding, both segmenting and blending

Lesson 35 Task 12 = comprehension

Lesson 42 Task 2 = decoding

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

Strengths, Weaknesses, Improve How?

Yes, every task states what the student will do, and then focuses instruction on that.

For example,

Lesson 29 Task 1”Your turn to say the sound when I touch under it.”

Task 3. “Here are the words you’re going to read. Sound it out.”

Lesson 30 Task 3 “Sound it out.”

Lesson 52 Task 4. “Get ready to read these words the fast way.”

7. Well-designed materials teach knowledge items in a logical sequence.

a. Is there a logical sequence?

Do a knowledge analysis of the material. Knowledge Analysis

(a) What is the terminal performance? What are the terminal objectives? List these.

The story on page 390 is the terminal performance. It integrates all the skills taught.

1. 8 paragraphs (approximately 3 sentences per paragraph and 7 words per sentence).

2. They have one syllable words and two syllable words, but no three syllable words.

3. They use quotations. 4. Traditional Orthography5. They answer comprehension questions

Terminal Objectives1. Accuracy- no more than 1 error in 20 words when reading it the first

time. (K-30 correct words per min., 1st- 60 correct words per min., 2nd- 90 correct words per min.)

2. 3 out of 4 comprehension questions correct

(b) What do students have to know in order to achieve the terminal objectives?

1. Read paragraphs, sentences, words, letters fast, and say sounds.

How to assess whether they teach pre-skills first. Pick a complex skill (e.g., decoding) in a later lesson. Work backwards to see if they teach reading letter-sound, then sounding out, then reading fast.

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! First, they make sure the children learn letter sound correspondence before decoding. One example is they teach the students to say the sound. They then associate the sounds with the letters and then say it slowly then quickly. They do this consistently. For example, (pg. 190) has the words “goat” and “coat,” (pg. 184) pre teaches the words “goat” and “coat,” (pg. 180) they teach the word “goat.” Before teaching words such as “meat” on (pg. 46), they teach the sounds that correspond with the word. They teach picture comprehension before story comprehension.

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

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

d. Separate instruction on similar and confusing knowledge items.

e. Teach what is more useful before what is less useful.

Strengths, Weaknesses, Improve How?

Yes, they teach pre-skills first, and early/often; more general (regular words----run) before irregular (said); separate confusing items..

b. Is there a progression of formats, from more to less scaffolded?

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

Strengths, Weaknesses, Improve How?

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.

Each task/chunk serves a clear instructional function .

a. Teach something new (facts, 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.

Strengths, Weaknesses, Improve How?

9. Well-designed materials (either lesson-based programs or textbooks) teach essential knowledge (e.g., pre-skills needed for future learning) in a systematic and explicit (focused) way.

a. Review and firm prior knowledge, or pre-skills.

b. Regarding new knowledge, gain attention, frame new task, model, lead, test/check, verification; correct errors; more examples; delayed acquisition test.

c. Review and firm what was just taught.

Strengths, Weaknesses, Improve How?

Go here please. [click]

http://people.uncw.edu/kozloffm/Improved Format for Acquisition.doc

Several additional elements of explicit instruction are needed:

Improved Format for Acquisition Example: Lesson 11

1. Assess/pre- teach the preskills for the new knowledge = say the sound“Let’s play a game! First, I’ll say a sound. Then you’ll say that sound.” “First, I’ll say mmm. Here I go! mmmmmm. Your turn. (Signal: point) Yes, mmmmmm.”

More Scaffolding: If kid doesn’t say it, say, “Listen, mmmm. Say it with me. mmmmmm. Your turn”….. mmmmmm

2. Gain attention; “Boys and girls! Get ready.” … “Yes, you showed me ready like nobody’s business.”

3. Frame; “I’m going to touch under this sound and say the sound…

4. Model: “mmm…”

5. Lead; “Now I’m going to touch under this sound and we’ll say the sound…mmm…”

6. Test; “Your turn to say the sound when I touch under it.” Mmmmmmmmmm

Anticipate errors and immediately correct during lead and test.>> Model. “That sound is mmmm.” “Six times two is TWELVE.”>> Test. “What sound?” “Six times two is….”>> Verify. “Yes….”>>Start over.>>Re-test. Come back to it.[Add lead if kid doesn’t do well on test portion.]

7. Verification; “YES! mmmm”

So, we added:

1. Pre-test or teach, or review and firm up, elements needed to learn the new skill.

2. Gain attention = “Show me ready.” You need to teach this from the beginning.

3. Verify correct responses

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.

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.

Strengths, Weaknesses, Improve How?

12. Well-designed curriculum materials have 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. 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.

Strengths, Weaknesses, Improve How?

APPENDICES

I. Describing and Evaluating Lessons

Examine a sample of lessons with respect to the following, and write your comments in the right-hand column. Use the information to answer questions about the whole program.

Lesson Skill taught Phase of learning or instructional function.What you want to see. Each task serves a clear instructional function.

1. Review and firm or reteach examples worked on in the last few lessons to: (1) warm kids up for MORE work on that skill (e.g., more examples, new work on fluency or generalization), or (2) firm up elements that will be integrated into a larger whole (a, r, n -> ran).

2. Acquisition.

3. Generalization.

4. Fluency. All levels.

5. Retention: review and firm or reteach.

6. Expand; e.g., increase length of words or text.

7. Integration of elements into a larger whole.

Comments and suggestions on: 1. Wording: simple, consistent, focused on objective.

2. Examples: clarity, varied range, juxtaposition to show sameness and difference, frequent and regular first; e.g., m, s, a, before x and ing; regular words (sad) before irregular worlds (said).

3. Scaffolding: pre-corrections (“Remember to…”); attention checks (“What are you going to say?”); highlighting and other cues (arrows, pointing).

4. Elements of formats; e.g., explicit instruction during acquisition: gain attention, frame instruction (task, objective), model/present information (the first example in the acquisition set), lead, immediate acquisition test, error correction and/or verification, more models/examples from the acquisition set), delayed acquisition test (all examples from the acquisition)-> go on to next, firm, or reteach.

5. Elements (pre-skills) are taught early enough, and are reviewed/firmed continually before they are integrated into larger wholes that USE the

Lesson 1Task 1

Skill taughtLetter-sound correspondence [One of the two skill parts of the “alphabetic” principle. Concept knowledge: sensory. Taught with examples; and then juxtapose with nonexamples.

Acquisition

Highly Frequent sounds “m” and “s” = logical progression!

Letters reveal the essential feature = shape!

Makes it easier to see that shape when letter is embedded in fancier fonts.

Task 2: Six examples in the acquisition set

Varied set of examples

Progression of examples starting with word parts that are more distinct and move to word parts that are less distinct!

elements.

6. Elements (e.g., say sounds, letter-sound correspondence, segmenting and blending) are integrated into larger wholes (e.g., sounding out words, saying words fast).

1. Wording is simple, consistent, focused on objective.2. Examples (m, s) are most frequent.3. Highlighting with arrows and dots; pointing.4. Format: all elements except: gain attention and verification

Add: Assess/teach saying sounds. Before teaching new sound (m mmm) say,“First I’ll say a sound, then YOU’LL say that sound. Listen…mmm. Your turn. Say mmm.”

Repeat, with prompt (longer model, shape kid’s lips) is child does not respond correctly and quickly.

Add:1. Gain attention: “Eyes on the ball [touch the ball].” “Boys and girls,” or “Let’s see everybody ready,” or “Eyes on me.” Verify ready with: “Oh, I LOOOVE that your eyes 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.”

Improved Format for Acquisition Add to all tasks

1. Assess/preteach preskill = say the sound“Let’s play a game! First, I’ll say a

Lesson1, Task2

Phonemic awareness:Blending.

Acquisition of1. Saying parts of words fast---instruction on fluency.2. Concept “saying something fast.”—leading towards sounding out and then saying fast.

sound. Then you’ll say that sound.” “First, I’ll say mmm. Here I go! Mmmmmm.Your turn. (Signal: point) Yes, mmmmmm.”More Scaffolding: Kid doesn’t say it, so say “Listen, mmmm. Say it with me. Mmmmmm. Your turn, mmmmmm”

2. Gain attention; “Boys and girls! Get ready.” … “Yes, you showed me ready like nobody’s business.”

3. Frame; “I’m going to touch under this sound and say the sound…

4. Model: “mmm…”Repeat to firm

5. Lead; “Now I’m going to touch under this sound and we’ll say the sound…mmm…”

6. Test; “Your turn to say the sound when I touch under it.” Mmmmmmmmmmm

7. Verification; “YES! Mmmm”

Wording: simple, consistent, focused on objective.Examples: 6 examples (good number); move

from clearly distinct to less distinct (compound words; second syllable 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 1 Task 3

Lesson 1 Task 4

Phonemic awareness: segmenting. Preparation for sounding out.

Letter-sound correspondence

Acquisition

Phase of retention-review. Test retention and firm knowledge.

Wording: simple, consistent, focused objective.

Examples. Four models of the first example: 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 their 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.).

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 1 Task 5

Phonemic awareness: blending

Retention-review of earlier examples—me, if.Also generalization. “Let’s play say it fast again. Listen: motor….boat. Say it fast kid says it fast. This is not teaching; there is no model; therefore, not acquisition. Kid generalizes from earlier knowledge of say it fast to a new example.

Wording: simple, consistent, focused objective.

Examples. Four models of the first example: 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.).

Examples. Juxtaposition of two earlier-taught letter-sounds to teach/ensure discrimination (tell the difference) between the two letters’ shapes and sounds.

Scaff. Pause to make more distinct (2 parts)

Example: First generalization example (motor cycle) has large sound chunks = easier to hear. Later example (shshsee) has smaller sound chunks. Same principle as Lesson 1, Task 2 (p. 31).

Lesson 2 Task 1

Lesson 2 Task 2

Lesson 2 Task 3

Lesson 2 Task 4

Lesson 2 Task 5

Lesson 2 Task 6

Letter Sound Correspondence

Phonemic Awareness; Blending

Phonemic Awareness; Segmenting

Letter Sound Correspondence

Phonemic Awareness; Blending

Phonemic Awareness; Segmenting

Retention.

First there is re-teaching through play-it-fast. Then generalization through “new word”. Then retention.

Frame instruction. Model how to say words slowly. Lead. Test.

Retention.

Retention. Generalization.

Generalization.

Wording: clear, consistent, states objective, focused, explicit instruction.

Needs: Gain attention and verification.

Used lead appropriately.

Lesson 4Task 1

Task 2

Letter Sound Correspondence

Phonemic awareness:

Retention

Frame instruction,

Wording: Clear, consistent, states objectives, focused, explicit instructionScaffolding: arrows, pointing

Wording: simple,

Task 3

Task 4

Task 5

Task 6

segmenting

Letter sound correspondence

Phonemic awareness: blending

Letter sound correspondence

Letter sound correspondence

Model how to say sounds slowly, generalization

Retention: review of earlier examples

Retention: review and firm

Retention

generalization

consistent, focusedExamples: 8 Examples to ensure students get it, varied examplesFormat: no gain attentionUse lead appropriate

Wording: clear, consistent, focusedScaffolding: arrows, pointingNo gain attention: may not be neededUsed lead appropriately

Wording: clear, simple, focusedAppropriate use of leadVaried examplesRepeats step 1 to firm

Wording: clear, consistentFrames instruction Needs verification

Wording: simple, focused on objectiveExamples: clearScaffolding: arrowsFramed instruction

Lesson 5Task Skill Taught Phase of Learning Comments/Suggestions1. Sounds Introduction Letter-Sound

CorrespondenceAcquisition -no gain attention

-add optional lead because it is a new skill

being taught-add verification “Yes, eee”

2. Sounds Review Letter-Sound Correspondence

Retention -no gain attention-goes straight into testing because it is retention (no model)-add verification

3. Say the Sounds Phonemic Awareness: Segmenting

Retention -goes straight into testing because the student is already familiar with these examples

4. Say the Sounds Phonemic Awareness: Blending

Retention -no gain attention-goes straight into testing (no model)-add verification

5. Sounds Phonemic Awareness: Segmenting and Blending

Retention -student knows these sounds already-no gain attention-less scaffolded than previous lessons; the teacher doesn’t model first-add verification

6. Child Touches the Sounds

Phonemic Awareness: Segmenting and Blending

RetentionAcquisition (new skill when touching sound)

-no gain attention-no teacher model-clear instructions-add verification

7. Rhyming Phonemic Awareness: Segmenting and Blending

Acquisition (new skill of rhyming)Retention (sounds used previously)

-no gain attention-teacher models first, then tests-optional lead is helpful here because it is the first time the student has encountered the task of rhyming the sounds-clear instructions-consistently used the same sound “mmm” in examples so the child learns new words that begin with this sound-multiple examples of words beginning with the sound “mmm”-add verification

8. Say the Sounds Phonemic Awareness: Segmenting

Generalization (familiar with the individual sounds, but placed

-no gain attention-no teacher model-goes straight into

together to form new words)

testing the student-add verification

9. Sounds Writing Letter-Sound Correspondence

Generalization (using knowledge of former writing practices to generalize the sound “e”)Retention (practice of writing sounds that have been written previously “a”)

-no gain attention-make sure student is firm with preskills for writing letters (review previous writing activities)-tests the student about what sound he/she will be writing-does have verification of writing the correct sound-add verification

Lesson 15

1. Task 1 Letter-Sound Correspondence. Uses somewhat frequent sounds to prepare students to read. Aquisition phase. Also begins working on fluency. Simple wording. Teaches “long” e (eeeeee, as opposed to “eh”).

2. Task 2 Rhyming- Example: “eat” rhymes with “meat” and “seat” Introduces “m” and “s” sounds.

2. N/A.

3. Task 3Saying the Sounds/ Expanding and Integration of Elements in a Larger Whole 3. Could confuse children. Ex. Using “meat” and “meet” could easily confuse a child.

4. Task 4. Word Reading. Fluency and retention. 4. Sounding out words and saying them fast.

5. Task 5New sounds are taught. There is also some sound review5. Acquisitio

6. Task 6. First Reading. Acquisition. 6. Teaches words “mad” and “mat”.

7. Task 7. Retention and Firming Up.

8. Task 8. Fluency

9. Task 9. Review/Testing/ Retention

Making sure the children can comprehend what is going on in the picture.

Lesson 25Task 1

Task 2

Skill taughtLetter sound correspondence and introducing new sounds

Letter sound correspondence

Acquisition -Introducing new sounds-Modeling-Test -Assistance if student responds incorrectly

Reviewing sounds that were learned in previous lessons (Retention)

Comments/Suggestions-Wording is simple and repetitive from previous lessons. -arrows and dots-All elements are implemented except gain attention and verification.Ex: “Boys and girls, listen up!”Ex: Yes! Ffff, great job!

-More brief instruction-No gain of attention, model or verification. -Model may be unnecessary since it is reviewing of sounds

Task 3

Task 4

Task 5

Task 6

Task 7

Task 8

Phonemic Awareness Segmenting and blending

Letter sound correspondence

Phonemic AwarenessSegmenting

Phonemic awareness BlendingBeginning reading comprehension

Reading comprehension using pictures

Fluency with textBlending

Sounding out words (segmenting) and then saying the word normally. (blending)

-Retention-More sound review

-Sounding out words and then reading them together to make a story.

-Retention of segmenting in order to improve blending.

- Reading a story and then answer questions that are given requires the young readers to use comprehension.- The ability to read the story is done by retention of both segmenting and blending.

Understand the words you are reading as a whole thought. Pictures are used as a scaffolding tool.

-Wording is simple and easy to follow. -No gain of instruction-Uses questions to transition from segmenting to blending.

-Weak task. -No gain of attention, vague instruction, no model, or verification. -When reviewing sounds, all of this may not be necessary but verification always helps motivate young minds.

-This task is more of a half lesson leading into task 6. Lacks gain of attention, verification and modeling.

-Simple instruction-Lacks verification that is greatly needed in beginning reading comprehension. -No modeling or gain of attention.

-No gain of attention-No framing instruction -No model or verification-Task needs to be reworked to better the students understanding of the task at hand.

-Does a good job of framing instruction, modeling and testing. -No verification

Task 9 Recognizing words Retention

Using what the students already know about blending to work on their reading fluency.

Finding words in the story as the teacher says them out loud. Generalization

-Vague framing of instruction-No model-Good use of verification

Lesson 30

Lesson 30Task 1

Lesson 30Task 2

Lesson 30Task 3

Lesson 30Task 4

Lesson 30Task 5

Lesson 30

Skill Taught

Sounds:Alphabetic Principle

Word Reading:Phonemic Awareness

Word ReadingPhonemic Awareness

Sounds:Alphabetic Principle

First Reading

Phase of Learning

Retention

RetentionGeneralizationFluency

GeneralizationFluency

RetentionFluency

Retention

Comments and suggestions

Wording is simple, consistent and focused on objectiveScaffolding by pointingMore than one example is given

Wording is simple, consistent and focused on objectiveScaffolding by pointingMaking sure the student has the conception of “and” by adding consonants in front of the word

Wording is simple, consistent and focused on objectiveScaffolding by pointingAdd “gain attention”

Wording is simple, consistent and focused on objectiveScaffolding by pointing

Wording is simple, consistent and

Task 6

Lesson 30Task 7

Lesson 30Task 8

Lesson 30Task 9

Lesson 30Task 10

Lesson 40Task 1

Lesson 40Task 2

Lesson 40Task 3

Second Reading

Picture Comprehension

Reading the Fast Way

Word Finding

Sounds Writing

Sounds: Alphabetic Principle

Word Reading:Phonemic Awareness

Word Reading:Phonemic Awareness

Literal ComprehensionRetention

Inferential ComprehensionEvaluative Comprehension

Fluency

RetentionGeneralization

Retention

RetentionGeneralization

Generalization

RetentionGeneralization

Retention

focused on objectiveScaffolding by pointing

Wording is simple, consistent and focused on objectiveScaffolding by pointing

Add “gain attention”Model/Present Information

Wording is simple, consistent and focused on objectiveScaffolding by pausing

Wording is simple, consistent and focused on objectiveScaffolding by pausing

Wording is simple, consistent and focused on objectiveScaffolding by pointingCould use more examplesGood praising of students

Wording is simple, consistent and focused on objectiveScaffolding by pointingAdd “gain attention”Multiple examples used

Wording is simple, consistent and focused on objectiveScaffolding by pointingGives correction and verification

Wording is simple, consistent and focused on objectiveScaffolding by pointingAdd “gain attention”Multiple examples used

Wording is simple, consistent and

Lesson 40Task 4

Lesson 40Task 5

Lesson 40Task 6

Lesson 40Task 7

Lesson 40Task 8

Lesson 40Task 9

Lesson 40Task 10

Lesson 40Task 11

Word Reading:Phonemic Awareness

Sounds:Alphabetic Principle

Quotation Finding

First Reading

Second Reading

Child Reads the Fast Way

Picture Comprehension

Sounds Writing

GeneralizationFluency

Retention

RetentionGeneralization

RetentionGeneralizationLiteral Comprehension

RetentionInferential Comprehension

Fluency

Inferential ComprehensionEvaluative Comprehension

Retention

focused on objectiveScaffolding by pointingMultiple examples usedAdd “gain attention”

Wording is simple, consistent and focused on objectiveScaffolding by pointingMultiple examples used

Wording is simple, consistent and focused on objectiveScaffolding by pointingModeling and Framing instruction is covered

Wording is simple, consistent and focused on objective

Wording is simple, consistent and focused on objective

Wording is simple, consistent and focused on objective

Add “gain attention”Model/Present Information

Wording is simple, consistent and focused on objectiveScaffolding by pointingCould use more examplesGood praising of students

Lesson 35,

Task 1

Lesson 35, Task 2

Lesson 35, Task 3

Lesson 35, Task 4

Phonemic Awareness: blending

Blending Generalization

Blending Generalization

Comprehend and apply off memory?

Acquisition, retentionFluency

RetentionFluencyTest

Putting together sounds and letter correspondence (i.e. a word)test

RetentionMemory

Fluency, accuracy, test

1. Needs to add gain attention 2. Good lead/assessment3. Reaffirmation/test4. Good use of scaffolding5. Needs verification

1. Good gain of attention 2. Needs verification 3. Good variety of tests and

reaffirmation

1. Needs to gain attention.2. Variety of examples3. Scaffolding: lack of error

verification 4. Verification when correct

5.1. Direct instructions

1. Gains attention before task begins

2. Verification is included3. Lacks error correction1. Good attention2. Lacks verification 3. Integration of lesson 2

1. Wording is simple and consistent. Focused on task

Lesson 35, task 5

Lesson 35, task 6

Lesson 35 Task 7

Task 8

Comprehension

Blending, fluency

First Reading; Letter Sound Correspondence,Segmenting

Second Reading; Letter-Sound Correspondence,

Acquisition of new sounds with two elements

Fluency. Working on segmenting the words

Integration of elements into a larger whole: Using Sounds learned to form words and using words learned to form sentences using sentences to form story.

Fluency: Working on segmenting words and remembering what you read

2. Words in story are varied and juxtaposed to show sameness and differences. (CAT SAT, MAD MUD, RUG MUD)

3. Scaffolding: pointing, arrows to follow 4. Directions are clear and explicit, instruction is framed,

5. Elements are taught early enough and now are being integrated into larger wholes.

6.Elements: Letter-Sound Correspondence, Segmenting is used to sound out each word and then repetition to repeat the word again.

Add: Gain Attention of Student “Are you ready to read me a story?”

Add: Reinforcement “Yes CAT”

1. Wording is simple and consistent. Focused on task

2. Words in story are varied and juxtaposed to show sameness and differences. (CAT SAT, MAD MUD, RUG MUD)

3. Scaffolding: pointing, arrows to follow, asking of question during story

Task 9

Segmenting

Reading the Fast Way: Letter Sound Correspondence, Fluency, Blending

Review and Firm: Second time reading story should become easier and more familiar.

Integration of elements into a larger whole: Using Sounds learned to form words and using words learned to form sentences using sentences to\form story.

Fluency: reading fast helps reader become faster at reading and blending sounds

Retention: Re-reading the same story for a third time

Integration of elements into a larger whole: Using Sounds learned to form words and using words learned to form sentences using sentences to form story.

4. Directions are clear and explicit, instruction is framed,

5. Elements are taught early enough and now are being integrated into larger wholes.

6.Elements: Letter-Sound Correspondence, Segmenting is used to sound out each word and then repetition to repeat the word again.

Add: Gain Attention of Student “Are you ready to read?”

Add: After directions “Go ahead start reading!”

1. Wording is simple and consistent. Focused on task

2. Words in story are varied and juxtaposed to show sameness and differences. (CAT SAT, MAD MUD, RUG MUD)

3. Scaffolding: pointing, arrows to follow, 4. Directions are clear and explicit, instruction is framed, modeling how to read fast, leading student to read fast independently

5. Elements are taught early enough and now are being integrated into larger wholes.

6.Elements: Letter-Sound Correspondence, blending is used to say each word fast

Task 10Word Finding: Letter-Sound Correspondence

Integration of elements into a larger whole: Using Sounds learned to form words and using words learned to form sentences using sentences to form story.

Retention: using same words from previous three tasks

Fluency: blending words to

Add: Gain Attention of Student “Are you ready to read fast?”

1. Wording is simple and consistent. Focused on task

2. Words on top line are varied and juxtaposed to show sameness and differences. (CAT SAT)

3. Scaffolding: pointing, arrows to follow, 4. Directions are clear and explicit, instruction is framed, independent practice finding words

5. Elements are taught early enough and now are being integrated into larger wholes.

6.Elements: Letter-Sound Correspondence

Add: Gain Attention of Student “Are you ready to find words?”

1. Wording is simple and consistent. Focused on task

2. Words in story are varied and juxtaposed to show sameness and differences. (CAT SAT, MAD MUD, RUG MUD)

3. Scaffolding: pointing, arrows to follow, “next word” cue

Task 11Child Reads the Fast Way; fluency, letter-sound correspondence,

read fast way

Retention: re-reading story for 4th time

Integration of elements into a larger whole: Using Sounds learned to form words and using words learned to form sentences using sentences to form story.

4. Directions are clear and explicit, instruction is framed, leading student to read fast independently

5. Elements are taught early enough and now are being integrated into larger wholes.

6.Elements: Letter-Sound Correspondence, blending is used to say each word fast

Add: Gain Attention of Student “Are you ready to read fast?”

Lesson 80 Task 1 Sounding out words

(decoding)Retention Wording: clear,

consistent, focused on objective, explicit instructionAdd: gain attention and verificationGood amount of varied examples

Lesson 80 Task 2 Letter-sound correspondence (long vowels-o)Fluency (reading letters of word)

Retention- this activity has been done before and is performed as a test.

Add: gain attentionWording: clear, consistent, focused on objective, explicit instructionGood amount of varied examplesVerification is included

Lesson 80 Task 3 Fluency (reading words fast)

Retention Wording: clear, consistent, focused on objective, explicit instructionGood amount of varied examplesVerification is included

Lesson 80 Task 4 Letter-sound correspondence (long vowels-ea)Fluency (reading letters of word)

Retention A lot of scaffolding is includedWording: clear, consistent, focused on objective, explicit instructionGood number of varied examples included.Verification is includedAdd: gain attention

Lesson 80 Task 5 Fluency (reading words fast)

Retention Wording: clear, consistent, focused on objective, explicit instructionVaried examplesAdd: Verification

Lesson 45

Lesson 45, Task 1

Lesson 45, Task 2

Lesson 45, Task 3

Lesson 45, Task 4

Skill Taught

Letter-sound correspondence

Letter-sound correspondence

Word Reading

Letter-sound correspondence

Phase of learning or instructional function. What you want to see. Each task serves a clear instructional function.

Acquisition

Acquisition

Expanding

Phase of retention – review.

Test retention and firm knowledge.

Comments and suggestions

Format. No gain attention.

Add gain attention: “Okay eyes on me.”

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

No verification.

Add gain attention: “Okay eyes on me.”

Add verification:“Yes, __. You said it!”

Examples. Fifteen examples. Varied. Format. No gain attention.

Add gain attention: “Okay eyes on me.”

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

No verification.

Add gain attention: “Okay eyes on me.”

Lesson 90

Lesson 90 Task 1

Skill Taught: Phonemic Awareness; Segmenting & Blending.

Retention and generalization.

Retention and generalization.

7. Wording: clear, simple, and consistent.

8. Examples: clear and varied.

9. Has scaffolding through the use of arrows and dots.

10. Format: all elements except gain attention and verification.

Lesson 80 Task 1 Sounding out words

(decoding)Retention Wording: clear,

consistent, focused on objective, explicit instructionAdd: gain attention and verificationGood amount of varied examples

Lesson 80 Task 2 Letter-sound correspondence (long vowels-o)Fluency (reading letters of word)

Retention- this activity has been done before and is performed as a test.

Add: gain attentionWording: clear, consistent, focused on objective, explicit instructionGood amount of varied examplesVerification is included

Lesson 80 Task 3 Fluency (reading words fast)

Retention Wording: clear, consistent, focused on objective, explicit instructionGood amount of varied examplesVerification is included

Lesson 80 Task 4 Letter-sound correspondence (long vowels-ea)Fluency (reading letters of word)

Retention A lot of scaffolding is includedWording: clear, consistent, focused on objective, explicit instructionGood number of varied examples included.Verification is includedAdd: gain attention

Lesson 80 Task 5 Fluency (reading words fast)

Retention Wording: clear, consistent, focused on objective, explicit instructionVaried examplesAdd: Verification

Lesson 80 Task 5 Fluency (reading words fast)

Retention Wording: clear, consistent, focused on objective, explicit instructionVaried examplesAdd: Verification

Lesson 80 Task 6 Fluency (reading sentences fast)Comprehension

Integration of elements into a larger whole. (reading a story with words included from previous tasks)Generalization (reading a new story)

Wording: clear, consistent, focused on objective, explicit instruction

Lesson 80 Task 7 Comprehension (questions asked about story)Fluency (reading sentences fast)

Retention (re-reading the story)

Wording: clear, consistent, focused on objective, explicit instructionAdd: gain attention and verification

Lesson 80 Task 8 Comprehension (answering questions about a picture)

Generalization (moving comprehension skills from story to picture)

Wording: clear, consistent, focused on objective, explicit instructionAdd: gain attention and verification

Lesson 45

Lesson 45, Task 1

Lesson 45, Task 2

Lesson 45, Task 3

Lesson 45, Task 4

Skill Taught

Letter-sound correspondence

Letter-sound correspondence

Word Reading

Letter-sound correspondence

Phase of learning or instructional function. What you want to see. Each task serves a clear instructional function.

Acquisition

Acquisition

Expanding

Phase of retention – review.

Test retention and firm knowledge.

Comments and suggestions

Format. No gain attention.

Add gain attention: “Okay eyes on me.”

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

No verification.

Add gain attention: “Okay eyes on me.”

Add verification:“Yes, __. You said it!”

Examples. Fifteen examples. Varied. Format. No gain attention.

Add gain attention: “Okay eyes on me.”

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

No verification.

Add gain attention: “Okay eyes on me.”

Lesson 90 Task 2

Lesson 90 Task 3

Lesson 90 Task 4

Lesson 90 Task 5

Letter Sound Correspondence for Steps 1 & 2 and then Phonemic Awareness; Blending & Segmenting.

Phonemic Awareness; Blending.

Phonemic Awareness; Blending.

Comprehension.

Retention.

Fluency, retention, expanding, integration, and acquisition.

Fluency, retention, and expanding.

Expanding, integration, and retention.

11. Add gain attention: “Boys and girls eyes on me…”

12. Add verification: “Yes, sleep”.

1. Wording: clear, simple, and consistent.2. Examples: clear and varied.3. Has scaffolding through the use of arrows and dots.4. Format: all elements except for gain attention.5. Add gain attention: “Listen up…”

1. Wording: clear, simple, and consistent.2. Examples: clear and varied.3. Has scaffolding through the use of arrows and dots.4. Format: all elements except for gain attention.5. Add gain attention: “Listen up…”

1. Wording: clear, simple, and consistent.2. Examples: clear and varied.3. Has scaffolding through the use of arrows and dots.4. Format: all elements except for gain attention and verification.5. Add gain attention: “Listen up…”6. Add verification: “Yes…”1. Wording: clear, simple, and consistent.2. Examples: clear and varied.3. Has scaffolding through

Lesson 90 Task 6

Comprehension.

the use of arrows and dots.4. Format: all elements except for gain attention and verification.5. Add gain attention: “Listen up…”6. Add verification: “Yes…”

1. Wording: clear, simple, and consistent.2. Examples: clear and varied.3. Has scaffolding through the use of arrows and dots.4. Format: all elements except for gain attention and verification.5. Add gain attention: “Listen up…”6. Add verification: “Yes…”

Lesson

Lesson 100, Task 1

Lesson 100, Task 2

Lesson 100, Task 3

Lesson 100, Task 4

Skill taught

Phonemic Awareness: blending

Blending Generalization

Blending

Comprehension

Phase of learning or instructional function.What you want to see. Each task serves a clear instructional function.

AcquisitionFluency

RetentionFluency

Test

Integration of elements into a larger whole

Retention

Comments and suggestions on:

8. Needs to add gain attention 9. Good use of scaffolding.

6. Needs to add gain attention 7. Scaffolding is there however

by adding “yes, shouted” instead of “good reading” it would provide more firming up.

10. Wording is simple, consistent, and

Lesson 100, task 5

Lesson 100, task 6

Comprehension

Alphabetic principle

Test

Test

Acquisition

focused on the objective.11. Needs to gain attention.12. Variety of questions.13. Scaffolding: if student gets does

not answer question correctly, say: “Read that letter again, what did the bug shout?”

3. Wording is simple and focused on objective.

7. Wording is simple and focused on the objective.

8. Verification is included.9. Needs to gain attention before

task begins.

Lesson 50Task 1

Lesson 50Task 2

Lesson 50Task 3

Lesson 50Task 4

Lesson 50Task 5

Sounds IntroductionPhonemic Awareness

Acquisition of1. Saying parts of words fast---instruction on fluency.2. Concept “saying something fast.”—leading towards sounding out and then saying fast.

GeneralizationScaffolding

Add- Gain Attention- “Boys and Girls get ready!”Add-Verification- “Yes, “ch” You said it fast!”

SoundsSegmenting

Retention

Add- Gain Attention-“Eyes on the first ball!”Scaffolding

Word Reading

RetentionFormat- Need to gain attention. Already has verificationScaffolding

Add Gain AttentionAdd Model

Word ReadingWording: simple, consistent, focused objectiveExamples: 6 examples (good number);

RetentionGeneralization

Appendix 2

Scripts for Teaching Vocabulary by Synonyms

Teaching Vocabulary by Synonyms

Teaching Shop by Synonyms Here’s a new word [point] ShopWhat’s our new word?Spell shop.What word?

MODELSShop means to buy something.What does shop mean?...My mom goes to Harris Teeter to shop for groceries. She shops for groceries.She shops for clothes at Target. She shops for clothes.

TESTShe buys office supplies. She shopping or not shopping?She does not buy school supplies. She shopping or not shopping?

APPLICATIONI’ll say a sentence with old words and then I’ll say that sentence with our new word.She buys clothes.She shops for clothes.Your turn.I’ll say a sentence with old words and then YOU’LL say that sentence with our new word.Hey buys groceries.Say that with our new word?He shops for groceries.

------------------------------------------------

Vocabulary by SynonymsBoys and girls! Eyes on me!Here’s our new word (point to word on board) shore!What’s our new word? ShoreSpell shore. S-h-o-r-eWhat word? ShoreModelA shore is the place where water meets land.What does shore mean? A shore is the place where water meets land.

They had their vacation at the place where the ocean water meets the land. They had their vacation at the shore.

He had a party where the lake water meets the land. He had a party at the shore.

TestShe likes to lay on the place where water meets the land. Tell me, is

she laying on the shore or not? shoreHe plays baseball in a place where no water meets land. Tell me, is he

playing on the shore or not? Not shoreApplicationI’ll say a sentence with old words and then I’ll say the sentence with

our new word.She flies her kite on the place where the water meets the land. I’ll say that with our new word. She flies her kite on the SHORE.Your turn.I’ll say a sentence with old words and then YOU”LL say that sound with

our new word.They were walking on the place where the ocean water meets the

shore.Say that with our new word?They walk on the shore.Use more examples.

-----------------------------------Sample format for teaching vocabulary by synonyms

Here’s a new word [point] outsideWhat’s our new word?Spell outside.What word?ModelOutside means not inside something.What does outside mean?...She is standing in the hallway of the school. She is outside her classroom.He is standing in the backyard of his house. He is outside the house.TestThe dog plays Frisbee in the backyard of Jon’s house. Tell me….is the dog inside or outside the house.The girl is in her bedroom. Tell me…is the girl inside or outside of her bedroom.ApplicationI’ll say a sentence with old words and then I’ll say that sentence with our new word.Billie wears his shoes when he is not inside his house. I’ll say that with our new word. Billie wears his shoes when he is outside his house.Your turn. I’ll say a sentence with old words and then YOU’LL say that sentence with our new word.The boy is standing in the rain under no shelter.

Say that with our new word?The boy is standing outside in the rain.Etc.

----------------------------------------Teaching synonyms Here’s a new word [point] What’s our new word?Spell talking.What word?Good job boys and girls!Talking is when you make noise with your mouth and form words. What does talking mean?...When you ask me if you can go to the bathroom you are talking. TestWhen you open your mouth and say something you are TALKING. The girl has been saying things to her teacher for 10 minutes...Tell me... The girl is talking to her teacherThe girl does NOT say a word to anyone all day....Tell me.. The girl is NOT talking. ApplicationI’ll say a sentence with old words and then I’ll say that sentence with our new word.She is saying all these words to her sister on the phone.I’ll say that with our new word. She is TALKING to her sister one the phone. Your turn. I’ll say a sentence with old words and then YOU’LL say that sentence with our new word.He has said so many words to the girl beside him in class.Say that with our new word?He has been TALKING to the girl beside him in class for a really long time. ------------------------------------------------Run: The physical body movement. (genus) Faster paced; form of exercise. (Difference) opposite of walking.

1.) Gain attention, “Boys and girls” today we are going to get physical!

2.) Here is the new word......RUN! Say it along with them and point.

3.) “What word?”......... “RUN!”

4.) “How do we spell RUN?” Rrrrr Uuuu Nnnn.....”RUN”

5.) State what running is... “a faster movement form of walking.” RUN is a form of exercise. “Walking is the opposite of running.”

6.) “Is walking a form of running?”...”NO”. Walking is NOT a form of running.

--------------------------------Teaching Vocabulary by Synonyms

Here’s a new word [point] Run.

What’s our new word?

Spell Run.

Models

Run means to move or go quickly.

What does run mean?

He moves quickly towards the soccer ball. He runs towards the soccer ball.

She moves quickly to catch the bus. She runs to catch the bus.

Test

She moves quickly to make the movies on time. Tell me…..she runs or not runs?

They do NOT move quickly to get the newspapers. Tell me…..do they run or not run?

Application

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

He is moving quickly in order to get out of the rain.

I’ll say that with our new word. He runs in order to get out of the rain.

Your turn.

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

He moves quickly in order to catch the butterfly.

Say that with our new word.

He runs in order to catch the butterfly.

------------------------------Sample format for teaching vocabulary by synonyms

Here’s a new word [point] fast.What’s our new word? Spell fast.What word?ModelsFast means to do something quickly.What does fast mean? He runs quickly. He runs fast.He talks quickly. He talks fast. TestHe runs a race quickly and comes in first place. Tell me… He runs fast or not fast?He runs a race slowly and comes in last place. Tell me… He runs fast or not fast?Application I’ll say a sentence with olds words and then I’ll say a sentence with our new word. He runs quickly and wins the race.I’ll say that with our new word. He runs FAST and wins the race. Your turn. I’ll say a sentence with old words and then YOU’LL say that sentence with our new word.He rides his bike quickly.Say that with our new word? He rides his bike fast.

-----------------------------------------Vocabulary by Synonyms

Here’s a new word [point] shop.

What’s our new word?

Spell shop.

What word?

Models

Shop means to buy something.

What does shop mean?...

Mom goes to the grocery store to buy food. Mom shops for food.

Sally goes to the mall to buy clothes. Sally shops for clothes.

Test

She goes to Target to buy something. Tell me…she shops or she does not shop?

She does not go to the store to buy something. Tell me…she shops or she does not shop?

Application

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

She is going to Wal-Mart to buy something.

I’ll say that with our new word. She is going to Wal-Mart to shop.

Your turn.

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

She is going to the grocery store to buy something.

Say that with our new word?

She is going to the grocery store to shop.

Etc.---------------------------------

Sample format for teaching vocabulary by synonymsHere’s a new word [point] pretty.What’s our new word?Spell pretty.What word?ModelsPretty is a word that describes something that is attractive, beautiful, etc.What does pretty mean?...The sunset over the beaches of Hawaii was very pretty.The model had a pretty face that was used in a photo shoot.TestThe day was cloudy and rainy. Tell me….was it a pretty day?...There was nice art work with colors hanging on the wall. Tell me…was the art work pretty?...ApplicationI’ll say a sentence with old words and then I’ll say that sentence with our new word.

The churches had nice statutes and architecture.I’ll say that with our new word. The churches had pretty statutes and architecture.

Your turn. I’ll say a sentence with old words and then YOU’LL say that sentence with our new word.The starts lit up the night sky.Say that with our new word?The pretty starts lit up the night sky.Etc.

------------------------------------------------Sample format for teaching vocabulary by synonyms

Here’s a new word…little.What’s our new word?Spell little.What word?ModelsLittle means small.What does little mean?The kitten is small when it is born. The kitten is little.The pebble is small than the rock. The pebble is little.TestThe baby is very small when it is born. Tell me…is the baby little or not little?...The giant is the tallest in the land. Tell me…is the giant little or not little?...ApplicationI’ll say a sentence with words and then I’ll say that sentence with our new word.The tadpole is smaller than it’s mom the frog.I’ll say it with our new word. The tadpole is little.Your turn.I’ll say a sentence with old words and then YOU’LL say that sentence with our new word.The sunflower seed is the smallest seed in the garden.Say that with our new word?The sunflower seed is little.Etc.------------------------------Sample format for teaching vocabulary by SYNONYMSHere’s a new word. (point) Log.What’s our new word? Log. Spell log. L-O-G.ModelLog is a large section of a tree trunk. What does log mean?A large section of a tree trunk. A log is a large section of a tree trunk.

Test.A large chunk of wood is lying in the road after a storm. Is this a log or not a log?It is a log.Yes, that’s correct. It is a log.A small, thin, piece of wood is lying in the grass. Is this a log or not a log?It is not a log.Yes, that’s correct. It is not a log.Application.I’ll say a sentence with old words then I’ll say a sentence with our new word. A large piece of wood can be a bridge across a small river.I’ll say that with our new word. A LOG can be a bridge across a small river.Your turn. I’ll say a sentence with old words and YOU’LL say that sentence with our new word.Sometimes, frogs like to sit on large pieces of wood.Say that with our new word.Sometimes, frogs like to sit on logs.

Appendix 3

Scripts for Teaching Vocabulary by Examples

Teaching Vocabulary by Examples

Teaching Shop by ExampleHere’s a new word. [point] ShopWhat word?Spell shop. What word? This is a shop.

This is a shop.

This is a shop.

This is not a shop.

This is not a shop.

This is a shop.

Test.Is this a shop? Test with all the examples and non-examples. [Delayed Acquisition Test]Then test with NEW examples and non-examples. [Generalized Test]

Vocabulary by examplesBoys and girls! Eyes on me!Here’s a new word! (point) fish!What word? FishSpell Fish. F-i-s-hWhat word? FishThis is a fish (picture of a small fish)This is a fish (picture of a large fish)This is a fish (picture of striped fish)This is a fish (picture of a fish jumping out of the water)This is NOT a fish (picture of a monkey)This is NOT a fish (picture of picture of a space ship)TestIs this a fish? (show all previous examples and non-examples in

random order)Is this a fish? (show new pictures of fish and new pictures of not fish)

--------------------------------------

Sample format for teaching vocabulary by examplesHere’s a new word. [point] frogWhat word?Spell frogWhat word?This is a frog [small]

This is a frog [large]

This is a frog [red]

This is a frog [yellow and black]

This is not a frog [cow]

This is not a frog [fish]

This IS a frog [small]

Test.Is this a frog? Test with all the examples and nonexamples. [Delayed acquisition test]

Then test with NEW examples and nonexamples [Generalization test]

--------------------------

Sample format for teaching vocabulary by examplesHere’s a new word. [point] hatWhat word?Spell hat

What word?This is a hat [small]This is a hat [large]This is a hat [baseball hat]This is a hat [bowler hat]This is not a hat [ear muffs]This is not a hat [a sweater]This IS a hat [small]Test.Is this a hat? Test with all the examples and nonexamples. Ask the students to give you examples.-------------------------------------------

Sand: Provide different kinds of sand, sand box from playground and sand from beach. Give example.

1.) Gain attention. “Boys and girls” today we are going to learn a new word.”

2.) Here is our new word, “SAND.” Say it with the kids and point with finger.

3.) “Spell SAND.” Ssss Aaaa Nnn Ddd......”SAND”

4.) Confirmation “What word?”.......... “SAND.”

5.) This is sand, provide sand for them to view, for more hands on learning.

6.) This is not sand.......provide some non examples like dirt, grass and concrete.

----------------------------------------Teaching Vocabulary by Examples

Here’s a new word [point] Giraffe.

What word?

Spell Giraffe.

What word?

This is a Giraffe. [Small]

This is a Giraffe. [Large]

This is a Giraffe. [Eating]

This is a Giraffe. [Child]

This is a Giraffe. [Adult]

Test

Is this a Giraffe?

Show two actual Giraffes then proceed by showing two other animals followed by three more actual giraffes.----------------------------------------

Sample format for teaching vocabulary by examplesHere’s a new word [point] horse.What word?Spell horse.What word? ModelThis is a horse [small]This is a horse [large]This is a horse [grazing]This is a horse [galloping]This is not a horse [dog]This is not a horse [cow]This is a horse [small]TestIs this a horse? Test with all examples and non-examples. [delayed acquisition test]Then test with NEW examples and non-examples [generalization test] ------------------------------------------------------------

Teaching Vocabulary by Examples

Here’s a new word. [Point] cake.

What word?

Spell cake.

What word?

This is a cake [chocolate]

This is a cake [vanilla]

This is a cake [red velvet]

This is a cake [small]

This is a cake [big]

This is not a cake [pie]

This is not a cake [brownie]

Test

Is this a cake? Test with all examples and nonexamples. [Delayed acquisition test]

Then test with NEW examples and nonexamples. [Generalization Test]

-----------------------------Sample format for teaching vocabulary by examplesHere’s a new word. [point] bicycle. What word?Spell bicycleWhat word?This is a bicycle [with training wheels]This is a bicycle [for racing]This is a bicycle [riding around]This is a bicycle [parked with a kickstand]This is not a bicycle [with a basket]This is not a bicycle [crashed into a tree]This IS a bicycle [tandem with two riders]Test.Is this a bicycle? Test with all the examples and nonexamples. [Delayed acquisition test]

1. Test 1: A motorcycle2. Test 2: A bike with training wheels3. Test 3: A car

Then test with NEW examples and nonexamples [Generalization test]1. Test 1: a racing bike2. Test 2: A tandem bike3. Test 3: a boat

------------------------------------------------

Sample format for teaching vocabulary by examples.New word…duck.What word?White duck.What word?

This is a duck

This is a duck

This is a duck

This is a duck

This is NOT a duck

This is NOT a duck

This IS a duck

Test.Is this a duck?...Test with all the examples and nonexamples (delayed acquisition test).Then test with NEW examples and nonexamples (generalization test).

----------------------------------------------------------

Sample format for teaching vocabulary by EXAMPLESHere’s a new word. (point) Fish.What word? Fish.Spell fish. F-I-S-H.What word? Fish.This is a fish. (goldfish)This is a fish. (beta fish)This is a fish. (bass fish)This is a fish. (clown fish)All fish have fins, gills, and they live underwater. This is not a fish. (dog)This is not a fish. (seagull)This is a fish. (flounder)Test.Is this a fish? Test with all examples and nonexamples (Delayed Acquisition test)The test with new examples and nonexamples (Generalization test)----------------------------------------

Appendix 4

Scripts for Teaching Vocabulary by Verbal Definitions

Teaching Vocabulary by Verbal Definition

Teaching Shop by Verbal DefinitionNew word…. [Point]What’s our new word? [point]Spell…What word?...

MODELShop (subject) is a (genus: larger category that shop is in) place where you go to purchase items such as clothes, food and supplies. Example: Harris Teeter is place you go to buy groceries.Say that definition…

EXAMPLES and NONEXAMPLES

This is… Harris Teeter—a place you go to purchase groceries.

This is NOT Harris Teeter. It is NOT a place you go to purchase groceries.

AQUSITION TESTIs this…?IS this…?

GENERALIZATION TESTIs this…?

--------------------------------------------------------Vocabulary by Verbal Definition

Boys and girls! Eyes on me! New word, [point] Oyster. What’s our new word? [point] Oyster. Spell oyster. O-y-s-t-e-r. What word? Oyster. Model An oyster (subject) is type of shellfish (genus) occurring on the bottom

of the sea floor, adhering to rocks or other objects in shallow water, and is edible (difference).

Say that definition. An oyster is type of edible shellfish occurring on the bottom of the sea floor, adhering to rocks or other objects in shallow water.

This is an oyster. [show picture of an oyster on the sea floor] This is not an oyster. [show a picture of a shrimp]This is an oyster. [show a picture of an oyster on a rock]This is not an oyster. [show a picture of a crab] TestIs this an oyster? [show picture of an oyster on the sea floor]Is this an oyster? [show picture of an oyster on a rock]Is this an oyster? [show picture of a shrimp] Generalization TestIs this an oyster? [show a picture of an oyster on someone’s dinner

plate] Is this an oyster? [show a picture of a lobster] Is this an oyster? [show a picture of an oyster in a store] ----------------------------------

Sample format for teaching vocabulary by verbal definitionNew word sound… [point] What’s our new word? [point]Spell sound….What word?...Model

Vibrations that travel through the air or another medium and can be heard when they reach a person's or animal's ear. Example: The thunder made a loud sound heard for miles and miles.Say that definition…Examples and NonExamplesThe birds chirping is a sound.The dog barking is a sound.The child reading is NOT a sound.Acquisition Test. Examples and nonexamples from acquisition setDoes a car crash make a sound?Does a car horn make a sound?Does a water fountain make a sound?Does a box make a sound?Does a picture make a sound?Does a light make a sound?Etc.Generalization Test.Is thunder a sound?Is paper a sound?Etc.-------------------------Sample format for teaching vocabulary by verbal definitionNew word… [point]What’s our new word? [point]Spell….What word?...ModelHouse: 1. a building in which people live; residence for human beings.Say that definition...What is the word? Say the definition... Examples:This is a house: a building in which people live; residence for human beings.

This is NOT a house. It is NOT a building in which people live, residence of human beings. It is a building in which people WORK.

This is NOT a house.. this is a swing set with a pretend HOUSE. You would not live in that house.

This is a house..

Acquisition Test. Give students examples and not examples for the definition of (house). Is this...?Is this…?Is this…?Etc.Generalization Test.Is this…?Etc.----------------------------------------Gate: Provide definition. A GATE is an opening in a wall or fence that allows you to go in and out.

1.) Gain attention, “Boys and girls today we are going to learn an awesome new word!!!”

2.) Here is the new word......GATE! Say it along with them and point.

3.) “What word?” ......”GATE!”

4.) “How do you spell GATE?” Ggggg Aaaaa Ttttt Eeeee.....”GATE”

5.) Give definition. A GATE is an opening in a wall or fence that allows you to go in and out.

6.) “What is a GATE?” “An opening in a wall or fence that allows you to go in and out.”

--------------------------------------------------------Teaching Vocabulary by Verbal Definition

New word….[point] Rhyme.

What’s our new word? [point] Rhyme.

Spell…..Rhyme.

What word? Rhyme.

Model

A Rhyme is a correspondence of terminal sounds of words or of lines of verse. Example: Cat and Rat is an example of two words that rhyme.

Say that definition…..

Bar and Jar are examples.

Tear and Fear are examples.

Free and Tree and examples.

Fly and Cry are examples.

Gift and Trick are not examples.

Just and Fun are not examples.

Fun and Run are examples.

Acquisition Test.

Is Year and Cheer examples of a Rhyme?

Is Water and Dog examples of a Rhyme?

Is Top and Stop examples of a Rhyme?

-----------------------------------Sample format for teaching vocabulary by verbal definition

Here is a new word [point] moon.What’s our new word?Spell moon.What word? Model Moon is shaped like an orb or crescent that is a satellite for earth or the other planets. Say that definition. This is a moon shaped like an orb or crescent that is a satellite for earth or other planets. This is earth’s moon.

This is a moon shaped like an orb or crescent that is a satellite for earth or other planets. This is Saturn’s moons.

This is a moon shaped like an orb or crescent that is a satellite for earth or other planets. This is Jupiter’s moon.

This is not a moon. It is not an orb or crescent shape that is a satellite for earth or other planets. This is stars.

Acquisition Test. Is this a moon?

Is this a moon?

Is this a moon?

Generalization Test. Is this a moon?

Is this a moon?

-----------------------------------------------Teaching Vocabulary by Verbal Definition

Here’s a new word [point] pet.

What’s our new word? [Point]

Spell pet.

What word?...

Model

Pet (subject) is an animal (genus) that has been trained and tamed to be kept in the care of humans. Example: A dog is a pet.

Say that definition.

Examples and Nonexamples

This is…a dog---an animal that has been trained and tamed to be kept in the care of humans.

This is…a cat---an animal that has been trained and tamed to be kept in the care of humans.

This is…a rabbit---an animal that has been trained and tamed to be kept in the care of humans.

This is a fox. This is NOT a pet. It is NOT an animal that has been trained and tamed to be kept in the care of humans.

This is a bear. This is NOT a pet. It is NOT an animal that has been trained and tamed to be kept in the care of humans.

Acquisition Test. Examples and nonexamples from the acquisition set

Is this dog a pet?

Is this cat a pet?

Is this rabbit a pet?

Etc.

Generalization

Is a giraffe a pet?

Etc.

-----------------------------------Sample format for teaching vocabulary by verbal definitionNew word… mountain[point]What’s our new word? Mountain [point]Spell….mountainsWhat word?...ModelMountain (subject) is a (genus: Mountain (subject) is a genus: a natural elevation of the earth's surface rising more or less abruptly to a summit, and attaining an altitude greater than that of a hill, usually greater than 2000 feet (610 meters) Say that definition…Examples and nonexamples. Examples must be quite different but clearly reveal the few defining features. Nonexamples must be just like examples but without the defining features (for clear contrast)This is…. A mountain--- Mountain (subject) is a genus: a natural elevation of the earth's surface rising more or less abruptly to a summit, and attaining an altitude greater than that of a hill, usually greater than 2000 feet (610 meters)

Rocky Mountains.

This is…This is NOT a constellation. It is NOT a natural elevation of the earth's surface rising more or less abruptly to a summit, and attaining an altitude greater than that of a hill, usually greater than 2000 feet (610 meters).

This is NOT…

This is a hill…Acquisition Test. Examples and nonexamples from acquisition set (etc. etc.)Generalization Test.

-------------------------------------------Sample format for teaching vocabulary by verbal definition

New word…eagle.What’s our new word?Spell eagle.What word?ModelsAn eagle is a large bird of prey (genus) with a (difference) massive hooked bill and long broad wings with very good sight and powerful soaring flight.Say that definition.Examples and nonexamples. Examples must be quite different but clearly reveal the few defining features. Nonexamples must be just like examples but without the defining features (for clear contrast).This is an eagle a large bird of prey with a massive hooked bill and long broad wings with very good sight and powerful soaring flight.

This is an eagle

This is an eagle This is NOT an eagle. It is not a large bird of prey with a massive hooked bill and long

broad wings with very good sight and powerful soaring flight

This is NOT an eagleAcquisition Text. Examples and nonexamples from acquisition set.

Is this an eagle?

Is this an eagle?

Is this an eagle? Generalization Test.

Is this an eagle?

Is this an eagle?

-------------------------------------

Sample format for teaching vocabulary by FORMAL DEFINTIONNew word. (point) Tar.What’s our new word? Tar.Spell tar. T-A-R.What word? Tar.Model Tar is a type of thick dark liquid (genus) that is made of wood and coal (difference) and is used to make roads.Say the definition.Examples: A thick dark liquid made of wood and coal; photos of tar, roads, highways

Nonexamples: Syrup, Concrete, MolassesAcquisition test. Examples and nonexamples from acquisition set. Is this tar? (roads)Is this tar? (molasses) Is this tar? (picture of tar)Generalization test.Is this tar? (a sidewalk made of concrete)------------------------------------Lesson 52 Story New Words being taught: Fog, log, goat. All three methods: synonyms, verbal definitions, examples.Script“Boys and girls, we’re going to learn some new words!“Our first new word is log. What word?”Log“Great! Log is spelled l-o-g. How do you spell it?”L-O-G“That’s right. A log is a big piece of dead wood. Now boys and girls, if I take a walk in the woods and trip over a big piece of dead wood, what did I trip over?”A log.“That’s great, boys and girls. Now let’s see our next word. Our next new word is fog. What word?”Fog.“Fog is spelled f-o-g. How do you spell fog?”F-O-G“Perfect. Now you all know what a cloud is, right?”Yes.“Well fog is when a cloud hangs very close to the ground. So if a cloud is in the sky, what is it?”A cloud.“And if it’s on the ground, what is it?”Fog.“You guys are so smart. Okay, last word! This word is goat. What word?”Goat.“Right. Goat is spelled g-o-a-t. How do you spell goat?”G-O-A-TThis is a goat.

This is a goat.

This is a goat.

This is a goat.

This is not a goat.

This is not a goat.

Is this a goat?

Yes!

Are these goats?

No!

“Great job boys and girls! Now let’s see if you were paying attention! Timmy, can you tell me what a log is?”A log is a big dead piece of wood.“Great job Timmy! Now…Susie, can you tell me what fog is?”Fog is a cloud very close to the ground.“Excellent, Susie! Now Franklin, which of these is a goat?”

The middle one is a goat.

“Very good, Franklin!”“Now everyone let’s read the story!”(During lesson, if any child makes a mistake, correct it by getting another student to answer the question correctly and then ask the first student again to verify that the child knows the information.)

Appendix 5

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. aaammm3. Again, finger on the first ball. Get ready. aaaammm L3 T7 saL4 T5 maL4 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, seL7 T8 at, et, met L8 T7 mat

Transition: pre-skills for the third format. L9 T31. Say rrraaat. rrraaat Say it fast. rat[Repeat with road, run, ram, am, men, eat, seat. Repeat.]

Third format.L9 T41. 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? t3. My turn to sound it out. mmaaat. Say it fast. mat4. 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 satL9 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? mmm2. 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. aaammm3. 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 FormatL28 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 FormatL32 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? shack2. 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 reading1. 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? the2. Sound out the next word. cooowww. What word? cow3. 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 reading1. 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 ReadingYou’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 BallsL42 T1

They keep the arrow but drop the balls. Letter-soundsL46 T4They keep the arrow and drop the balls. Words horizontalL48 T5They keep the arrow and drop the ball. Words vertical list.L50 T7.They keep the arrow and drop the ball. Story.