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INTRODUCTION TO
Ready-Set-Teach
RST/001
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Teaching Reading: The
Great Debate
RST/002
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Important Reading Fundamentals
RST/003
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Basic
Reading Skills
RST/004
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How To
Get Great Results
RST/005
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RST/004:
BASIC READING
SKILLS
Regardless of the names they are given, the following seven basic skills
need to be developed at early or emergent levels (pre-kindergarten,
kindergarten, or first through third grades), students with learning gaps,
and second language learners.
RST01: Concrete verbal word play
Students gain an understanding of verbal
language structures, then begin to build simple
words, including their own name, and conceptual statements.
RST02: Phonemic Awareness / Phonetics / Phonics
This is the gateway to phonics-based
instruction. Students match letters, recognize
rhymes, hear the beats (syllables) separate sounds, blend sounds, and
recognize patterns, including very basic word families.
RST03: Letter Recognition
Students know all of the letter names, and
recognize upper and lower case letters. For best results, both upper and lower
letters should be learned at the same time.
RST04: Print Recognition:
Students know the basic elements of print and
book handling. They recognize concepts and conventions of print, have
consistent directionality, make left-to-right eye sweeps, and recognize
basic print types.
RST05: Decoding
Students must be capable of sounding out new
words, “cross-checking” with known words, find little words
within longer words, and use configuration and cueing.
RST06: Vocabulary
Students understand new words from context,
master syllabication, structural analysis tools, basic word origins, etc.
Inventive spelling of new words (as best seen in “Hooked On
Phonics” examples) must transition quickly to correct models as early
as the end of first grade. Word walls and wall print should contain only
correct teacher-generated (let the students see the teacher actually
preparing the materials) and student-generated models. Use commercial
materials as sparingly as possible.
RST07: Comprehension
Students find and
determine meaning from print. Schema (prior knowledge) is of paramount
importance. Rote learning comes (with difficulty) by forced memorizations
without regard to context (often referred to as the drill-and-kill method).
Comprehension is built upon what is previously known. Students should learn
how to predict, question, and determine literal, interpretive and
application-derived meanings. Reading widely, with strategic instruction,
helps create capable, motivated, purposeful, readers.
Common Sense
Mini-lessons (CSML) for Reading Champs
NOTE: All
session titles (below) displaying a link and date are available for
purchase as .pdf downloads.
The preceding
table provides an index to individual instructional Mini-lessons to assist
reading champs coaches and students in home-school
and other self-directed instructional programs handle initial learning and
unit review activities. Each title represents a single instructional unit
which is intended to:
- Encourage phonemic awareness
- Teach basic phonics
- Build vocabulary (including correct spelling)
- Read for meaning
- Increase reading rate and fluency
Titles are available for purchase, as
separate Reading Champs Common Sense Mini Lesson (CSML) Instructional
Handbooks, either as downloadable .pdf documents
(on the Internet for between $1.95 and $6.95 each) or as binder-formatted
hard copies (by mail) at $4.00 to $8.95 each including handling and USPS
delivery.
The Mini-lesson 3-ring Organizer with
CSML-050 and the first five mini-lessons as full color hard-copies
is regularly available for $26.35 including handling and USPS delivery
within the United States.
International deliveries of the binder and four lessons are available for
an additional $7.00 postage and handling.
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