Reading Mastery I. - Teacher's Guide [antikvár]

INTRODUCTIONReading Mastery I is the first level of SRA's direct instruc-tion reading program for grades one through six. The con-cept underlying Reading Mastery is that vírtually all chil-dren can learn if we teach them carefully. The program therefore attempts to provide the kind of careful instruction that is needed to teach basic skills. Another assumption of the program is that this instruction will be implemented only if the teacher does what is required to ensure that the children master each skiil.Llke many other programs, Reading Mastery I includes prereading exercises, activities associated with beginning decoding, work with symbol identification, rhyming, com-prehension activities, and so forth. Unlike many other programs, however, Reading Mastery I presents each of these activities in a carefully programmed sequence.1.The tasks are structured as simply as possible. The vocabuiary used by the teacher is reduced. The proce-dures that are followed with one task are followed with a similar task so that the children can see how the tasks are the same.2.The practice the children receive is carefully controlled and realistic. For example, symbols like b, m, and t are introduced at the rate of one every three or four days, so that the children receive enough practice to master each of the symbols. The practice for every other skill the children are taught is controlled in a similar way.3.The sequence of skills is structured so that the children master all the skills they need for later, more complicated tasks. The prereading activities in Reading Mastery I are unique. The purpose of prereading activities is to ensure that every skill needed for beginning decoding is taught, and only those skills are taught. No activity is introduced because it "might" help the children. The prereading tasks focus on the specific behaviors the children will use when they begin decoding words.4.A final aspect of the program design has to do with the teacher's behavior. What the teacher does and says is specified. The teacher is not given generál instructions; rather, the teacher is provided with the exact words that are to be used when presenting each of the tasks. Other behaviorspointing, signaling the group to respond, and the likeare specified precisely. The program indicates where the children are likely to make mistakes and precisely what the teacher should do to correct each mistake.The reason for the attention to detail in the design of the program is that details make a difference. Well-intentioned teachers frequently confuse children, particularly lower-performing children, with explanations that are beyond the children's understanding. General teaching suggestions don't give the teacher enough direction and frequently lead to activities that don't reach every child. Poorly sequenced tasks may further confuse the children, delay their learning,and perhaps result in their losing interest in reading.The Reading Mastery I program prevents these prob-lems from developing. A teacher who follows the program carefully will be able to teach children who would be likely to fail if less care were used.Does it follow that the program is appropriate only for low performers? Not at all. It is appropriate for any child regardless of agewho has not mastered the basic decoding and comprehension skills. It is designed for the bright and curious child, as well as for the slower-learning child. (The child who speaks no English should be taught language skills before starting Reading Mastery I.)Children can proceed through the program as fast as they are capable of moving. It is designed so that children who perform well can skip specified lessons. They can complete the program by April if they begin in September. The extremely low performers will probably not complete the entire program by the end of the school year, although they should complete at least 130 of the 160 lessons. The very highest performing children should be placed, if possible, in Reading Mastery: Fast Cycle I, an accelerated reading program.PROGRAM MATERIALSThe following materials are intended for the teacher's use. They are included in the kit:1.Three Presentation Books. These books specify each activity in each lesson and teli you how to present it.2.The Teacher's Guide. Included in this guide are an explanation of the program, the piacement test for the initial piacement of the children, and instructions on how to teach the program.3.The Spelling Book. This book contains spelling lessons, which begin at lesson 50 and continue through the remainder of the program.4.Copies of the three Storybooks that the children use.5.A Teacher's Edition of the Take-Home Books.6.A Behavioral Objectives booklet. This booklet provides specific objectives for each skill taught in the program.7.A Skills Profilé Folder, which summarizes the skills taught in the program and provides a space for indicating when a child has mastered each skill. One folder is needed for each child.8.A cassette demonstrating how to pronounce the sounds and how to present tasks from the program.9.An acetate page protector to enable you to write on the pages of the Presentation Book when necessary.10. A set of group progress indicators to enable you to keep track of the place each group has reached in the program.