Reading Mastery I/II. - Fast Cycle - Teacher's Guide [antikvár]

Introduction Reading Mastery: Fast Cycle I and II is an accelerated beginning-reading program for children of average or above-average ability. Fast Cycle provides a one-year first-grade program of 170 daily lessons. After completing Fast Cycle II, the children should go into a third-level reading program (ideally Reading Mastery III). In the third grade, they should be placed in a fourth-level program, and so forth, completing six years of reading instruction in only five years and being at least one year accelerated in skill development. The Fast Cycle program teaches all the word attack and the basic comprehension skills that are taught in Reading Mastery I and II, which is a two-year sequence. Upon completing the program, children will read on a solid beginning-third-grade level because they will have mastered the first two years of reading skills in only one school year. What's New in the 1988 edition? Changes in the 1988 edition of Reading Mastery: Fast Cycle were made in response to specific suggestions provided by teachers and supervisors who used the 1984 edition of Fast Cycle. Below is a summary of the most significant changes. Change in the instruction for discrimination of words with long vowels and short vowels: In the 1984 edition, the teacher taught children to identify words like hopped and hoped by covering the ending and directing the children to read the base word, and then uncovering the ending and directing the reading of the entire word. This procedure was not effective with all children. The procedure that is introduced in the 1988 edition (starting with lesson 120) gives children a more articulate strategy. It gives them a rule to follow. For words like hopping or hoping, the teacher points to the letters following the vowel and says, "If there is only one p the o says its name. The word hopping does not have one p, it has two. So the o does not say its name. The word hoping has one p, so the o says its name." This rule is applied to a variety of examples. Corrections on long/short vowel mistakes are completed by referring to the rule. Changes in reading-vocabulary lists: These changes assure that difficult words appear more frequently in the word-reading lists and that words scheduled to appear in stories are first presented in word lists. Changes in story vocabulary and take-home items: These adjustments in vocabulary assure that all words appearing in either the stories or the take-home items have first been taught in reading-vocabulary lists. Increased emphasis on words that begin with stop sounds: The range of words that begin with a variety of stop sounds was increased early in the program (lessons 39-60). With this additional practice, students more quickly learn how to process stop-sound-first words. Relocation of placement test and mastery tests: In previous editions, the tests appeared in a separate test book. In the 1988 edition, the placement test appears on pages 6 and 7 of this guide and the mastery tests are in the presentation books at the points at which they are to be administered. These changes should make the tests more accessible to you and less likely to be overlooked. Adjustment of other details: A number of minor changes were made in the program (changes of teacher wording, introducing more practice on some sounds, revisions of workbook items, etc.). The results of these changes is a program that is a little smoother for the children and for you. The 1984 edition was a very successful program. The changes make the 1988 edition even a little better.