Ready Reading

LESSON STEPS: MULTI-SENSORY LESSONS - STEP 6: STORYBOOK COMPREHENSION

Once we can say the printed words, we’re reading–RIGHT ?

WRONG ! That would be like listening to someone just spout off random words that make no sense. It just isn’t enough.

MAYBE... we can call it reading if someone sees a picture of a dog with just the one word “dog” printed next to it and then makes an association between the picture and the printed word. LABELS are an example of this type of reading. Teachers and parents often put labels on things in the classroom or home to help students identify the words with their objects, a type of sight word identification.

However, when we start putting a lot of words together to make sentences, the words need to have another type of meaning to convey a message to the reader. If the message is to inform or give directions, for example, it may be critical for the reader to understand all words thoroughly. Then we are really reading.

In addition to providing reinforcement for words introduced in each blending lesson, Ready Reading Storybooks can be used to help beginning readers learn to incorporate their word recognition skills with comprehension skills. For this purpose, Ready Reading Storybook Comprehension activities are provided for each lesson. The basic comprehension activities require the student to work with information related to the content of the storybook. In addition to story-related comprehension, in Ready Reading Set 1 there is another set of comprehension materials that enable practice of close reading to select the answer that correctly correlates the sentence and the picture, as they might be required to do in standardized testing.

These comprehension activities can be used for guided discussion and practice or for independent practice as an assessment of comprehension.

LESSON STEPS: MULTI-SENSORY LESSONS
STEP 5: WORD BLENDING STORYBOOKS

HOW IMPORTANT is it to read more than just lists of words studied? VERY IMPORTANT!

To apply word identification skills in a meaningful context, Ready Reading includes short storybooks with sentences that specifically utilize words in the current phonics lesson.
Of course, you can make up your own sentences using the lesson words.

The first storybook starts with Lesson 7, with words from Lessons 1 to 7. Thereafter, each lesson includes its own storybook to go with the specific skill learned. This helps students gain confidence and fluency in reading right away. It makes them proud of themselves!

The Ready Reading Storybooks can be duplicated for individual copies of either the 4-page or 8-page book. Activities can vary for use of the books and suggestions for these will be introduced at another time.

In my own classroom, I placed enlarged copies of the Ready Reading Storybooks on the shelves with library books. My finding was that students would choose them for their independent reading time because they enjoyed being able to read something by themselves in the early stages.

AND there’s more! Next time, we will follow the storybooks with even more practice in reading and thinking.

LESSON STEPS: MULTI-SENSORY LESSONS -
STEP 4: WORD BLENDING

Lesson 2 of Ready Reading begins using letter sounds in words for reading and writing. As the number of letters increases, the number of words increases. The only things the student needs to begin are a pencil (or something with which to write) and a piece of paper (or something on which to write...lined paper, plain paper folded into boxes, etc.)

Here’s the way Ready Reading Word Blending works.
Say the lesson word.
Use the word in a sentence meaningful to the students.
Tell the students to write with you as you sound out and show correct form.
Students listen carefully to each sound and say the sound as they write.
Be very careful NOT to add an “uh” to the end of the sound...it isn’t “bUH”...it’s simply “b”.
Reread the word, blending the letter sounds together.
Continue with the next lesson word.
Example:
What is the first sound you hear in bat? (b)
Write the letter for the sound of b.
What is the next sound you hear in bat? (a)
(Elongate the word with emphasis on the a sound.)
Write the letter for the sound of a.
What is the last sound you hear in bat? (t)
(Emphasize the t sound as you say it.)
Write the letter for the sound of t.
Read the whole word. Point to the letters as they are sounded.

Continue with as many lesson words as time allows. Watch for correct letter formation and have students correct any reversals. Reread all the words aloud.

Let students take home the writing page to show and review what they have learned.

Suggestions for ways to review and reinforce the day’s lesson will follow. The primary reinforcement for reading the words is to use the Ready Reading Storybooks. There will be more about them in the next section.

READY FOR ANOTHER PART OF THE MULTISENSORY PROCESS?
STEP 3: KINESTHETIC/TACTILE SKILLS
Use whatever you prefer--large sheets of paper, regular writing paper, pipe cleaners, clay strips, chalkboards, white boards with pencils, pens, markers, crayons, chalk, etc.

Quickly check auditory and visual memory for letters and sounds already presented. Point to random letter pictures while students say the beginning sounds. Do the reverse process--say individual sounds and have students point to the letters or individually write the letters on paper.

Combine the Auditory and Visual skills with the Kinesthetic/Tactile part of the process. Ready Reading uses a standard form of penmanship but you can use whatever form may be mandated in your school.
Demonstrate the preferred formation of the new letter. If necessary, draw arrows that show the directions and number the starting point for each line segment. If using lined paper, emphasize the starting point on the line or line space.

Now we are ready to get the students up and moving together while they learn–no need to anxiously wait to take turns!
The students follow your directions and example for air writing:
Stand and hold a pencil high in the air.
Do air writing, with large movements of the hand and arm. Observe whether or not students are going in the correct direction instead of having to correct a wrong habit later. Softly say the letter sound while air writing several times.
Work down to smaller movements of the hand and wrist.
Sit down and write the new letter on paper, individual boards, slates, etc.
Give them a few minutes to practice writing a line or two of the correct form.

Use the whole body to help learn:
Another activity is to teach the students a body movement to go with the sound.
*Example: Stand and position the body as if you were holding a bat. As you “swing the bat,” say the SOUND for the letter b.” (Remember– no uhh with it, just the pure sound.)
You can find a list of suggested movements for each letter on the website at www.readyreading.com
At another time, we’ll cover specific suggestions for reviewing and developing the fine motor and gross motor activities for learning individual letter sounds. This is the time for you to add your creative touch and use your favorite activities along with Ready Reading.

Next time–blending the sounds together smoothly to make words.

HERE WE GO!
There is not a specific order for teaching letter recognition but RESEARCH AND MY OWN EXPERIENCE shows it is better to PRESENT ONLY THE LETTER SOUND WITHOUT LETTER NAME in the beginning so students concentrate on necessary things when sounding out words. Letter names later come easily with advanced phonics and non-phonetic words. Here are suggestions for starting:
STEP 1: AUDITORY recognition of the letter sound. Students listen and imitate the sound as they watch the shape of your mouth, teeth, and tongue. They feel the air and the vibrations of their throats as they repeat several times.
Give examples and help students think of words with the new sound occurring anywhere within the word. Also demonstrate words without the specific sound.
STEP 2: The visual part starts with showing the printed letter forms. It helps to use a different color for each stroke when the line “breaks.”
Next, show the students how they can turn the letter into a picture of something to represent the letter sound. (Examples are illustrated in Ready Reading but students can create their own.) The value is having a temporary reference for immediate recall to match letter and sound.
Display your example or a student’s picture. It works better to limit the letter display for specific focus as each letter is learned, versus displaying the alphabet all at once. “Saying the ABCs” is irrelevant to learning to read. However,
if your students have already learned the alphabet names and the letters are already displayed in alphabetical order, put the new picture in the array when the sound is studied.
Next time we will go over Kinesthetic/Tactile Skills. They are so intertwined with auditory and visual that you actually work with all of them at the same time.
Lesson ideas here have been brief but you can check the website at www.readyreading.com to see more information about the multi-sensory lessons.
HAPPY READING!!

Ready Reading--A Multisensory Approach Ready Reading is a systematic multi-sensory implicit phonics program for beginning reading that incorporates phonemic awareness, isolation, blending, substitution, and segmentation within oral and written language activities. Its teacher-friendly, student-centered format for basic or supplemental r

VIRTUAL TEACHING MADE EASY with READY READING Phonics by Faye Crow -- Adaptable for Pre-K, Grades 1, 2, 3+ ON SALE NOW at www.readyreading.com .

READY READING is TEACHER FRIENDLY and STUDENT FRIENDLY! Preparation time is minimal. For the basic lessons, teachers and students need only writing materials – pencils crayons, chalk, lined or plain paper, chalkboard, whiteboard, etc. (However, printed worksheets are available if desired for teacher presentation or as a review or for absent students.)

Using typical programs such as Microsoft Teams, Zoom, or several others, home-based students can follow classroom presentations. Teachers can use varied audio-visual platforms, such as an online whiteboard with oral and/or written responses via computer from home. Where computer feedback isn’t easily done, completed written work can be returned to the teacher for evaluation.

The READYREADING Teacher Manual uses systematic instruction for 66 multi-sensory phonics lessons starting with short vowels and consonants and advancing to long vowels and various other vowel spellings. It includes auditory, visual, kinesthetic/tactile, and blending components for word identification.
Songs and movements for each letter sound enhance sensory input and are excellent for maintaining student attention and time on task.
Short reproducible storybooks, using the words in context, are available with pages for comprehension checks.
Multiple suggestions for classroom or home activities include creative writing, art, games for reinforcement, and more.

Ready Reading--A Multisensory Approach Ready Reading is a systematic multi-sensory implicit phonics program for beginning reading that incorporates phonemic awareness, isolation, blending, substitution, and segmentation within oral and written language activities. Its teacher-friendly, student-centered format for basic or supplemental r

Easter creative writing time!
This topic is great for doing a multi-sensory writing activity!
Using visual imagery, let students close their eyes while you lead them through what it's like to "be in an egg" Have them take turns responding orally (eyes closed ) to what they think they would see inside the egg, what it feels like, whether they can move, etc. Then have them decide whether they stay or want to get out and how they would get out. Then they open their eyes and begin to write about their individual experiences inside the egg--and finish with what they see and do after they get out of the egg. Using paper cut in the shape of an egg is good, with decorating a cover for it.

SALE. 40% OFF through May!
Prices are reduced on all Ready Reading selections in order that classroom teachers and home school teachers are better able to buy extra materials. This easy-to-use program can teach or reinforce phonics skills at many levels. Phonics reinforcement activities include reproducible short storybooks, letter songs, games, and suggestions for art,writing, and more.
Check out the website for complete list of selections.

Home School Reading – Do you have a problem? Are you getting the results you want? It’s sometimes difficult FOR BOTH CLASSROOM TEACHERS AND HOME/SCHOOL TEACHERS to provide for home instruction equal to what students get in a full day of direct classroom instruction. In defense of teachers, there is no readily available already-prepared material that would cover all the preliminary information students need in order to complete many assignments–and the time it would take teachers, for preparation to send home, is staggering.
I recently had the privilege of working with a child who had a week’s worth of assignments from the classroom but little access to online help. It appeared that the material was at the grade’s instructional reading level (as opposed to independent reading level) but required direct guidance since the format and content from page to page varied widely. Had there been no direct supervision, as was available in this home, the child would have willingly filled in the blanks, but without accuracy or understanding. That begs the question: what is the value of sending volumes of work if the results add little or nothing to the student’s knowledge ?

Would you like a solution?
Would you like a set of materials for beginning reading and phonics that have been tested and tried both at school and at home with considerable success?
Think about some of the advantages for teachers:
1. Preparation for instruction takes very little time
2. Format for every lesson is consistent.
3. Lessons can be easily adjusted according to students’ specific needs.
4. Supplementary materials can usually be found in the home or easily provided.
5. Instruction can be adjusted from Pre-K to Grade 2 for basic phonics and from Grade 3 to adult for remedial instruction.
6. Lessons have teacher/student interaction that helps retain student attention.

How about some of the advantages for students and parents?
1. The consistent format makes it easier for teachers/parents to direct the lessons.
2. Lessons have multi-sensory input for students to meet varying learning styles.
3. Each lesson has only ONE new element (letter sound or spelling pattern) being taught, to build on previous instruction. This consistency enables students to become proficient and more independent in word recognition skills, both in isolation and in context of the story, also provided.
4. A variety of reading/writing activities provide enjoyable reinforcement.
5. Success with consistent instruction creates a positive attitude toward reading and writing.
6. Test results for students in this program have shown higher-than-expected reading results for their reading expectancy levels.

This is a lot to think about at one time. I would encourage you to access my website to see more detailed information about the program and materials. I can answer general questions here. For specific questions about your child, I am always available for phone calls or email. I love to talk with teachers and parents! Check it out at www.readyreading.com .

Ready Reading--A Multisensory Approach Ready Reading is a systematic multi-sensory implicit phonics program for beginning reading that incorporates phonemic awareness, isolation, blending, substitution, and segmentation within oral and written language activities. Its teacher-friendly, student-centered format for basic or supplemental r

It's never too early to introduce a baby to books. This 16-month-old chooses books over other toys and will sit with you for long periods, pointing out pictures and saying the names of things. It is one of the best ways to broaden vocabulary..