Teach Your Child to Read in 100 Easy Lessons

Cary Andrews
Roger Bacon Academy

What is 100 Easy Lessons?

Supplemental Reading Program

- Based
B
d on C
Core R
Reading
di Program:
P
Reading
R di Mastery
M t
I and
d II
Principal Author: Siegfried Engelmann
Scientifically-Based Program
Primary Purpose: Learning to Read (Decoding)
Systematic and Explicit Phonics Program
Record of success since the 1960s.
Project Follow-Through and National Reading Panel

Utilized as
- intervention program for struggling K-2 students.
- precocious preschool students
- home school students

Daily lessons
- last on average 20-30 minutes
- scripted
i d ffor precise
i teacher
h llanguage and
d consistency
i
- are highly teacher-directed
- provide practice with sounds, words, and passages

Major Instructional Tracks

Sound Practice
Oral Segmenting and Blending
Word Reading
Sentence
S t
and
d Passage
P
Reading
R di

Additional Instructional Tasks:

Omit the following tasks:

Rhyming

S
Sound
dW
Writing
iti

Use these tasks as time permits:

Story Reading: Parent Reads the Fast Way

Story Reading: Word Finding

Teaching Sounds in 100 Easy Lessons

Sounds are written in unique orthography.

Select sound combinations are joined.
Macrons (lines over vowels) differentiate long/short vowels.
To ensure one-sound/symbol correspondence: No capitals.
Frequency research utilized to determine initial sound taught.

Sounds are carefully sequenced to avoid confusion.

Long and short vowels
o els as well
ell as conf
confusing
sing so
sounds
nds separated
separated.

Program teaches two types of sounds:

a
d
>

Continuous Sounds:
can be held for three seconds.
are designated in script by three symbols: aaa.
always have a ball under them to remind of holding.
Stop or Quick Sounds:
are meant to be said quickly and quietly
quietly.
are designated in script by one symbol. d
always have an arrow under them to remind to release.

Delivery Elements for Instructional Tasks

Focus
directs student attention to the task.
After attention is directed
directed, instr
instructions
ctions are pro
provided.
ided

Wait Time
provides three seconds for students to think of response.

Cue and Signal

tells students to prepare to respond.
tells students when to start and stop.

Confirmation
reinforces the final student response.

Sounds Introduction
1.(Pointtoe.)
Heresanewsound.Imgoing
to touch under this sound and say
totouchunderthissoundandsay
thesound.
(Touchfirst ballofarrow.Movequickly
tosecondball.Hold.)EEEEEE
2. YourturntosaythesoundwhenI
touch underit.(Touchfirstball.)
Getready.(Movequicklytosecond
ball.Hold.)EEEEEE.
3. (Touchfirstball.)Again.Getready.
Move quickly to the second ball. Hold.)
Movequicklytothesecondball.Hold.)
EEEEEE.

E
Focus:
Focus:__________________
Think:____________________
C /Si l
Cue/Signal:_______________
Verification:_______________

Sounds Review: Slowly

1.Youregoingtosayallthesesounds.
(Touchfirstballfora.)Getready.
(Quicklymovetothesecondball.Hold.)
y
aaaaaa.

a
2.(Touchfirstballfors.)
Getready.
(Quicklymovetothesecondball.Hold.)
ssssss
ssssss.

s
3.(Touchfirstballford.)
Getready.
(Quickly move to end of arrow.)
(Quicklymovetoendofarrow.)
d.

d
>

Sound Introduction and Review

Sounds: Slowly and Fast

1.Youregoingtosaythesoundsslowly,
thenyouregoingtosaythemfast.
(Touch first ball for s ) Say the sound slowly
(Touchfirstballfors.)Saythesoundslowly.
(Move quicklymovetosecondball.Hold.)
sssssss.Sayitfast.(Movequicklytoend
ofarrow.)s.

Focus:__________________
Think:____________________
Cue/Signal:_______________
Verification:_______________

2.(Touchfirstballfora.)Saythesoundslowly.
(Move quicklymovetosecondball.Hold.)
quickly move to second ball. Hold.)
aaaaaa.Sayitfast.(Movequicklytoend
ofarrow.)a.

a
3.(Touchfirstballford.)
Getready.
(Quickly move to end of arrow.) d.
(Quicklymovetoendofarrow.)d.
Sayitfast.(Movequicklytoend
ofarrow.)d.

d
>

BasicCorrection:
Myturn.Model.
Yourturn.Getready.
(Signal ) Yes
(Signal.)Yes,__________.
Startingover.

Say the Sound: Slowly and Fast

Child Touches the Sound

1.(Pointtos.)Youreturntotouchthesounds
andsaythem.Firstyouregoingtosaythis
soundslowlyandthensayitfast.Touchthe
y
y
firstballofthearrow.Youregoingtomove
tothenextballonthearrowandstop.
Whenyoustop,saythesoundslowly.Doit.
ssssss.Nowsayitfast.s.

Focus:__________________
Think:
Think:____________________
Cue/Signal:_______________
Verification:_______________

2.Touchtheballforthenextsound.
Movetothenextballandsaythesound
slowly.aaaaaa.Nowsayitfast.a.

a
BasicCorrection:
3.Touchtheballforthenextsound.
Movetothenextballandsaythesound
slowly.mmmmmm.Nowsayitfast.m.

Myturn.Model.
Yourturn.Getready.
(Signal ) Yes
(Signal.)Yes,__________.
Startingover.

Child Touches the Sound

4.(Touchunderfirstballofarrow.)
Youregoingtoreadthisword.Youregoing
1.(Touchunderfirstballofarrow.) tosounditout.Thenyouregoingtosayit
Youregoingtoreadthisword.Youregoingto
fast.
sound it out Then youre
sounditout.Thenyou
regoingtosayitfast.
going to say it fast
S
Sounditout.(Touchunders,e,andeasthe
d it t (T h d
d
th
2.Sounditout.(Touchunderr,a,andmasthe
childsays ssseeeeee withoutpausingbetween
childsays rrraaammm withoutpausingbetween
thesounds.)
thesounds.)
(Returntothefirstball.)
(Returntothefirstball.)
Sayitfast.(Slidequicklytoendofarrow.)see.
y
(
q
y
)
Sayitfast.(Slidequicklytoendofarrow.)ram.
Yes,whatword?see.Goodreading.
Yes,whatword?ram.Goodreading.

Word Reading

3.(Touchtheaineat.)
Thiswordhasalittlesoundinit.Wedontsay
that sound Just say the big sounds
thatsound.Justsaythebigsounds.
(Returntotheball.)Sounditout.(Touchunder
e,andtasthechildsays eeet withoutpausing
betweenthesounds.)
(Returntothefirstball.)
Sayitfast.(Slidequicklytoendofarrow.)eat.
Yes,whatword?eat.Goodreading.

ram
sEE

Focus:__________________
Think:____________________
Cue/Signal:_______________
Verification:_______________

Eat

Sound it Out

Word Reading
1.(Touchtheballsforaandt.) 3.NowImgoingtosoundoutcat.
Firstyouregoingtosoundoutthispart.
(Toucharrowunderc.)
(Point to ball for a ) Get ready (Touch balls for
(Pointtoballfora.)Getready.(Touchballsfor
ThisarrowtellsusthatIcantstopunderthe
aandtaschildsays aaat withoutpausing
sound.Butthearrowtellsusthatyouhaveto
betweensounds.)Sayitfast.at.
saythesoundforthec.
2.(Touchfirstballforcat.)
(Touchthefirstballforcat.)
Thiswordrhymeswithat.Whatdoesitrhyme 4.Myturntosoundoutcat.(Slidepastc.
4. My turn to sound out cat. (Slide past c.
with?at.
Stopatballfora.Continuetotandsay:)
Rhymingwithat.(Slidequicklytoendofarrow.)
caaat.
cat.Whatword?cat.Yes,cat.
5.Yourturntosounditout.Getready.
(Slidepastc.Stopatballfora.Continuetot.)
caaat.
t
Whatword?cat.

Focus:__________________

cat
>

Think:____________________
Cue/Signal:_______________
Verification:
Verification:_______________

First Sound Quick Sound

Word Reading: Funny Words

1.Nowyouregoingtoreadthisword.
(Touchthefirstballforsaid.)Sounditout.
(Touch under s a i and d as the
(Touchunders,a,i,anddasthe
childsays:)sssaaaiiid.
2. Thatshowwesoundouttheword.Heres
howwesaytheword.(pause.)said.
Howdowesaytheword?Said.
3.(Returntothefirstball.)
Sounditoutagain.(Touchballsforsoundsas
childsays:)sssaaaiiid.
Nowsaytheword.said. Yes,whatword?said.

said

Focus:__________________
Think:____________________
Cue/Signal:_______________
Verification:_______________
Verification:

Funny or Irregular Words

3.(Touchfirstballforfun.)Sounditout.
(Touchballsforsounds.)fffuuunnn.
1.Nowyouregoingtoreadthesewords.
Whatword?fun.
(Touchfirstballforant.)Sounditout.
Yes,fun.
(Touch balls for sounds ) aaannnt
(Touchballsforsounds.)aaannnt.
4 (R t
4.(Returntofirstball.)
t fi t b ll )
Whatword?ant.
Imgoingtomovedownthearrowthree
Yes,ant.
times.Thenyouregoingtoreadtheword
2.(Returntofirstball.)
thefastway.
Yourgoingtoreadthiswordthefastway.But
((Movedownthearrowthreetimesstoppingat
pp g
firstImgoingtomovedownthearrowthree
eachball.Returntothefirstball.)
times.Takeagoodlookatthesoundsandsee
Readitthefastway.(Slide.)fun.
ifyoucanrememberthisword.Butdontsay
Yes,fun.Goodreading.
thesoundsoutlouduntilyoureaditthefastway.
(Move down the arrow three times stopping at
(Movedownthearrowthreetimesstoppingat
eachball.Returntothefirstball.)
Readitthefastway.(Slide.)ant.
Yes,ant.Goodreading.

Word Reading

ant

fun
Focus:__________________
Think:____________________
Cue/Signal:_______________
Verification:_______________

Transition to Read Fast

Word Reading
1.(Pointtolots,have,his,near,andears.)
Yourgoingtoreadallofthesewordthefastway.
IIllllgodownthearrowonetimeforeachword.
go down the arrow one time for each word.
Figureouttheword.Butdontsay
anythingoutlouduntilItellyoutoreadit
thefastway.
2.(Touchtheballforlot.Touchunderthesounds.
R
Returntoball.)
b ll )
Readitthefastway.(Slide.)lots.
Yes,lots.
3.(Repeatstep2forremainingwords.)
4.Readallthesewordsagainthefastway.
g
y
5.(Touchfirstballforlots.Pausethreeseconds.)
Readitthefastway.(Slide.)lots.Yes,lots.
6.(Repeatstep5forremainingwords.)

Focus:
Focus:__________________
Think:____________________
C /Si l
Cue/Signal:_______________

lots
nEar
Ears
gOats

BasicCorrection:
Myturn.Model.
Yourturn.Getready.(Signal.)Yes,____.
Sounditout.Getready.(Signal.)
y ( g
)
Whatword?(Signal.)Yes,___.
Verification:_______________

Startingover.

Reading the Fast Way

ar

Word Reading
1.(Touchballforar.)
Whentheselettersaretogethertheyusually
say are. What do they say? are
sayare.Whatdotheysay?are.
2.(Touchtheballforar infar.)
Whatdothesesoundssay?are.
Yes,are.(Touchtheballforfar.)
Sounditout.(Touchballsforsounds.)fffararar
R di h f
Readitthefastway.(Slide.)far.
(Slid ) f
Yes,far.
3.(Touchtheballforar incar.)
Whatdothesesoundssay?are.
Yes,are.(Touchtheballforcar.)
,
(
)
Sounditout.(Slidepastc.Touchballforar.)
cararar
Readitthefastway.(Slide.)car.
Yes,car.

Focus:__________________
Think:____________________
Cue/Signal:_______________
Verification:_______________

far
car
>

Sound Combinations: ar

LESSON FORTY-NINE
BRINGING IT TOGETHER

Story Reading: Overview

Required Tasks
First Reading
Lessons1-54:
Sound Out/Read Fast
Lessons 55-100: Read it the Fast Way

Second Reading with Questions

Lessons 1-43:
1 43: Sound Out/Read Fast
Lessons 44-100: Read it the Fast Way

Picture Comprehension
Hide the picture to predict first.
Ask questions provided.

Additionall Tasks
Additi
T k
Parents/Students Read the Fast Way
Word Finding
Sounds Writing

First Read: Sound it Out/Read Fast (44)

Story Reading
First Reading: Sound it Out/Read Fast
First Word/Next Word.
Sound it out. (Pause.) Get ready.
(Signal for each sound.)
What word? (Signal.)
Yes, ___________.

Second Read: Read Fast and Questions (44)