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 andd 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
dWWriting
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:

Continuous Sounds:
can be held for three seconds.
a are designated in script by three symbols: aaa.
always have a ball under them to remind of holding.

Stop or Quick Sounds:

d 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 Sounds Review: Slowly
1.(Pointtoe.) 1.Youregoingtosayallthesesounds.
Heresanewsound.Imgoing (Touchfirstballfora.)Getready.
to touch under this sound and say
totouchunderthissoundandsay (Quicklymovetothesecondball.Hold.)
y
thesound. aaaaaa.
(Touchfirst ballofarrow.Movequickly
tosecondball.Hold.)EEEEEE
2. YourturntosaythesoundwhenI
a
touch underit.(Touchfirstball.)
Getready.(Movequicklytosecond 2.(Touchfirstballfors.)
ball.Hold.)EEEEEE. Getready.
3. (Touchfirstball.)Again.Getready. (Quicklymovetothesecondball.Hold.)
Move quickly to the second ball. Hold.)
Movequicklytothesecondball.Hold.) ssssss
ssssss.
EEEEEE.

E s
3.(Touchfirstballford.)
Getready.
Focus:
Focus:__________________ (Quickly move to end of arrow.)
(Quicklymovetoendofarrow.)
d.
Think:____________________

C /Si l
Cue/Signal:_______________ d
>
Verification:_______________
Sound Introduction and Review
Sounds: Slowly and Fast
1.Youregoingtosaythesoundsslowly, Focus:__________________
thenyouregoingtosaythemfast.
(Touch first ball for s ) Say the sound slowly
(Touchfirstballfors.)Saythesoundslowly.
(Move quicklymovetosecondball.Hold.) Think:____________________
sssssss.Sayitfast.(Movequicklytoend
ofarrow.)s. Cue/Signal:_______________

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

a
3.(Touchfirstballford.) BasicCorrection:
Getready.
(Quickly move to end of arrow.) d.
(Quicklymovetoendofarrow.)d. Myturn.Model.
Sayitfast.(Movequicklytoend
ofarrow.)d. Yourturn.Getready.

d >
(Signal ) Yes
(Signal.)Yes,__________.

Startingover.
Say the Sound: Slowly and Fast
Child Touches the Sound
1.(Pointtos.)Youreturntotouchthesounds Focus:__________________
andsaythem.Firstyouregoingtosaythis
soundslowlyandthensayitfast.Touchthe
y y Think:
Think:____________________
firstballofthearrow.Youregoingtomove
tothenextballonthearrowandstop.
Whenyoustop,saythesoundslowly.Doit. Cue/Signal:_______________
ssssss.Nowsayitfast.s.

s Verification:_______________

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

a
BasicCorrection:
3.Touchtheballforthenextsound. Myturn.Model.
Movetothenextballandsaythesound
slowly.mmmmmm.Nowsayitfast.m.
Yourturn.Getready.

m (Signal ) Yes
(Signal.)Yes,__________.

Startingover.
Child Touches the Sound
 Word Reading 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.
3.(Touchtheaineat.) Focus:__________________
Thiswordhasalittlesoundinit.Wedontsay
that sound Just say the big sounds
thatsound.Justsaythebigsounds.
(Returntotheball.)Sounditout.(Touchunder Think:____________________
e,andtasthechildsays eeet withoutpausing
betweenthesounds.) Cue/Signal:_______________
(Returntothefirstball.)
Sayitfast.(Slidequicklytoendofarrow.)eat.
Yes,whatword?eat.Goodreading. Verification:_______________

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

nEar
anythingoutlouduntilItellyoutoreadit
thefastway.
2.(Touchtheballforlot.Touchunderthesounds.
R
Returntoball.)
b ll )
Readitthefastway.(Slide.)lots.
Yes,lots.
3.(Repeatstep2forremainingwords.)
4.Readallthesewordsagainthefastway.
g y
5.(Touchfirstballforlots.Pausethreeseconds.)
Ears
Readitthefastway.(Slide.)lots.Yes,lots.
6.(Repeatstep5forremainingwords.)

gOats
BasicCorrection:
Focus:
Focus:__________________
Myturn.Model.
Think:____________________ Yourturn.Getready.(Signal.)Yes,____.
Sounditout.Getready.(Signal.)
y ( g )
C /Si l
Cue/Signal:_______________
Whatword?(Signal.)Yes,___.
Verification:_______________ Startingover.
Reading the Fast Way
 Word Reading
1.(Touchballforar.)
Whentheselettersaretogethertheyusually
ar
say are. What do they say? are
sayare.Whatdotheysay?are.
2.(Touchtheballforar infar.)
Whatdothesesoundssay?are.
Yes,are.(Touchtheballforfar.)
Sounditout.(Touchballsforsounds.)fffararar
far
R di h f
Readitthefastway.(Slide.)far.
(Slid ) f
Yes,far.
3.(Touchtheballforar incar.)
Whatdothesesoundssay?are.
Yes,are.(Touchtheballforcar.)
, ( )
Sounditout.(Slidepastc.Touchballforar.)
car
cararar >
Readitthefastway.(Slide.)car.
Yes,car.

Focus:__________________

Think:____________________

Cue/Signal:_______________

Verification:_______________
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)