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Parent Class:Teach Your Child to

ReadInstructor:

Charles ArthurFounder, Arthur Academy

Charter Schools

Weekly Parent Training Classes For Parents of Children

in Kindergarten or First GradeFour weeks

• Place: Arthur Academy, David Douglas13717 SE Division

• Dates: Thursdays, October, 2018• Time: 7:00 – 8:30

• Cost: $15 for materials Based on the Landmark Book:

Teach Your Child to Read in 100 Easy Lessons, A program specially designed for Parents in their homes

Full Textbook can be ordered on amazon for less than $15 (not required)

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Demonstrations of Teaching Presentations

• Teaching presentations will be demonstrated by instructor.• On-line materials freely available at

arthurreadingworkshop.com (some use of Handouts)• Full text book can be ordered for less than $15 (if preferred)

• Instructions for each lesson are complete, telling exactly what to say and do. (see Handout: Parent Guide)

• Each lesson is designed to take 20 to 30 minutes, total. • All lessons in TYC are carefully sequenced so that a child

can be successful from lesson to lesson. • Completing the program will enable a child to read stories,

drawn from over a 1000 word reading vocabulary. • . 46/1/18

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A Focus on Four Essential

Foundational Components.A Framework, now, widely accepted.

The Framework needs DETAILS - where the miracles are.• TYC Teaches each component, starting with very simple

tasks, that carefully build, little by little. (sequencing)1. Sounds in Speech. “We read with our eyes, but the

starting point is speech.” -not obvious to a child.2. Letters of the Alphabet: shapes and sounds, both

taught within the same lessons. 3. Decoding: Combining letters & sounds to learn and

identify words. This can be an obstacle. 4. Reading words fluently, without decoding. Words are

read automatically.56/1/18

First Foundational Component:Teaching Sounds in Speech

• Reading builds from what children already know. ie speech.• The human ear, however, is not tuned enough to hear all the

important bits of sounds in speech. Sounds are fast and overlapping.

• Learning to read an alphabetic writing system, requires learning to pay attention and listen more closely to speech sounds, than required for speech.

Oral exercises can increase sensitivity and skills.• A National Panel found Six kinds of exercises. (without letters)• However, it recommended not using all six. • Mostly just segmenting words into phonemes (segmenting)

– or use segmented phonemes from words to form words (blending).• Yet, all six are widely used and are time consuming and hard.

They lead to less effective ways of decoding.66/1/18

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TYC Unique Samples of easier, more efficient activities that tune up the ear and prepare for beginning decoding

1. “Listen and then say the words”: • Start with compound words, (ice-cream) • Insert two-syllable words (taa-ble) and • Finally, use stretched-out, single-syllable words, starting with slow

sounds. (ssssaaaammmm) (teach fast sounding-consonants, later. )

2. Do both: Say a word slowly, without stopping, and then say the word. (slow connected blending, then fast blending)

• “Say the sounds without stopping”. “Then Say it fast.” (slide 8)3. Onset-rimes: without and with letters. (beginning decoding)

• “rhyme with the sound mmm: ____ /eat/, ____/at/, ____ /e/. • (Show beginning slow sounding letter), “Start with this letter”

–m . “rhyme with /at/” (s____. r____.)76/1/18

Teaching Presentation: Say the words slowly and fast

• In speech, sounds are often bunched up, over-lapped and pronounced too fast for the ear to individually hear. This makes matching the alphabet to the sounds for new readers very difficult. Slowly stretching out helps untangles and identifies the sounds, in order, so letters can be matched. This is like a pre-decoding, out-loud rehearsal.

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Second Foundational Component: teach letters that make up the

Alphabetic Code • It’s the letters that make readers need to tune up their

ears to the sounds in speech….• …..Because they represent the sounds.• From 26 letters, there is a need for 40-43 sounds, • Some TYC ways of accomplishing this.

– At first, teach the sounds that letters are attached.– In a teachable progression, avoiding confusions.– with temporary modifications, mainly for vowels. – Tracing, copying, writing. (while saying the sounds)

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Order of Letter InstructionLessons 1-29

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Order of Letter Instruction-Lessons 31-56

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Order of Letter Instruction -Lessons 58-89

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Teaching Presentation for slow sounding consonants and vowels

Letters can be pronounced slow, stretched out or fast.

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And for fast sounding stop consonants

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In preparation fordecoding.

I do,We do,You do.

Third Foundational Component:teaching how to Decode the Code

Learn how Letters combine with sounds to make words. • Decoding involves learning how to match spellings to

speech. this can become a “bottle-neck”.• This is the hardest part of learning to read - a major

hurdle in getting started.• Printed words do not completely line-up and match with

speech sounds in words. (see slide 6 and 8)

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Some Careful TYC teaching to surmount the decoding hurdle

(begins in less. 3)

As letters cumulate, apply them early in teaching decoding.

• With short, letter-to-sound, words. V-C, CVC. • Use the same procedure used in the oral exercises, -

”Saying the sounds without stopping.” –– a smooth transfer to decoding with no roadblocks.

• Teach two kinds of “sounding-out” for slow and fast consonants at the beginning of words.

• Separately, teach words that start with fast-consonants, after slow-starting words are mastered.

• This avoids any obstacle in decoding. – it’s easier.156/1/18

Sounding-out with slow consonants Demonstration

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Careful Sequencing of Word Spellings Helps

Starting in lesson 3, learn little-by-littleWords that start with slow sounds

Lesson 11

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Lesson 13Cover picture during reading.

Continue to sound out words with modified alphabet.

Attempt to predict picture before unveiling it.

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For Words Starting with Stop-Consonants

Lesson 21

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Sound out a mix of slow and fast starting words, then say them fast.

Lesson 32Cover picture

during reading.

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A mix of words withSlow and Fast Consonants

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(Lesson 44)

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Fourth Foundational Component: teach fluent word reading,

without decoding or modified alphabetThe Final Goal:. The TYC program gradually teaches the

child to transfer, gradually, from decoding to…• reading words the fast way, without decoding. (slide 21)• Demands for reading connected texts required the

application of word reading skills without decoding. • This demand is gradually increased from three-word

stories to 150 words (lesson 76), to over 200 words (lesson 100).

• This means taking-in the alphabetic code almost automatically.

• This is the miracle of reading that has taken modern brain-imaging studies to finally explain.

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Lesson 55, Read Words the Fast Way(with “think-time”)

- after a transition that starts on lesson 27

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Lesson 76Normal print.

Early first-grade reading

Read words the fast way, without sounding out.

Comprehension questions on second reading.

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