PCI READING - Parkland School District The PCI Reading Program is a scientifically research-based curriculum designed to help nonreaders become successful readers. Created specifically

Program overviewintervention for all ages

FOR NONREADERS OF ALL AGES

PCI READING

Order your PCI Reading Program today

For detailed product information, visit www.epsbooks.com/PCI.

Call 800.225.5750 Fax 888.440.2665 Online www.epsbooks.com

INTRODUCTION

The PCI Reading Program is a scientifically research-based curriculum designed to help nonreaders become successful readers. Created specifically for students with developmental disabilities, autism, and significant learning disabilities, the three-level program incorporates high-frequency words and real-world words within a comprehensive program of instruction, practice, and assessment. Nonreaders of all ages become readers through a system of repetition, hands-on practice, errorless discrimination, controlled reading, and high-interest activities.

Level One of the PCI Reading Program teaches nonreaders to automatically recognize 140 sight words and common nouns and verbs through visual discrimination. Several sight word lists were used to compile the words, including the Dolch and Fry word lists. All Level One materials are carefully controlled to include only words students have learned, thereby promoting early reading success. Students read a book after every five words they learn, for a total of 28 books.

The program is primarily print-based and includes a variety of lessons, manipulatives, and activity sheets. Each kit also includes a software version of the initial visual discrimination lesson for each word and all of the assessments. Teachers may choose to use either the print or software version of these components, or use both for additional review.

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STEP 1A

STEP 1b

STEP 1C

STEP 1D

STEP 5

STEP 4

STEP 3

STEP 2

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LEARN THE WORD

The first part of the lesson cycle is the Word Building Lesson. These lessons begin by introducing a new word in isolation. They then provide scaffolded word-identification and reading exercises. A plastic reading viewer provided with the program is used to focus student attention on each line. Lines require students to either identify the new word from one or two distractors and then say the word, or read the new word in isolation. Additional lines review previously learned words in isolation and in controlled phrases and sentences. Key words are provided on both sides of the page to cue the instructor’s dialogue.

STEP 1A: WOR D B U I LD I NG LE SSON

In Level One, students learn each word through visual discrimination. The Word Building Lessons serve as the foundation of this approach. Students identify, repeat, and read the new word and previously learned words. As an added bonus, the program provides these lessons in both print and software formats, allowing teachers to choose the best approach for each student. The two formats can also be used together for additional practice and review.

© 2007 PCI Educational Publishing.

All rights reserved. www.pcieducation.com

1-800-594-4263

Version 1.0Mac OS 9.2

Mac OS 10.1.5 or higher Windows 98/2000/XP

Word Building LessonsLevel One

4 For detailed product information, visit www.epsbooks.com/PCI.

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readOnce students have practiced identifying and reading the new word, they move to the

Trace and Read Workbook for tactile reinforcement. Each word has its own practice page in the workbook. On the page, a student traces the newly learned word five times, saying the word while tracing it. Each word is also part of a controlled phrase or sentence constructed from previously learned words and/or pictures. Students read the new word in context, increasing their comprehension of the word’s meaning and usage.

STEP 1b: TRACE AN D R EAD WOR KBOOK

In this step, students trace the new word and then read it in a phrase or sentence. Tracing the word helps cement it in a student’s mind, increasing recognition and recall. Reading the word in context helps reinforce its meaning. Each student has his or her own workbook to use throughout the program, which promotes a sense of accomplishment and encourages review of previously learned words.

TRACE THE WORD

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Additional sets ofstudent workbooks

available atwww.epsbooks.com/PCI

TO ORDER: Call 800.225.5750 Fax 888.440.2665 Online www.epsbooks.com

read Having learned and traced the new word, students are now ready to further explore the word in the Guided Word Practice lesson. Teachers follow a scripted lesson plan that includes three scaffolded activities. First, under the guidance of an instructor, students use word and picture cards to construct phrases. Students build the phrases on a plastic card tray provided with the program and then read them. Words include the new word and previously learned words. Pictures show real-world objects that help students see how the new word is used in context.

HANDS-ON PRACTICE

STEP 1C: G U I D E D WOR D PRACTICE

In this step, students engage in hands-on reading practice with the new word and previously learned words. Working with an instructor, students build and read phrases and sentences using picture and word cards. For ease of use, all of the Guided Word Practice activities are scripted in one-page lesson plans. The instructor can be any adult trained to administer the program, including a teacher, paraeducator, classroom volunteer, or parent.

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Lessons are scripted

for easy administration.


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STEP 1C: G U I D E D WOR D PRACTICE

Additional reading practice is provided in a student read-aloud. A real-world connection activity provides oral practice in using the word correctly based upon its most common meanings. The final hands-on activity occurs every tenth lesson and emphasizes comprehension. Students match pictures to phrases and sentences using the most recently learned words along with as many previously learned words as possible. By the end of the Guided Word Practice lesson, students have practiced reading or saying the new word in at least 15 phrases and sentences.

HANDS-ON PRACTICE

Following the card activity, students complete the read-aloud activity. This page, provided in the Guided Word Practice book, presents five phrases or sentences using the new word and previously learned words. In addition, full-color pictures enhance the reading where appropriate. After finishing the read-aloud, the instructor guides the student through the Real-World Connection, an oral-language activity that focuses on the word’s meaning and usage. In addition, every tenth lesson includes an activity called Match on the Mat, where students demonstrate comprehension of the most recently learned words by matching phrases and sentences to pictures.

7TO ORDER: Call 800.225.5750 Fax 888.440.2665 Online www.epsbooks.com

read Following Guided Word Practice, students practice identifying and reading the new word on the targeted activity sheets provided. The program includes two activity sheets for every word. Seven different types of activities are featured, allowing for variation in the activities for each word. Activities include both word identification and comprehension activities using the new word and previously learned words.

INDEPENDENT PRACTICE

STEP 1D: ACTIVITY S H E ETS

This step promotes independent word identification practice and review through reproducible activity sheets. These activities can be completed in the classroom or sent home for reinforcement. Varied activities include basic visual-discrimination as well as comprehension exercises.

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All activity sheets are

reproducible.

PCI READING PROGRAM

Name: ________________________________________________ Date: _______________________

Connect the Words

LEVEL ONE

1.

2.

3.

4.

Lesson 8: city

Directions: Touch each word as you read it aloud. Then, draw a line from each word on the

left to its matching word.

city

in

home

the

home

the

in

city

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Name: ________________________________________________ Date: _______________________

Fill in the Word

PCI READING PROGRAM

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LEVEL ONE

Lesson 10: ocean

Directions: Cut out the words at the bottom of the page. Read each word, and place it in the

correct box to complete the phrase or sentence. Glue or tape the words in the boxes. Then,

read each line aloud.

1. by the

2. This the ocean.

3. in ocean

4. city the ocean

by

is

ocean

the

PCI READING PROGRAM

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Name: ________________________________________________ Date: _______________________Connect the Words and Pictures

LEVEL ONE

Lesson 18: lakeDirections: Read each phrase aloud. Then, draw a line from the phrase to its

matching picture.

1. on the lake

2. by a town

3. the big city

4. my farm

Name: ________________________________________________ Date: _______________________

Match the Words and Pictures

PCI READING PROGRAM

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LEVEL ONE

Lesson 22: live

1.

Directions: Cut out the sentences at the bottom of the page. Read each sentence, and place

it below its matching picture. Then, glue or tape the sentences in the boxes.

This is my home.

I live in a city.I like my farm.

This town is small.

3.

2.

4.


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Step 2: R E PEAT TH E STE P 1 ACTIVITI E S TO LEAR N FOU R MOR E WOR D S

All four activities (Word Building Lesson, Trace and Read Workbook, Guided Word Practice, and Activity Sheets) are repeated for four additional words. By teaching words in groups of five, students are able to quickly see the connections between the words and gain a sense of accomplishment for each group of words learned.

LEARN FOUR MORE WORDS

Each of the Step 1 activities is repeated for four additional words.

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STEP 1A

STEP 1b

STEP 1C

STEP 1D


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REVIEW

STEP 3: TH E WOR D GAM E

This step provides a relaxed game atmosphere in which students can prepare for the posttest. It also allows more than one student to participate, encouraging peer interaction. The only prerequisite is that all of the players must have completed the lessons for the words to be reviewed. This helps guarantee a positive experience for all of the students.

After learning five words, students review the words in an interactive activity called The Word Game. Word cards for the five words and up to 15 previously learned words are placed in the middle of the game board. Students take turns drawing a card and reading the word. If a player reads the word correctly, he or she keeps the card and play proceeds to the next player. If a word is read incorrectly, the facilitator models the word and has all of the players repeat the word. Then, the card is returned to the deck so that it can be drawn again.


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ASSESS

Posttests are provided after every five words taught to ensure mastery before moving forward in the program. Posttests include the five most recently learned words and up to 15 additional review words. The plastic viewer is used with the posttest to direct the student’s attention to the word. Key words are provided on both sides of the page to cue the instructor’s dialogue.

STEP 4: POSTTE ST

Posttests allow the teacher to assess both short- and long-term retention of the newly learned words and previously learned words. Students are expected to score 100% on the posttest. Any word missed is to be reviewed and then reassessed. Like the Word Building Lessons, the posttests are available in both print and software formats.

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© 2007 PCI Educational Publishing.

All rights reserved. www.pcieducation.com

1-800-594-4263

Version 1.0Mac OS 9.2

Mac OS 10.1.5 or higher Windows 98/2000/XP

Word Building LessonsLevel One


read

READ A bOOK!

STEP 5: TH E BOOKS

One of the motivational keys to the PCI Reading Program is the frequent availability of vocabulary-controlled books for students to read. A new book is available after every five words are mastered, for a total of 28 books in Level One. Because the books use only words students have learned, reading success is guaranteed. In addition, the books focus on real-world characters and situations, adding an important life-skills feature to the program. Scripted lesson plans for each book build comprehension skills by providing both pre- and post-reading questions.

After mastering the posttest, students are ready to read a new book featuring the newly learned five words and any previously learned words. The books include full-color illustrations and focus on three different adolescent characters from a variety of settings. Characters include a Hispanic boy who lives in a big city, a Caucasian girl with Down syndrome who lives on a farm, and an African-American boy who lives in a small town. Students relate to these characters as they read the stories and learn about the characters’ everyday lives. In addition, lesson plans are provided in the Guided Word Practice books to foster and assess comprehension. Each lesson includes suggested pre-reading questions, a script to follow for introducing the book and guiding the student to read it, and suggested post-reading comprehension questions.

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PCI READING PROGRAM

LEVEL ONE

Book 1

GATHER THE FOLLOWINGBook 1 — My Home

SET THE STAGE FOR REAdINGWhat does your home look like?

What is your favorite room in your home?REAd

Show the student Book 1. Today you are going to read a new book.

Hand the book to the student. The title of a book is printed on its cover.

Point to the title. Look at these words. These words are the book’s title. Read the words in the title.

Yes, the title of this book is My Home. Open the book, and look at the five words in the box.

Point to each word as you read it aloud.

Turn to the next page, and read the story aloud.

After the student has read the book, congratulate him or her on becoming a reader.

Let the student know that he or she may read Book 1 again at any time.

TALk AbOuT ITPage 3 – Look at the boy in this picture. What does his house look like?

Page 5 – Look at the girl in this picture. What does her house look like?

Page 7 – Look at the boy in this picture. What does his house look like?

You will learn about these three people as you read more books like this one.

Look through this book, and name some of the kinds of homes you see (e.g., mobile home,

apartment, doghouse).

1

MY HOME

Additional sets of books available at

www.epsbooks.com/PCI


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SUPPLEMENTARY ACTIVITIES

Level One also includes a supplemental binder called Building Reading Skills. Units include:

• BuildingVisualSkills • BuildingConceptsofPrint • BuildingAttention • BuildingPhonemicAwareness • BuildingMemory

Each unit has a variety of lesson plans that build the skills one step at a time. In addition, some lessons include reproducible manipulatives that can be cut out for students to use. The first unit also provides several reproducible activity sheets to help develop students’ visual-discrimination skills.

B U I LD I NG R EAD I NG S KI LLS B I N D E R

Lesson plans in this binder can be used to give students the foundational reading skills they will need to be successful readers. By focusing on five of the most basic pre-reading skills, the binder allows teachers to individualize instruction based on a student’s needs. Quotes from the research used to develop the units are provided throughout the lesson plans, and student objectives are provided for each lesson.

PCI READING PROGRAM

Building Reading Skills

�

LEVEL ONE

Building Visual Skills With 3-D Objects

“The ability to perceive visual stimuli as being the same or different is necessary

for reading.”

Esther Minskoff

Teaching Reading to Struggling Learners

Objective The student will identify the object that is different.

Materials • several sets of objects, each containing two objects that are the same

and one that is different (e.g., two paperclips and one pencil)

Method Place the first set on the table. Ask the student, “Which one is different?”

Repeat this activity several times with different sets of objects. Some students

may benefit from doing this activity daily for several days.

Variations 1. Repeat the method, but reverse the question. Instead ask, “Which two

objects are the same?”

2. Increase the difficulty by selecting objects that have one attribute in

common. For example, you might select three empty boxes. Two of the

boxes might be gelatin boxes, and the other box might be an oatmeal

box. Ask the student, “Which one is different?”

3. Create sets that include three objects that are almost exactly alike. For

example, you might gather three index cards and cut off the corner of one

index card. Or you might select three toothbrushes, two of the same color

and one of a different color. Then, place all three objects on the table. Ask

the student, “Which one is different?”

PCI READING PROGRAM

Building Reading Skills

14LEVEL ONE

Teacher Resource Page

1.

2.

3.

4.

5.

Name: ________________________________________________ Date: _______________________

PCI READING PROGRAM

LEVEL ONE

22

Directions: Look at the first line in each row. Find the matching line in that row, and circle it.

1.

2.

3.

4.

13TO ORDER: Call 800.225.5750 Fax 888.440.2665 Online www.epsbooks.com

Level One of the PCI Reading Program comes in a box built for classroom storage and display. The following components are included:

• 3WordBuildingLessonsBooks• 1WordBuildingLessonsSoftware• 5TraceandReadWorkbooks• 2GuidedWordPracticeBooks• 1ActivitySheetsBinder• 1BuildingReadingSkillsBinder• 28Books• 1WordGameBoard• 140WordCards• 100PictureCards• 1CardStorageTray• 1MatchontheMatBoard• 105TextCards• 105SceneCards• 1PlasticCardTray• 1PlasticViewer• 1Teacher’sGuide

COMPONENTS


LEVEL ONE WORDS (in the order taught)

1. my 2. this 3. a 4. is 5. home 6. the 7 . in 8. city 9. by 10. ocean 11. on 12. not 13. farm 14. like 15. I 16. town 17. big 18. lake 19. small 20. as

41. that 42. ride 43. bus 44. look 45. me 46. and 47 . friend 48. for 49. horse 50. also 51. school 52. get 53. when 54. at 55. of 56. walk 57 . around 58. then 59. eat 60. food

61. garden 62. our 63. from 64. pick 65. can 66. mom 67 . come 68. it 69. some 70. take 71. very 72. these 73. up 74. before 75. them 76. give 77. cow 78. want 79. use 80. good

101. but 102. out103. be 104. or 105. only 106. best 107 . make 108. place 109. did 110. back 111. game 112. end113. any 114. other 115. than 116. again 117 . into 118. he 119. yellow 120. would

121. they 122. are123. happy 124. many 125. who 126. if 127 . dad 128. almost 129. tell130. now131. people132. which133. jump134. first135. over136. same137.had138. girl139. she 140. must

21. see 22. live 23. do 24. where 25. you 26. go 27 . shop 28. to 29. store 30. what 31. have 32. work 33. all 34. help 35. with 36. we 37. play 38. there 39. park 40. much

81. money 82. how 83. put 84. one 85. more 86. show 87 . find 88. us 89. after 90. sit 91. time 92. today 93. here 94. will 95. cold 96. so 97 . down 98. off 99. has 100. warm

LEVEL TWO

•TakesBeginningReaders from a 1.0 Reading Level to a 2.5 Reading Level

•Teaches140NewWords

•UsestheSameBasic Lesson Cycle as Level One

•IncludesEverything in Level One Plus 3NewComponents:

— Review Stories for Level One Booklet

— Skill Discovery Lessons Book

— 4 Word Windows and 40 Word Strips

•IntroducesNewSkills:

— Wrapped Text

— End Punctuation Marks

— Inflectional Endings

— Compound Words

•FeaturesaBookforEvery 10 Words Learned

•IncreasesReadingContent in Every Component for Additional Practice

•ProvidesBuildingReading Skills Lessons in Environmental Print, Fluency, and Writing

Now Level Two Will Double Their Reading Vocabulary!

PCI Reading Program Level One Has Turned Nonreaders into Readers.

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91017110-110-SAM

LEVE L TWOCOM PON E NTS

Level Two of the PCI Reading Program comes in its own box built for classroom storage and display. The following components are included:

•1ReviewStoriesBooklet

•3WordBuildingLessonsBooks

•1WordBuildingLessons Mac/Win CD

•5TraceandReadWorkbooks

•2GuidedWordPracticeBooks

•1SkillDiscoveryLessonsBook

•1ActivitySheetsBinder

•1BuildingReadingSkillsBinder

•14Books

•1WordGameBoard

•1MatchontheMatBoard

•280WordCards(140 Level One Words and 140 Level Two Words)

•100PictureCards

•1CardStorageTray

LEVE L TWO WOR D S (in the order taught)

141. new142. under143.book144. read145. ask146. her147. room148. about149. does150. know151. let152. think153.bed154. dog155. just156. took157. each158. need159. day160. thing161. fun162. red163.got164. long165. boy166. two167. sleep168. old

225. woman226. leg227. hurt228. were229. began230.fall231.should232.your233.came234.flower235.green236.say237.nice238.feel239.call240. side 241. done242. yard243.tree244. clean245. away246. until247. morning248. cat249. year250. street251. through252. white

169. why170. bring171. their172. cake173.while174. talk175. another176. him177. write178. name179. egg180. pay181. always182. because183.keep184. move185. was186. little187. win188. night189. both190. blue191. last192. week193.man194. sister195. kind196. turn

197. watch198. next199. begin200. an201. every202. way203.party204. family205. together206. table207. goes208. car209. stop210. too211. brother212. hour213.ball214. made215. run216. fast217. am218. sure219. his220. yell221. better222. went223.doctor224. told

253.said254. paper255. could256. ready257. bike258. even259. those260. saw261. job262. water263.far264. soon265. different266. three267. found268. sad269. been270. own271. animal272. most273.stay274. near275. zoo276. drink277. open278. may279. such280. no

•4WordWindows

•140TextCards

•140SceneCards

•1PlasticCardTray

•1PlasticViewer

•1Teacher’sGuide

Documents

PCI READING - Parkland School District The PCI Reading Program is a scientifically research-based curriculum designed to help nonreaders become successful readers. Created specifically