Title: Teach Your Child to Read in 100 Easy Lessons Pdf
Author: Siegfried Engelmann
Published Date: 1986-06-15
Page: 395
Siegfried Engelmann is a professor of education at the University of Oregon, and has written many books on teaching, including Give Your Child a Superior Mind. He is the originator of Direct Instruction, the most successful approach to teaching, and he has developed more than fifty Direct Instruction programs.www.zigsite.com Chapter 1LESSON 1TASK 1 SOUNDS INTRODUCTION1. (Point to m)I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold two seconds.) mmmmmm. (Release point.)2. Your turn to say the sound when I touch under it. (Touch first ball.)Get ready. (Move quickly to second ball. Hold.) "mmmmmm."(To correct child saying a wrong sound or not responding:) The sound is mmmmmm. (Repeat step 2.)3. (Touch first ball.)Again. Get ready. (Move quickly to second ball. Hold.) "mmmmmm." (Repeat three more times.)4. (Point to s.)I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold.) ssssss. (Release point.)5. Your turn to say the sound when I touch under it. (Touch first ball.)Get ready. (Move quickly to second ball. Hold.) "ssssss."(To correct child saying a wrong sound or not responding:) The sound is ssssss. (Repeat step 5.)6. (Touch first ball.)Again. Get ready. (Move quickly to second ball. Hold.) "ssssss." (Repeat three more times.)TASK 2 SAY IT FAST1. Let's play say-it-fast. My turn: motor (pause) boat. (Pause.) Say it fast. motorboat.2. Your turn. Wait until I tell you to say it fast. motor (pause) boat. (Pause.) Say it fast. "motorboat." (Repeat step 2 until firm.)(To correct child saying word slowly -- for example, "motor [pause] boat":) You didn't say it fast. Here's saying it fast: motorboat. Say that. "motorboat." Now let's do that part again. (Repeat step 2.)3. New word. Listen: ice (pause) cream. (Pause.) Say it fast. "icecream."4. New word. Listen: sis (pause) ter. (Pause.) Say it fast. "sister."5. New word. Listen: ham (pause) burger. (Pause.) Say it fast. "hamburger."6. New word. Listen: mmmeee. (Pause.)Say it fast. "me."7. New word. Listen: iiifff. (Pause.)Say it fast. "if."8. (Repeat any words child had trouble with.)TASK 3 SAY THE SOUNDS1. I'm going to say some words slowly, without stopping. Then you'll say them with me.2. First I'll say am slowly. Listen: aaammm. Now I'll say me slowly. Listen: mmmeee. Now I'll say in slowly. Listen: iiinnn. Now I'll say she slowly. Listen: shshsheee.3. Now it's your turn to say the words slowly with me. Take a deep breath and we'Il say aaammm. Get ready. "aaammm."(To correct if child stops between sounds -- for example, "aaa [pause] mmm":) Don't stop. Listen. (Don't pause between sounds a and m as you say aaammm.) Take a deep breath and we'll say aaammm. Get ready. "aaammm." (Repeat until child responds with you.)4. Now we'll say iiinnn. Get ready. "iiinnn." Now we'll say ooonnn. Get ready. "ooonnn."5. Your turn to say words slowly by yourself. Say aaammm. Get ready. "aaammm." Say iiifff. Get ready. "iiifff." Say mmmeee. Get ready. "mmmeee." Good saying the words slowly.TASK 4 SOUNDS REVIEW1. Let's do the sounds again. See if you remember them. (Touch first ball for m,) Get ready. (Quickly move to second ball. Hold.) "mmmmmm."2. (Touch first ball for s.) Get ready. (Quickly move to second ball. Hold.) "ssssss."TASK 5 SAY IT FAST1. Let's play say-it-fast again. Listen: motor (pause) cycle. Say it fast. "motorcycle."2. mmmeee. (Pause.) Say it fast. "me." iiifff. (Pause.) Say it fast. "if." shshsheee. (Pause.) Say it fast. "she."TASK 6 SOUNDS WRITING(Note: Refer to each symbol by its sound, not by its letter name. Make horizontal rules on paper or a chalkboard about two inches apart. Separate writing spaces by spaces about one inch apart. Optionally, divide writing spaces in half with a dotted line:-----.)1. See chart on page 24 for steps in writing m and s.) You're going to write the sounds that I write. You're going to write a sound on each line. I'll show you how to make each sound. Then you'll write each sound. Here's the first sound you're going to write.2. Here's how you make mmm. Watch. (Make m at the beginning of first line. Start with a vertical line:Then add the humps:(Point to m.) What sound? "mmm." First you're going to trace the mmm that I made. Then you're going to make more of them on the line.3. (Help child trace sound two or three times. Child is then to make three to five m's on top line. Help child if necessary. For each acceptable letter child makes, say:) Good writing mmm.4. Here's how to make sss. Watch. (Make s at beginning of second line. Point to s.) What sound? "sss."5. First you're going to trace the sss that I made. Then you're going to make more of them on the line. (Help child trace sound two or three times. Child is then to make three to five s's on second line. Help child if necessary. For each acceptable letter child makes, say:) Good writing sss.LESSON 2TASK 1 SOUNDS REVIEW1. (Point to m.) I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold two seconds.) mmmmmm. (Release point.)2. Your turn to say the sound when I touch under it. (Touch first ball.) Get ready. (Move quickly to second ball. Hold.) "mmmmmm."(To correct child saying a wrong sound or not responding:) The sound is mmmmmm. (Repeat step 2.)3. (Touch first ball.) Again. Get ready. (Move quickly to second ball. Hold.) "mmmmmm." (Repeat three more times.)Copyright © 1983 by Siegfried Engelmann
DON'T GIVE UP! This is a brilliant method of teaching young children to read. It's up to YOU to make it work! This review will be continuously updated as we progress through the 100 lessons. I will make a new update every 20 lessons.~~~~~~~~~~~~~~~~~~~~~Son's Age: 5 1/2Ability to read at start: Knew ABCs and most of the phonics. Had never read words on his own.~~~~~~~~~~~~~~~~~~~~~As the parent (or instructor), please take time to truly read the introductory pages. They go over why this method works and how long it took them to achieve success with all the children they tested this book's method on. It took years of revisions of the method until they reached the one used in this book. It gives very specific instructions on how to teach, the tone to use, how to correct mistakes, pronunciation, etc. Success hinges on the parent's ability to teach correctly. If we don't put in the effort, it will fail. PERIOD.~~~~~~~~~~~~~~~~~~~~~(2/16/18)Lessons 1-20: Let me start by being perfectly honest with you. The first 5 lessons were tortuous for both me and my 5 year old son. He does not like to sit still, he does not like to repeat things over and over again, and it was extremely confusing for both him and myself as we began this book. I was still getting used to the teaching aspect, and he was getting used to the sitting still and repeating sounds over and over and over again. I nearly gave up after the first 5 days. You may want to as well. PERSEVERE!We pushed on, and I adjusted my attitude from one of impatience to one of encouragement. I put excitement in my voice. I offered incentive (more on that later) for completing a week's worth of lessons. We kept at it.Around Lesson 8, something changed in my son. He caught on. A switch flipped in his little mind and he began putting the pieces together about slowly sounding out the letters without pausing...and noticing how he was suddenly READING A WORD! He was stunned. I was stunned. The method works, everyone. It is monotonous and repetitive, but it works. Sounding out the words without pauses between each letter is brilliant. The dot method used in this book is brilliant. He uses his fingers to move to each new dot and sound and it keeps his mind on track.This book has no frills. It looks boring and nothing like we'd think to buy for a small child. There are no colors or brilliant pictures. But it keeps their minds focused on the words and letters.This book is very quick. You can knock out lessons in 10-15 minutes once you've gotten the hang of them. We do them in carline as we wait to pick up his older sister from school.We're on Lesson 20, currently. My son has gone from not being able to read ANY words, to reading MANY words (2-4 letters) with ease.I've added on BOB Books after each lesson, and they are the perfect addition to these lessons. He has BLAZED through 2 boxes of BOB Books, and has begun picking them up and reading them on his own. I AM STUNNED.IT WORKS. Don't give up in the beginning because it is hard and frustrating, but I PROMISE, if you're doing your job and find a way to keep your child engaged (ENCOURAGE ENCOURAGE ENCOURAGE!)...they'll soon be so proud of what they can do! Updates on further lessons and progress to come!--------------------------------\UPDATE 3/11/18We are now up to Lesson 47. There have been many days where my son is doing so well and enjoying his progress so much that we do an additional lesson that day. I must say that this is truly shaping up to be the best book I could have ever bought for my son. I am stunned at the progress he is making!He knows the sounds well and can say them quickly without thinking. He is remembering old words and is able to quickly sound out new words due to his knowledge of the letter sounds. The orography used in the book is ingenious for helping little ones remember the different sounds some letters make.The lessons are all basically the same, but as the child progresses, they start to teach newer techniques such as "READING THE FAST WAY". Admittedly, we stumbled at first. It's a tricky thing to teach a young child to sound it out IN THEIR HEADS, and when the know the word, just say it fast. It took one or two days of frustration before he caught on....and now it's no problem! If you think about it, that's reading. We say the words in our head. This book just adds the step of having them say it out loud, too!Something I had thought about is addressed in the book as well. Some words are always said differently than how we sound them out. Words such as 'SAID' 'TO' 'OF'. The book teaches the child to sound it out first (as they always should)...but to then explain that it's a funny word that is spoken differently. There's honestly no other way to teach this to a child other than some words in the English language are just weird, lol!I'm impressed and very encouraged at my 5 year old's progress. New update around lesson 70!From zero to hero! I'm an English teacher but at the secondary level, meaning when they come to me, they are already expected to know how to read. Because of this, I have no formal training in how to teach kids to read. I become painfully aware of how naive I was to the processes of reading when my daughter was at the age that she should be knowing her letters and stuff. Despite the fact that my husband and I are voracious readers, and that we read to our daughter daily, she had developed a loathing towards all things letters. When she was still mixing up her letters and sounds, and resistant towards all reading games at 5 years old, I began to worry. The summer before she was to start Kindergarten, I decided to take matters into my own hands. We were going to spend a summer learning to read, gosh darnnit! Or, at the very least, she would know each letter and the sound it made. So I scoured the internet for various books and programs to help me, as I, by then, understood fully I knew jack squat about how to teach a kid to read. And so I came across this book.Upon getting it in the mail, I read the introduction. It picks a few sounds to teach and has kids reading very basic words with the high frequency sounds, adding sounds and words to the mix as it goes along. Brilliant! How I never thought of this on my own is beyond me. On top of that, it's scripted, which makes it so easy. It instructs you exactly what you should do if your kiddo makes a mistake, and how to praise when they get it right.My daughter just finished lesson 25, and the transformation is amazing. She's gone from mixing up letters to reading simple sentences such as, "The cat is in the sack. The sack is near the man." On top of that, because she has experienced success herself, she is proud of herself and far more willing to engage in the activities! I won't lie; at first it was like pulling teeth, and mommy needed a big glass of mommy juice after a lesson. But she now picks the book up on her own in the morning and practices all by herself.This book is definitely worth every penny, along with every beginning headache. Your kid will start to catch on sooner rather than later, and before you know, he/she will be reading!
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