Reading Skills
Teacher's Guide
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[Kit Summary] .
Introduction
Reading Skills Development was written by a panel of teachers who
wanted
one convenient source of reading skill activities in their classrooms.
The
program was designed to provide an easy method of individual
instruction
for each student's specific skill deficiency as indicated by informal
observation
or formal criterion reference testing.
Reading
Skills Development is a high interest supplemental reading system for
grade
levels 1-3 and higher. It provides an individualized method to teach or
reteach
specific reading skills in Phonics, Word Structure, Vocabulary,
Comprehension,
and Research & Study Skills. Appealing cartoon characters
create
a visual emphasis for key instructions and help maintain student
interest
throughout all six levels. The cartoons and contents are appropriate to
respective grade levels. Each skill activity has been written at three
ability
levels on three separate cards. Card A is for students at or above
grade
level. Card B is for students at grade level with difficulty. Card C is
for
students below grade level.
The kits are color coded and step indexed for easy use. Student
answer sheets,
answer keys, classroom progress charts and student progress charts are
are
included. Simple record keeping makes it possible for the student
to
chart his individual progress while the teacher maintains an overall
classroom
record. Alternatively, cards may be assigned on an "as needed" basis
without
any formal record keeping.
During pilot testing, it was determined that Reading Skills
Development was
adaptable for use with many reading systems. The skill activities
included
in the system can be readily identified
and
correlated to most reading programs and supplementary materials. The
kits
are intended as a prescriptive supplement and do not preclude a basic
reading
program. Reading Skills Development is included on the HOSTS (Help One
Student
To Succeed) language arts list.
Reading Skills Review A and B is an extension of Reading Skills
Development
for use at the junior high, high school and adult levels. The graphics
and
content are appropriate for grades 7-12. Each skill activity has been
written
at three vocabulary targets on three separate cards. In Review A kits,
card
A is fog indexed at second grade, card B at third grade and card C at
fourth
grade. In Review B kits, card A is fog indexed at fifth grade,
card
B at sixth grade and card C at seventh grade. Students should be
assigned
only cards that they can master.
Components of the System
Skill Activity Cards are organized and color coded by
category:
Phonics (green)
Word Structure (yellow)
Vocabulary (orange)
Comprehension (blue)
Research & Study Skills (red)
These five basic categories are "step indexed" in five different
sizes to
help keep the skill cards properly organized. The skills are numbered
sequentially in each category throughout all levels of the system to
facilitate
continuous pupil progress.
There are three separate activity cards for each skill: at grade
level, at
grade level with difficulty, and below grade level. On the front of
each
card a specific skill is introduced followed by instructions and a
sample
exercise. There are 6 to 10 practice exercises on the back of each
card.
Students may check their own work using matching Answer Keys.
Student Progress Charts are supplied in pad form with each
kit. Each
student has a progress chart. The teacher uses it to prescribe
individual
skill activities and the student may use it to record his or her
progress.
Finally, a Classroom Progress Chart may be used as an overall
record
of the total class reading skill prescription and progress.
Administering the Program
The following steps are an outline for teaching, reteaching or
reviewing
with a minimum of management overhead.
1. Record formal or informal reading test data on a class progress
chart.
2. Prescribe activity cards for deficient skills by circling skill
numbers
and letters on each student's personal progress chart. Prescribe card
A,
B, or C according to the need.
3. Students should select activity cards circled on their charts. They
read
the instructions and sample exercises on the front of the skill card.
They
then complete the exercises on the rear.
4. Students may correct their own work using answer keys in each kit.
Students
can work alone, in groups or with the help of a mentor.
Each skill card is a complete lesson. Reading Skills Development
cards may
be used regularly or just as needed. They may be used under the
guidance
of teachers, aides, other students, tutors, classroom helpers and
parents.
Adaptability
The high interest and tri-level material in the Reading Skills
system makes
it adaptable for use in a variety of educational environments.
And,
Reading Skills kits form a supplementary system which may be adapted to
a
broad range of learning activities.
| Environments |
Activities |
* a self-contained classroom
* an open classroom
* a learning center
* an interest center
* a tutorial program
* a remedial program
* a special education program
* a learning disabilities program |
* an independent learning activity
* an instant resource of reading skills
* material for a teacher directed lesson
* material for group learning activities
* a follow-up activity after initial instruction
* material for cross-age or peer tutoring
* material for a teacher's aide or parent
* as part of a reading lab program |
Resources
The skills included in Reading Skills Development and Review kits
are found
in most basic reading programs. The skills correlate highly with
locally
developed curriculums, continuous progress programs and state suggested
guidelines for reading. Reading Skills is also compatible with many
supplementary
and manipulative materials.
Reading Skills cards may be assigned to students as support and
follow-up
material for a basic reading program. They may be used as
reinforcements
for all students in a classroom or only as needed for students having
difficulty.
If diagnostic tests are available, Reading Skills cards may be assigned
to
focus on specific deficiencies.