Limit each session to 25 minutes or less. Work quickly. Keep the student anticipating just what you will do next. The following components should be completed at each session.

1.    Phonetic Awareness – You can probably teach at least 5 consonants per session and 2 vowel patterns. Teach all the short vowels first; then move to long vowels. Long i and long o are the easiest long vowels to teach. Try to complete the teaching of all phonemes within two weeks. You can continue to point out the patterns that the child has learned as you come to new words in the Multiple Skill Series.

2.    Dolch Words – Once you decide what the student's level, teach the list. Do NOT teach phonetic words unless they are high usage and you do not plan to teach that vowel pattern soon. You can probably teach only 3 Dolch words per session. When you are finished teaching the new Dolch words and have reviewed the list for practice, see how many words the student can read in ONE minute at each session. Graph the student’s results. If this exercise is done correctly, your student’s motivation will increase dramatically. If your children finish all Dolch Word Lists, congratulations! You are finished with this component. If you feel you need more to do at each session, you could use the Specific Skill Series. However, this rarely happens and usually only with upper level students.

3.    Multiple Skill Series – Attempt to teach two stories per session. Do NOT read every story in every book. Skip stories to build student confidence and speed.  If a student misses more than 3 words (unless they are proper nouns) the book is too high for the student. Move down to another level. Remember, you write the answers down for the student. Do not allow the student to make a mistake. If you see that he/she is going to answer incorrectly, seize the teachable moment and make sure he/she gets it right. On the next story you will have to judge if your teaching was successful. You will be able to tell when the student gets to the question with the same number in the preceding story. If he/she answers correctly, you are right on target. If not, help him/her again. The children should make 100 every time! But you, as the teacher, should be aware of anything they are having trouble with. Using the Multiple Skill Series effectively increases teacher judgement and intuition while building student reading comprehension skills.

4.    Language Experience – Students will dictate stories to you. The stories should be about the child’s life.  When the student finishes ask him/her what the story was mainly about and use that for the title. The student will then illustrate the story.  Once you have done this two or three times, use the evaluation form with the child so that he/she knows what you are looking for. All comments are positive!

5.    Records – Make sure you are starting each session on a fresh piece of notebook paper with the date in the upper right hand corner. This record is critical. It will allow me to know how to help you, if you run into difficulties. DATE everything. You don’t need to make in-depth comments, just note your child’s answers and you will be on track.

Dr. Schimmel's homepage     ||  Department of Education

Edited 1-5-99