PETERSON READING

Program outline for Teachers and Parents

 

French

INTRODUCTION TO PETERSON READING   Peterson Reading is a highly effective method of teaching reading, writing and English through high speed lessons, successful practices, and teacher modeling.   The Peterson Reading System provides multi-modality learning so that new information is quickly and completely processed.   Kinesthetic and tactile memories of the mouth, arms and hands reinforce visual & auditory memories.   The system provides faster and easier steps to fluent reading, writing and speaking.   It can be used with students and adults of all ages.   You don't have to speak English to teach English using the Peterson Reading System.   We provide all materials, including audio MP3 recordings and printable lessons, that can be downloaded from our website www.literacyfree.com.   We are constantly adding new materials to this site.   WE TEACH THE BEST PART OF READING FIRST:   1. Pronounce familiar phrases to learn new facts and details.   2. Get good at pronouncing a wide vocabulary.   3. Students are not bogged down with slow phonics trial and error.   4. Students aren't thwarted by embarrassment and criticism. -------------------------------------------   There are three components of the Peterson Reading System:   PETERSON READING 4-4-4:   Students chorus along with the teacher and a recording that pronounces each meaning phrase four times.   The recording continues to say the phrases four or eight more times while the student copies or traces the printed phrases.   By the end, the student will have heard and spoken each phrase twelve times: four times with oral chorusing, and eight times with inner speech.   Students gradually learn the letter and word sounds in meaningful contexts.   Within a few dozen hours students have also learned to make the sounds of individual letters and words.   Students learn meaningful phrases that comprise 90% of our written and spoken language. --------------------------------------------   WHY DOES IT WORK SO WELL? Because most trial and error is eliminated.   Students immediately feel they are readers, and they are.   Students have previously spoken many of the phrases used in class.   They feel comfortable chorusing them.   The occasional new word is sandwiched with familiar words that help define its meaning.   The introduction of new meanings is very gradual.   Each student's high percentage of successes is very reassuring.   Successes encourage them to try new sounds.   They get eight to twelve chances to become almost perfect.   Most students hit a 90 percent correct level by the fourth chorusing try.   The remaining eight repetitions are easy for them.   Each repetition tells them how good they are.   Students don't need to glance at the teacher to find approval or disapproval.   Students read with the recording at normal speaking speeds, rather than slow ''sound it out'' techniques.   There are few baby words and no confusing alphabet practices.   This is real reading.   Students are more interested and enjoy the topics.   They learn many topics while learning to read.   ACCELERATED THINKING 5-5-5:   5-5-5 improves upon students' reading, writing and speaking skills.   5-5-5 teaches academic subjects through a series of listening, note-taking, tell-backs and fast-writes.   Teachers can prepare recordings of textbook chapters to use in 5-5-5, or use the MP3 audio recordings of our downloadable e-books.   The 5-5-5 lesson is broken up into 5-minute segments so that new information can be processed before it is overwritten by later material.   For note-taking students can use a memory pattern or guide phrases.   3-3-3 TESTS: These short, one-topic tests incorporate the skills of reading, listening, writing, speaking and memory.   They teach students test-taking skills that can be used on other tests.   Students learn how to quickly scan text to find missing pieces of information.   They learn how to put pieces together, draw conclusions and communicate in verbal and written format.   The tests are broken up into 3 minute segments to encourage quick thinking and synthesis of new information.   There are different levels of 3-3-3 tests for different ages and skill levels.

GLOSSARY OF TERMS 1. MEMORY PATTERNS   A non-linear note-taking system.   To create and/or write key words, phrases or symbols at various places on a sheet of paper   Cluster phrases together to create parts of concepts.   Leave plenty of room for additional phrases as the text is read.   Memory patterns may be drawn on pre-printed sheets of guide phrases or on blank sheets.   They can also be made on visual aids (maps, graphs, illustrations).   A popular memory pattern is to outline the hand and use one finger each for who/what/when/where/why.   2. GUIDE PHRASES:   Key words, terms or phrases used as memory enhancers.   Write as many words as you can about the phrases.   Consider adding more words to the same key concepts.   3. CHORUSING:   Rapidly repeating phrases 3 or 4 times with a recording.   Chorusing can be done before and after a reading.   The 4-peat provides a correct pronunciation model to assist in material recall.   This will reduce anxiety about verbal ability.   4. TELL-BACKS:   Orally relate (tell-back) the content of the reading to a partner.   Use the memory pattern as a guide.   Include as much detail as can be recalled.   5. FAST-WRITES:   Rapidly writing in complete sentences as much of the reading and tell-back as can be recalled.   Fast-write advantages:   Immediate accountability for material learned.   Progression of higher scores.   Quickly doubles writing speed. -------------------------------------------   RULES FOR EFFECTIVE TEACHING   Don't be authoritative.   Ignore student questions.   Be an example.   Listen attentively.   Don't show off during tell-backs.   Don't ask prompting questions.   If students have a short tell-back, let them tell a story about their family or home.   An alternative task is to copy from the lesson.   Move to another chair between two students each 15 minutes.   Move to sit next to a non-complying student.   Move back if the child is still not complying or doesn't stay on task.   Only compliment a student's fast-writing quantity, participation in class, or task completion.   Limit teacher talking during tell-backs so students can talk.   Allow students to tell-back to partners immediately after input and before memory decay.   Students can tell-back from memory patterns or from their prior knowledge of the subject.   Teachers listen to students in order to gauge their ability.   Teachers score their students during fast-writes.   Teachers should keep a portfolio of each student's work to monitor progress.   Teachers who talk limit their students' recitation opportunities.   IF TEACHERS TALK   PROBLEMS:   1. Students are distracted by the teacher's facial expressions and body language.   2. Watching the teacher talk interferes with listening.   3. Students overwrite (forget) previous concepts and details.   4. Diverting eyes from the memory pattern or notes being taken causes more overwriting of input.   SOLUTIONS:   1. Stop making eye contact with students.   2. Insist that students write continuous notes and keep eyes off the teacher's distracting face.   3. Teachers can record their own material during prep time