LEARN TO TEACH
READING OR SPANISH

Free classes and materials
for parents,
teachers,
and their students.

Learn to use our free materials
with infants,
pre-schoolers,
and school age students.

Learn how controlled successes
make rapid learning progress.

Learn how our system accomplishes:
extensive time-on-task
cooperation with teachers
immediate student participation
and fluency
optimism for learning
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START BY LEARNING TO BE
A MODEL STUDENT

Experience the rules
as a student.

Experience for yourself
how it feels
to learn this rapidly.

Learn to measure the success
of the students in the classroom.

Compare the improvement
of different students
with your own progress.

Learn ways to help:
fearful students
interrupting students
disruptive students
withdrawn students
learning disabled students
hearing delayed students

Relearn many topics
in history,
literature, and science.
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FREE SCHOLARSHIP
PROGRAM: OUTLINE

6 weeks of free classes
include:
10 classes or 20 hours
being a student.
10 classes or 20 hours
being a model student
and an assistant.
10 more optional classes.
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RULES:
FIRST 10 CLASSES 20 hours

Students come first.

No visiting with staff
or trainees.

Ask your questions
in writing.

CP will supply the answers.

Don’t talk to the teacher
or other teachers
and parents
during classes.

Enjoy the reviews
of topics.

Observe the value of:
teacher silence
teacher modeling
teacher routines
teacher preparation
teacher report cards
teacher pay outs
teacher/parent counseling
teacher counting pages
teacher scoring of report card

Compare the positive effects
of strict timing
with chaotic classrooms.
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MORE RULES

Don’t be authoritative.

Ignore student questions.

Be an example.

Listen attentively.

Don’t show off in Tell-backs.

Don’t ask prompting questions.

If students have
a short Tell-back,
let them copy
or read aloud 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 non-complying
or doesn’t stay on task.

Let the teacher handle
ALL problems.

Observe the teacher.

Don’t sit with teachers.

Get proficient with:
chorusing
timing
Tell-backs

Watch procedures.

Only compliment
on a student’s:
fast writing quantity
participation in class
task completion.
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WATCH THE RATE
OF CHANGES

Evaluate students.

Observe progress
by labeled students.

Identify our solutions.

Anticipate next moves.

Listen to Tell-backs.

Do short Tell-backs.

Learn to be
a silent teacher.

Learn to be
a classroom manager.

Write and turn in
20 questions or statements
per day.

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SECOND 10 CLASSES 20 hours.

Start to be
a teacher’s assistant
or apprentice.

Be a good example.

Copy procedures faithfully.

Count money.

Prepare page pay envelopes.

Watch procedures.

Pass out materials.

Learn options within
the system for:
infant
toddler
school age
remedial
gifted

Observe short parent
conferences
before and after class.
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AFTER FIRST 20 HOURS

You can choose
to start your home program
regardless of child
cooperation.

Be a model student at home.

Don’t respond
to interruptions,
demands,
or the telephone.

Stop
if there is a real emergency.

Return to 444
as soon as possible.

Make 444 your highest priority.

If you are inconsistent,
your child will be
inconsistent.

Tell our teachers
if you are having trouble
teaching at home.

Perhaps you can
do a working scholarship
and leave the teaching
to our teachers.
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LIVE OUT OF DENVER OR KC?

If you can’t come
to the adult
scholarship program,
follow the rules
2 hours per day
for 250 days.

You will be amazed.

Start downloading
your materials
from the internet.

Be a model student
and your children
will copy you.

Establish a pattern
of daily 444 at home.

You can teach yourself
and all your children.
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OPTIONS

Keep your notes
or memory patterns
in a notebook portfolio
forever.

Visual patterns trigger
auditory,
kinesthetic,
and tactile memories
created when you made
the notes.

Teaching Spanish
or another language?

Take care of all
conversations
before or after class.

Use your new words all day.

Play our free immersion CD
24 hours per day in your home.
----------------------

ENHANCE YOUR KNOWLEDGE

Read more philosophies on line.

Print out personal copies
of our manuals.

Loan them
to your teachers and friends.
----------------------

REVIEW OF ESSENTIALS

Be a good example.

Learn to evaluate students.

Learn variations for:
infants
toddlers
gifted
needing challenge
high verbal manipulators
withdrawn, lonely children.
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TALKING TO LEARN

1. Maximize student Tell-backs.
2. Maximize writing.

Oral recitation and inner speech

Why?

Speech is the fastest way
to make your mind accountable.

(Inner speech may be 2-4000
words per minute or more).

(Speaking aloud 150 to 300
words per minute).

Speech forces your mind
to use your thinking skills.
(taxonomy for thinking)

You talk to yourself:
1. As you make notes on memory patterns.
2. As you add to your pattern
while your partner is speaking.
3. You are restating words
with inner speech
as your partner says them.
4.Your partner’s words help you
re-organize your notes.
5.The speaking is a rehearsal
for the Fastwrite.
----------------------

TALK TO REMEMBER

You can recite part
of what you have stored auditorily.

The mind stores
most information auditorily.

Short-term auditory memory
is three-quarters of a second.

Short-term visual memory
is one-quarter of a second.

Short-term semantic memory
is one or two seconds.

Short-term memory transfers
to long-term memory
if you write notes continuously
during the recorded input.
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WRITE TO LEARN

1. Writing notes on memory patterns
requires use of inner speech
and so helps build memory.

2. Write notes during your partner's
Tell-back.

3. The Fastwrite forces you
to continue the reorganizing
and storing process.
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LIMIT TEACHER TALKING
SO STUDENTS CAN TALK

Allow students
to Tell-back to partners:

1. Immediately after input
and before memory decay.
2. Tell-back from notes
or memory patterns
that re-trigger the input.
3. Tell-back from their prior knowledge.
4. Teachers listen to students
to gauge their ability.
5. Teachers score their students
during Fastwrites.

Teachers who talk
limit their student's recitation
opportunities.
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IF TEACHERS INSIST ON TALKING

PROBLEMS
1. Students watching the teacher
interferes with listening.
2. Student’s attention is diverted
to facial expressions and body language.
3.Students overwrite (forget)
previous concepts and details.

4. Diverting eyes from the notes
being created 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
and play it as needed.
4. During recordings teachers can sit
next to students who are off-task.
5. Teachers can have time to be a model
for listening and taking notes.
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READING PHILOSOPHIES 2003

Children want to have success.

444 and 555 allow all ages
of children immediate success
with listening and reading tasks..

BIRTH TO 4 MONTHS

Parents can bring
newborn, non-crawling infants
to class.

Hold the infant while chorusing,
copying, and tracing.

The rhythms of the recordings
may put the infant to sleep.
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IN OUR CLASSES

Continue 444 while child is sleeping.

AT YOUR HOME:
Parents can take a break
until the child wakes up.

On your daily report
count only the minutes
the parent is actively modeling
for the child.

4 MONTHS TO AGE 5:

Parents learn how to teach
their crawlers and toddlers
at home.

Parents can attend
free 6-week classes,
40 to 60 hours.
----------------------

TEACHERS CAN USE
OUR FREE MATERIALS
IN THEIR CLASSROOMS

Follow our
procedures exactly
to get results.
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PETERSON READING 444 & 555

Students chorus along
with the teacher and a recording
that pronounces each phrase
four times.

The recording continues
to say the phrases 4 or 8 more times
while the student copies or traces
the printed phrases.

In 12 seconds the student
has listened 12 times
and spoken the phrase 12 times
4 times oral chorusing
8 times with inner speech.

Students gradually learn
the letter and word sounds.

Within a few dozen hours
students have also learned
to make the sounds
of individual letters and words.
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WHY DOES IT WORK
SO WELL?

A. MOST TRIAL AND ERROR
IS ELIMINATED.

Students immediately feel
they are readers
and they are.

Students have 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 their meaning.

Many A-HA? responses
as they match the sounds
with the printed phrases.

The introduction of new meanings
is very gradual.

Their high percentage of successes
are very reassuring.

Successes encourage them
to try new sounds.

They get 8 to 12 chances
to become almost perfect.

Most students hit
a 90 percent correct level
by the 4th chorusing try..

The remaining 8 repetitions
are easy for them.

Each repetition tells them
how good they are.

Peterson’s comments
after observing the results
of this method since 1989..

Why does it work?

Easier steps to reading
Faster steps to reading
Easy steps to a wide vocabulary.
Easier steps to fluent reading.

Their attempts to read
sound as good
as the good readers.

They know they sound
the same as the good readers.

There’s no reason
for carefully guessing at the sounds.

No glances at teacher
to find approval or disapproval.

Students read with the recording
at normal speaking speeds.

Why does it work?

Students are more interested.

Students learn parts of history
and science subjects while
learning to read.

No more baby words
and confusing alphabet practice.

This is real reading.

Students can enjoy the topics

We teach the best part
f reading first:
1. Pronounce familiar sounds
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. Avoid embarrassment
and criticism while trying.


Why does it work?

We are changing
the balance of success and failure.

A much higher percentage of success
creates the fluency habit..

Traditional goals
include reading fluency AFTER
many slowly practiced
letter sounds and word sounds.

More practices are then needed
to create phrases and sentences.

Our goals
Immediate fluency in reading
(chorusing).
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PARENTS CAN TEACH WRITING

Start with your child dictating
to you make into a preview
print it out.

Do this 100 times
I’ll bet your student will like
to write


Listen to a story
even watch TV heaven forbid
write words they know
write phrase
wallah
you have a preview

It’s hard to criticize a preview
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CLUSTERS
can you add a phrase
to some of the phrases?

That is a cluster.

Keep the clusters short.
2 phrases are great
3 are possible
4 phrases are easily forgotten.
Keep trying
It is easier than you think.

More information
will come from your past experiences.


Students can learn from interesting
new vocabulary.

Make sure it is recorded
and can be repeated.

Make sure they respond

Add another phrase
to make the new name
more meaningful
to add meaning
to assist memory.