The International Education Institute is pleased to present this free Customizable Early Reading Curriculum. Our curriculum can be viewed here at our http://ReadToSucceed.com/free website as PDF files, or, better yet, can be downloaded as a series of PowerPoint files and then customized according to your needs.
If you prefer faster download, you should select the PDF format, but then you cannot customize the files as easily. You should already have a PDF reader on your computer, but if not, you can go to www.adobe.com and look for the Adobe Reader download. Currently it is found at http://www.adobe.com/products/acrobat/readstep2.html.
If you prefer the customizable version, each PowerPoint file will take 1-6 minutes to download, depending on your computer and Internet connection, so be patient. They're worth it. If you do not have the full PowerPoint program to access and customize our curriculum, you at least need to download a free copy of the PowerPoint Viewer from the Microsoft website. To view our curriculum online or to print it out, you can download the free PowerPoint viewer currently at: http://www.microsoft.com/downloads/details.aspx?FamilyID=428d5727-43ab-4f24-90b7-a94784af71a4&DisplayLang=en. This URL address may change from time to time, but if you go to http://www.microsoft.com and look for DOWNLOADS, you should be able to find the PowerPoint viewer for free installation.
HOW TO USE OUR FREE CURRICULUM
If you have the capability to customize our PowerPoint-based curriculum, we particularly recommend you change many or all of the photos with photos of your own young students and their own environment. This is a simple process in PowerPoint but beyond the scope of this introduction. If you do not have experience with PowerPoint and/or with digital photos, you almost certainly know someone who does. Ask around. Otherwise, you can go to our site athttp://virtual-institute.us to find quick online courses on how to operate PowerPoint and other popular software packages.
The IEI Curriculum can be used with students of all ages. The portion available at this time is NOT a phonics curriculum, but it can be used in conjunction with other curricula, and we will be adding phonics-based curriculum over the coming few weeks. Ultimately, we all learn to read most words by sight rather than by phonic decoding anyway. So, the bigger our sight reading vocabulary, the better. Young children can learn to read through word recognition long before they can comprehend phonics. Indeed, this curriculum can be used even before children can speak. We began using word strips with our oldest daughter when she was 3. The most popular word strips were those that had to do with her own body: head, arm, hand, elbow, knee, mouth, eyes, nose, etc. While we were using the word strips to play the "Word Game," our younger 1-year-old daughter was able to touch the parts of her body represented by each word -- even though she could not say the words yet. The older daughter was later salutatorian of her large high school class; the younger daughter was valedictorian.
Glen Doman has demonstrated for over 30 years that babies can learn how to read easily and naturally in this fashion. Eventually children should learn to read phonetically, and we recommend the Frontline Reading Curriculum for children 4 years of age or older. But by learning some whole words from an early age, children comprehend what reading is all about and are ready to learn any new "tricks," such as phonics, to help them decode more and more words later on. Thus, the word recognition approach while children are young will prepare students to learn phonics later.
With this free IEI curriculum, children can learn more than 200 words in 2 years – even if starting at age 1. But you should take it slowly and make it fun. Some educators are vigorously opposed to teaching young children how to read, but tens of thousands of teachers and parents have used Doman-associated techniques "gently" to teach children to read without negative ramifications. The question really isn’t "whether" young children can learn to read – and to enjoy reading – at an early age. The question is HOW to do so. Children can learn to read as naturally as they learn to speak – and in very similar fashion – by making printed words as much a part of their environment as spoken words. The keys for young children learning to read early and well – and not rebelling against it -- include:
- Making it fun.
- Making it short.
- Making it part of the daily routine and individual expectations.
- Making it part of a child’s overall environment.
- And making sure parents are involved in modeling and providing positive feedback.
ELEMENTS OF THE CURRICULUM
The IEI Customizable Curriculum includes word strips and illustrated "prebook" pages that can be posted around the school or home -- whenever possible on the actual objects they represent. Ideally, every word in the curriculum will be visible somewhere in the children’s everyday world to help them memorize the words over the period of about 2 years. Besides posting the word strips or illustrated prebook pages, the word strips should be used in "playing" the "Word Game." And, then, all the words are also used in our set of customizable books.
You can show the children the words in prebook form so they understand that words make up books. But to start with, emphasize the word strips and the "Word Game" until the children can recognize at least 10 key nouns from the first prebook. Once they have learned the vocabulary in the prebook, they can move on to the first full book – I Like My Body -- Volume 1. This book emphasizes nouns, along with very few other words. The advanced version of the book then builds on the first one, incorporates most of the same nouns, but begins to add verbs and additional pronouns, articles, etc.
The "Word Game" is simple. You start with just three word strips. First, display each word strip -– printed with about 3-inch-high letters – and read each of the words to the children. Then shuffle the words and hold up each again, asking if anyone can guess the first word displayed. If teaching more than one child, make the children raise their hand to be recognized so one young reader doesn’t dominate. If a child guesses wrong – and they frequently will – don’t make a big deal about it. Just see if anyone else knows the answer.
At first, play this short game 3-4 times a day, just 2-3 minutes at a time. Within a few days, most of the children will be able to identify each of the three words. Then start adding one word a day as long as the children can keep up. Slow down if they cannot. How fast you can proceed will depend on the children – their previous exposure to words, their age and maturity, etc. The most important of these factors is their prior exposure to words. Children whose parents read to them daily will progress faster, in general, than children without such "lap time."
After the children have mastered the nouns used in Prebook 1, you can start reading Book 1 with the children once or twice a day. Simultaneously begin introducing into the Word Game other words used in the first book but not included in the corresponding prebook. With Book 1, for example, you will need to add "I," "like" and "my" to the Word Game.
The advanced version of I Like My Body uses mostly the same nouns but adds associated verbs and several other commonly used words. Once the children master the nouns, begin introducing the verbs into the Word Game. In reading the advanced book, the children will quickly associate the verbs with their corresponding nouns. The Word Game will show whether children can actually distinguish between all the words or whether they have simply memorized the book. You can also print out a version of the book without illustrations to see how well the children know the words without visual cues. You can use the version without photographic illustration to have the children draw their own illustrations.
Separate files contain the word strips, the prebook, the regular and the advanced versions for each book. Currently there are seven book sets completed, teaching hundreds of sight words. The illustrated prebook in each set is to help the children learn the words faster with visual cues. The word strips and/or pages from the prebooks can be posted on the wall, on the corresponding objects in your home or classroom, and next to larger illustrations – perhaps next to a blown up photo of one of your students, for example, in the case of I Like My Body. A string could be stretched from each noun to the part of the body it represents. You could post the verbs next to their associated noun.
A classroom teacher might change the student photo every week, putting up a new "Student of the Week" to illustrate the word strips. This would keep the children's attention over a longer period of time. Technical or financial limitations may require you to print the poster at 8˝x11 and then blow it up to 11x17 in black and white, but that is very inexpensive. That is very inexpensive nowadays.
Since all the books and word strips are created in PowerPoint, you can easily delete photos or replace our photos with your own. The books will be of much more interest to your students if you customize them. Since I Like My Body ultimately introduces the words for over 20 body parts, and some can be illustrated by more than one photo, every child in class could have his or her photo in a customized book. Some of the photos may just be of a student’s ear, hand or foot, but the children will know the difference. And they will then be more motivated to learn how to read the book -- and to take it home to read with their family.
The PowerPoint format is very flexible, allowing you to use it in any of several ways. Copies of the books can be printed and stapled or bound for children to use in the classroom or at home. The books can also be projected onto a white board or screen to be read in a group. You can print every page onto a transparency to be displayed with an overhead projector; you can use a computer projector to display the books directly from your computer onto a light surface; you can connect your computer to a large-screen TV; or, if your monitor is large enough, you can display the books directly on your computer monitor as you read the books with your students. It is extremely flexible.
The PDF format, on the other hand, is created with Adobe Acrobat or other programs in conjunction with Acrobat. The PDF version of the curriculum is easier and quicker to download but cannot be customized very easily.
ACCESS THE POWERPOINT VERSION OF THE CURRICULUM
ACCESS THE ACROBAT PDF VERSION OF THE CURRICULUM