THE MBR BEGINNING READING PROGRAM
OVERVIEW OF UNIT III
From Units I and II the students have developed phonemic awareness, know the letter names and consonant and short vowel sounds, know about thirty sight words which they can read in simple sentences and stories and know the finger alphabet. The main objective of the twenty-five lessons of Unit III is to build on what the students have learned in the previous units and teach them how to blend sounds in simple word families. Again the finger alphabet plays a key role because the students sound out the words as they finger spell the letters.
Unit III stops after five word families but if you have more time it's a good idea to continue with additional word families. It's also interesting to note that once the students get the idea of family words they can easily use finger spelling to decode new words like "if", "up" and "am".
FORMAT OF THE LESSONS IN UNIT III
Most of the lessons in Unit III have the following format:
MATERIALS FOR UNIT III
REFERENCES FOR UNIT III
Adams, M. (1990). Beginning To Read: Thinking and Learning About Print. Center for the Study of Reading: University of Illinois at Urbana-Champaign.
Adams, M. (1998). Phonemic Awareness in Young Children. Baltimore, Maryland: Paul H. Brookes Publishing Company.
Commission on Reading (1985). Becoming a Nation of Readers. Washington, DC: U.S. Department of Education.
Daniels, M. (1996). Seeing Language: The Effect Over Time Of Sign Language on Vocabulary Development in Early Childhood Education. Child Study Journal, 26, 193-208.
Felzer, L. (1998). A Multisensory Reading Program That Really Works. Teaching and Change, 5, 169-183.
Fry, E. (1992). How To Teach Reading. Laguna Beach, CA: Laguna Beach Educational Books.
Hafer, J. (1986). Signing For Reading Success. Washington, DC: Clerc Books, Gallaudet University Press.
Vernon, M. (1983). A New Approach to Reading. Claremont Reading Conference Yearbook, 170-181.