Learning to Read Our Way (ltROW) | Lessons

The Lessons

Volumes of research have been done showing the dire literacy rate in the USA. We will not focus much on that. Instead, we focus on how to teach people to read using an easy, yet effective strategy with powerful lessons. LESS IS MORE!!

The number one barrier to reading fluency, comprehension and spelling is lack of word attack skills – decoding or sound symbol relationships. It is impossible to memorize the thousands of words in the English language. Therefore, it is important to learn the codes of the language in which one is expected to operate.

Phonics (codes) and the rules are taught directly and systematically in a fast, fun, easy and empowering way. The whole language skills -of whole word recognition, contextual clues and word patterns are integrated in the lessons.

“Learning to READ OUR WAY” (ltROW) uses a blend of transformative teaching and learning styles; cooperative/collaborative learning, meta-teaching (teaching for change and transformation), meta learning (learners think about how they learn, become independent and self-directed), "liberating teaching and learning' (teacher and learner partner and learn together), constructivist theory (learners construct own meaning), and elements of differentiated learning, cultural learning styles and high expectations

NOTES:

The author is aware of the long standing debates in academia regarding:

phonics vs whole language – both are used in this strategy;
the meaning of phonics vs phonemic awareness vs phonetics – phonics is used in this strategy;
whether to teach phonics beyond a certain grade level – anybody who does not read, will receive phonics instruction.

QUOTE:

Some of our ancestors, with little education, taught people to read using only the Bible.

To Teach

literacy skills -reading, writing, thinking, listening and speaking;
phonetic skills and rules (decoding skills to build reading and spelling fluency and comprehension);
whole language- the integration of sound/symbols, contextual cues and word patterns;
critical literacy and social action to learn to reflect on their position in society and take action to bring about change toward a more just society; and,
a variety of comprehension strategies, i.e., (vocabulary development, retelling, wide reading, building prior knowledge, reading from their interests, history and culture, and lots of independent reading time).

QUOTE:

Frederick Douglas escaped captivity, taught himself to read and became an advisor to two presidents, great orator and writer, and an ambassador to Haiti.

The learner moves from lesson to lesson only after mastery has been evidenced in the previous lesson, which can occur in as little as one -two weeks.
All learners, regardless of age, begin with lesson I and advance based on the guide below to ensure all phonetic skills and concepts are acquired- forming a strong foundation for reading.
The learning experience is greatest when learners are grouped in 4s and paired, engaged in the lessons 2- 3 hours daily, and reading at least 3 hours per day.
Once lessons are accessed, learners have one month in which to complete them. Lessons are purchased one at a time in sequence- i.e., Lesson II cannot be purchased until Lesson I has been completed, etc.
The average facilitator can guide 2 groups of 4 learners (8), one group per two week period to easily complete the lesson in 1 month. If a teacher is leading the lesson, she might increase the number of groups.

Because students learn to read from K-3, and read to learn from 4-12, the first four grades are critical to learning to read. Therefore, the four lessons are based on K-3rd grade level concepts and skills in reading, writing, spelling, listening and speaking.

How it is Taught

ltROW’s four lessons (purchased one at a time), with 6-8 concepts, are taught by an instructor (a doctor in education) and viewed via the website.
Learners learn collaboratively and cooperatively because 'learning is an active construction of meaning, not a passive receptive process.'
A facilitator (any person with a good 5th grade education or above) is needed to guide groups of learners through the four lessons in sequence.

QUOTE:

Paulo Freire taught adult peasants, in Brazil, to read in 45 hours, with ten picture cards reflecting their culture.

The instructor and facilitator serve as guides on the side, not sages on the stage. The instructor provides the pre-determined concepts and skills that need to be taught in each lesson and "the learners bring the lessons to life" by determining their best way to learn and best curricula that extend and reinforce their learning.
The learner moves from lesson to lesson only after mastery has been evidenced in the previous lesson, which can occur in as little as one -two weeks.
All learners, regardless of age, begin with lesson I and advance based on the guide below to ensure all phonetic skills and concepts are acquired- forming a strong foundation for reading.
The learning experience is greatest when learners are grouped in 4s and paired, engaged in the lessons 2- 3 hours daily, and reading at least 3 hours per day.
Once lessons are accessed, learners have one month in which to complete them. Lessons are purchased one at a time in sequence- i.e., Lesson II cannot be purchased until Lesson I has been completed, etc.
The average facilitator can guide 2 groups of 4 learners (8), one group per two week period to easily complete the lesson in 1 month. If a teacher is leading the lesson, she might increase the number of groups.

The only materials needed in the four lessons are writing tools (tablets, pencils, computers, etc.), learner chosen books, occasionally, leader selected reading materials or stories written by students (where books are not available).

Kindergartners- Lesson I
1st graders– Lessons I and II
2nd graders – Lessons I, II, & III
3rd graders–Adults - Lessons I-IV

QUOTE:

The literacy rate in Cuba was raised from 60% to 96% in nine months. The teachers and volunteers were given two textbooks and a gas lantern.