T.E.A.M. Reading is a crossage tutorial addressing reading fluency and decoding through reading practice and phonics work with the support of a buddy. The program engages students in daily 30 minute sessions, which include reading of familiar books, oral word work( direct teaching), and use of phonics games and activitiesto reinforce decoding rules.

Student pool consists of a tutee selected  from second or third grade matched with a tutor, at least two years older. Tutors are prepared to support younger children by participating in a preliminary training period  during  which they are taught the Paired Reading Technique.
 Paired Reading

1.0. Word analysis, fluency, and systematic vocabulary development: Students understand the basic features of a reading. They select and know how to translate letter patterns into spoken language using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Decoding and Word Recognition:
1.1. recognize and use knowledge of spelling patterns (e.g., diphthongs, special  vowel spellings) when reading.
1.2. apply knowledge of basic syllabication rules when reading (e.g.,v/cv = su/per; vc/cv = sup/per).
1.3. decode two-syllable nonsense words and regular multi-syllable words.
1.6. read aloud with fluency and accuracy, and with appropriate intonation and expression.
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• To provide low ability primary students with additional one to one support in learning to read.
• To provide a shared learning experience benefiting both the tutors and tutees.
• To support the vision that all English speaking students will be reading at the average reading level of their class by the end of third grade.
• To build self-esteem, positive relationships, develop respect for an understanding of diversity.
• To develop effective positive communication through: Active listening, effective use of praise related to behavior and interactive dialog and response.
• To improve reading skills and fluency through daily reading and effective instructional strategies and activities.

Direct Teaching:
1. Short Vowels- consonant/vowel/consonent pattern (CVC)

2. Silent "E"at the end of the word makes the vowel long (CVC pattern)

3. Copy Cats: 
c= /k/, or /s/ after an e or an i
g= /g/, or /j/ after an e or an i
y= /y/ at the beginning of a word 
y= /i/ or /e/ after a vowel or at the end of a word

4. Open and closed syllables: 
Open: Vowel after a consonent is long
Closed: CVC pattern vowel is short

Student Practice:
1.Student made rhyming books illustrating rules previously taught.
2.Teacher dictated words. Students indicate open or closed syllables by hand signal. (open-flat palm, closed-closed palm).
3.Phonics games and activities.
   A. The Phonics Game
    1. In the Beginning- short vowel reinforcement
        2. Silent E-addition of final e to cvc pattern words
        3. Copy Cats-reinforces rules for letters that "copy" the sounds 
            of other letters (c,g,y)
   B. Games linked to Internet
        1. AnagramsA making words activity that challenges students to make 
            three, four, and five letter words before time runs out.
        2. 

Assessment

Use a basic phonics skills test as a pre and pos measurement of each student's knowedge of phonics.

Suggestions:
1. Focusing on Results,BPST (Basic Phonics Skills Test) from the California Reading and Professional Development Institute
2. Basic Phonics SkillsTest developed by John Shefelbine

Results

Web Resources & Supplementary Materials

Introductory Activity
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Enabling Activity
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Culminating Activity
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School Name Metteer Elementary
School Location Red Bluff, CA
Your Name and e-mail address Syrie Albright salbrigh@rbusd.tehama.k12.ca.us
Last Revised: 07/21/2000 (insert and update last revision date every time you work on this page)