Coach's Guide - Getting Started

 

For all teachers, classroom assistants, tutors, parents, coaches and self study:

  • My Breakfast Reading Program is really simple to use.  Even though there appears to be a lot of instructions and supporting information and tools, don't be nervous about jumping in.  Once you get through the coach's information sections, you will be primarily be using Lesson Worksheets and Coach's Instructions.
  • Start small.  Act as though you were doing it as a self study lesson.  That is, practice on yourself to get familiar with the sequence and repetitiveness of the program.
  • Use the Lesson Worksheets and Coach's Instructions to really get a feel of being your own teacher/student. 
  • There are only three steps in teaching each skill - that simple:
    • Timed training drill, usually 30 seconds - 60 seconds of using the I Say - You say technique while randomly pointing to words or letters.
    • Timed or untimed practice drill where the student practices the above skill in a table of random words or letters.
    • Timed performance drill where the student performs the same activity but the results are charted to monitor progress.
  • Once you are comfortable with the materials, work one on one with several students.
  • When you are more comfortable, you can then work with small groups.
  • The timed training drills of each lesson can be presented to the entire classroom.  Then, students should work as teams.

How do I use the materials in small groups and/or for the entire class? 

The key to any small group or entire classroom work is classroom management.  Once the students learn the routine, it should be easy to manage.  That is why it is recommended you are comfortable with the materials, and then get a small group comfortable with the routine.  You can then add other groups until the whole class understands the routine.
 
However, introducing the routine to an entire class at one time has been done successfully.  It is your call.
 
During the timed activities, it can get pretty noisy, so make sure the door is closed.  The students get intense doing these drills.  But, each drill only lasts 30 - 60 seconds.  When starting the timed drill, always say "Ready, Get Set, Go!"  This usually gets the students focused and ready for the task at hand.  Peer pressure of having to wait on others not ready also helps. 
 
Examples of mixed activities:
  • Use the white board or chalkboard to write the words or letters in the standard 3x3 grid.  Use the I Say - You Say to introduce the words with the small group or entire class.  Sample of 3x3 grid
            
    the   of
      and  
    a   to


     

  • Have the students pair off in teams of two for the Training Drill.  One student is the timer and teacher.  The other student follows the teacher with the I Say - You Say method.  Egg timers (sand timers) work great for this.   Have the students reverse roles.  Repeat for each block of words or letters.
     
  • Have the same teams of two perform the Practice Drill.  One student is the timer and the other student performs the drill.  Egg timers (sand timers) work great for this.   Have the students reverse roles.
     
  • Have the same teams perform the Performance Drill.  Have the students count the correct words. 
     
  • If you have a teacher aide or volunteer parent, they can work with the groups.  You can then focus on individual students throughout the week to focus on the Performance Drills. Otherwise, you  have to rely on the students being fair and honest if you chart the results.
     
  • You may want to work with a teacher a grade or two higher and use their students as assistants.  I would recommend that the older student be one that is having a little difficulty reading, but will be able to handle the material.  It serves two purposes.  First, it actually builds their confidence.  To many times, the top students are always selected.  Secondly, it reinforces the foundation skills that they may have missed. 

For the parent that is home schooling or your child attends school but classroom teacher is not using the program: 

Since the program is repetitive in nature and structured in a sequential skill level, any parent should feel comfortable in using the program.  After only three sessions in a group setting, one second grader could explain and demonstrate the program to a district meeting of Title I teachers.
 
The Lesson Worksheets, Coach's Instructions  and Sample Movie Clips should get you comfortable with the materials and steps quickly. 

For the teacher and parent/coach using the program as a team:

If the parent/coach is working with the teacher to reinforce the skills, it is recommended that the parent/coach use the materials one week after the teacher has presented it in the classroom.  This provides increased repetitions for each skill and increases the probability of retention while new skills are presented.

For example, if the teacher is working on Lesson 5 in the classroom, the parent/coach should be working on Lesson 4 at home. 

If the student/parent does not have access to the Internet for this program, the teacher has permission to copy the materials for the student to take home.  However, the multi-media materials are not available unless you have access to the Internet.