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General Procedures for Using the CRP
Your praise and enthusiasm for the learners' successes, no
matter how small those successes may seem, are essential aspects of the CRP.
Failure and frustration should be avoided as much as possible. Because learners
generally are successful with the CRP, you may well be surprised at the progress
they will make. Your enthusiasm and praise will likely be natural and
spontaneous. You will be teaching the learner to:
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Say the sounds for the
consonants presented (and their combinations), e.g.,
"m", "r", "w", "sw", "tr", "bl") |
| Say the unit sounds for the units presented, e.g.,
"an", "est", "ound" |
| Blend the consonant sounds and the unit sounds to form words,
e.g., "m"
+ "an", "r"
+ "est", "w"
+ "ound" |
| Say the whole words presented, e.g., "the",
"is", "people" |
| Find and say the units that have been presented, e.g., find
and say "an"
in "landing", "mansion", "animal" |
| Do all of the above when the appropriate upper or lower case
letters are employed, e.g., "M", "R", "W",
"An" |
| Read sentences formed from blended and whole words, e.g.,
"Ray
ran.", "Is
May the mailman?" |
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Read stories containing only words taught through that lesson,
and answer comprehension questions about the stories. |
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