IMPLEMENTATION of Magic Penny Reading
Children should receive 30 minutes of differentiated small group Magic Penny Reading Program instruction each day and 20 minutes of independent work that is correlated with the small group lessons. The small group instruction should take place in the classroom.
2. Teacher Training
All participating teachers should receive staff development training in the Magic Penny Reading Program. In addition, online Video Teacher Training Modules will be made available. The use of these on-demand training modules will allow teachers to view a lesson at any level in the program. At the completion of the staff development, educators will be able to:
a. explain why phonemically-driven reading instruction, when used with fidelity, can achieve 95-100% reading proficiency by the end of 3rd grade.
b. demonstrate correct pronunciation of the phonemes and the use of the Magic Penny Reading Program’s online pronunciation resources.
c. use the Magic Penny Reading Assessment to assess strengths and weaknesses and then prescribe effective phonemically-driven reading instruction.
d. use the Magic Penny Reading Program’s Quick Daily Monitoring & Planning system.
e. use the Magic Penny Reading Program to teach phonemic awareness, reading, writing, spelling, and reading comprehension.
f. deliver small group differentiated instruction for every child.
g. integrate other materials (e.g. basal reading programs and leveled readers) into a phonemically-driven reading program.
h. apply concepts taught in the Magic Penny Reading Program to other activities and lessons throughout the school day.
i. use the Magic Penny Reading Program’s interactive digital materials to supplement instruction (available for iPad, school computers, and interactive white boards).
j. use the Magic Penny Reading Program’s ‘Parent-Teacher Partnership’ materials to provide Parent Training Workshops.
3. Administrator Training
Training is also be available for administrators. An administrator who has successfully implemented the Magic Penny Reading Program at the primary level will provide this training.
a. Formal Assessment. Students should be tested using the curriculum-referenced Phonemic Reading Assessment in the beginning, middle, and end of each school year. Progress reports for parents are recommended following each assessment.
b. Daily Progress. Daily progress is monitored using the program’s Quick Daily Monitoring & Planning system that takes approximately 10 seconds per child.
5. Parent Training
Parents will be encouraged to become partners in their child’s literacy. At the beginning of the first school year, a parent introduction to the Magic Penny Reading Program should be provided. Parents will:
a. learn what to say and what not to say in response to their child’s reading questions.
b. learn how to reinforce their child’s reading progress by playing reading games/activities for 10-20 minutes each night.
c. learn how to interpret their child’s progress reports.