Using the TTS

The trial lessons of the TTS are intended only as a starting point for an optimal instructional program. As teachers and students work together on the TTS, more will be learned about what students need to learn, how it can be learned, and perhaps even what other areas need to be assessed.

The TTS are intended to provide guidance to teachers. To produce the best results, students’ greatest instructional needs should be addressed first and receive the most emphasis in the TTS sessions and in the instructional program planned. The Student Record Forms, including the Summary Student Record Form (see link below), provided with the TTS should be used to view a student’s needs and to plan for instruction that focuses on addressing the greatest needs that become evident from the TTS.

The TTS should be viewed as sample lessons. Teachers should use them as models for
    1.    continuing instructional sequences begun in the TTS, and
    2.    including other elements of reading knowledge and skills that students need.

The teaching scripts provided with the TTS are suggestive only. Teachers should use words and procedures that will most aid the student.

The TTS presented are intended to be complementary. From time to time as teachers work with students, they should try TTS that initially proved too difficult for the students. This will help not only in gauging students’ progress, but also in showing how students’ instructional programs should be adjusted.

Time Requirements and Teaching Pace

There are no set time limits for the TTS. With younger students and other beginning readers, teachers should schedule several short TTS sessions.

The TTS are intended to move quickly enough to keep students engaged. Initially, as the teacher is learning the TTS procedures, more time will be needed. However, after trying the lessons with just a few students, keeping up the recommended brisk teaching pace will become easier. Flexibility is needed when choosing and using these lessons. The teacher should choose strategies that will provide the diagnostic information needed to plan an effective instructional program for the student’s needs.

Personnel Requirements

The TTS are designed for use by classroom teachers, reading specialists, special education teachers, psychologists, and other professionals in education charged with helping students read better. No special training or instructions beyond the directions provided are required for the proper use of the TTS.

Materials and Equipment

For most of the TTS, only the TTS materials (downloaded from the web and printed), a table and two chairs, and a pencil or pen for the teacher’s use are needed. Other necessary materials include the following:

  •   For Word Recognition, Word Analysis, Silent Reading Comprehension, and Spelling, students need paper and a pencil or pen.
  •   For Word Meaning at Levels 7-9/10, a dictionary and 3x5 index cards are needed, and use of a selection from a content area textbook is optional.

The teacher may wish to print items such as word cards on cardstock to increase durability.

The Summary Student Record Form may be downloaded here: TTS-Summary Student Record Form v2.pdf.