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Teach Reading Mastery Signature Edition: Language Arts Year K

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  1. Module introduction
    5 Topics
  2. Overview
    23 Topics
    |
    3 Tests
  3. Action Formats
    24 Topics
    |
    3 Tests
  4. Object identification, identity statements, yes-or-no questions and ‘not’ statements formats
    17 Topics
    |
    3 Tests
  5. Common Objects and Opposites Formats
    18 Topics
    |
    3 Tests
  6. Descriptions of Objects – Plurals Formats
    19 Topics
    |
    3 Tests
  7. Information and Background Knowledge
    20 Topics
    |
    3 Tests
  8. Actions - parts of the body, part /whole, and materials formats
    22 Topics
    |
    3 Tests
  9. Common information, actions - first/ next, and prepositions - on and over
    24 Topics
    |
    2 Tests
  10. Prepositions and 'Same/ Different' Formats
    24 Topics
    |
    3 Tests
  11. Rules - 'If/ Then, Where, Who, When and What, Classification, and Concept' Application Formats
    24 Topics
    |
    3 Tests
  12. Program Assessments and Motivating Students
    21 Topics
    |
    1 Test
  13. Workbook exercise, stories and poems
    21 Topics
    |
    3 Tests
  14. Module evaluation survey
    1 Topic

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Identity statements

In Lessons three through thirty-eight, students identify pictured objects with two-word responses, then make Identification statements.


The teacher introduces the statement using model, lead, test.

The Process

The teacher pauses one second after saying, ‘I can say the whole thing’ and ‘Listen again’ to differentiate between instructions and the statements the students will be repeating. The teacher points to the picture and says the whole thing but does not touch it. Students learn that the teacher’s touch is the signal for them to respond.

The process is:

  • The teacher says, ‘Everybody, what is this?’ and signals (point-touch).
  • The teacher emphasises the word ‘what’ when saying, ‘What is this’?
  • The teacher says, ‘Yes, a dog’.
  • The teacher says, ‘My turn. I can say the whole thing. This is a dog. Listen again. This is a dog. Say the whole thing with me’. And signals (point-touch).
  • The teacher emphasises the words ‘whole thing‘ every time it is said.
  • The teacher repeats saying the whole thing with the students and signals (point-touch).
  • The teacher says, ‘Your turn. All by yourselves. Say the whole thing’ and signals (point-touch).
  • In later exercises the teacher does not model or lead any of the student responses.

Image reproduced courtesy of McGraw Hill Pty Ltd from Reading Mastery Signature Edition Language K Teacher’s Guide, page 41.

Turn to page 41 in ‘RMSE-LA K’ Teacher’s Guide.
Practice teaching lesson 5, exercise 7 with no Student-errors.

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