We have used this and the earlier
editions of this phonics, or linguistic, based reading program for years. We have never
had a student who didn't do absolutely great! Parents who submit to end of
the year testing are often happy to report their child's tests
results show them to be well above the 1st grade reading
Included below are:
1) an overview
2) course materials listed
3) criteria for selecting curriculum
4) sample pages from the workbooks
5) sample pages
from the phonics worktext
6) skills index (not including the
Parents sometimes wait until after first grade because of the fear to teach a nonreader how to read. There is no need to worry with this
program. It includes three soft back readers, three workbooks to use with
the readers, and three teacher's guides. The latest edition has tests
built into the workbooks. The teacher's guide gives you everything else
you need to manage the program including: a 36 week schedule which
balances the readers with the workbooks and tests, an introduction
to the series, word recognition test pages, step-by-step testing
instructions, test answers, and test answer score charts. The teacher's
guide does not include the skills covered in the phonics worktext.
Because our program is parallel to the
Orton-Gillingham techniques some reading specialists use this program with
other Orton-Gillingham materials. However, by starting out with our
program, particularly in a one-on-one setting no other materials, outside
the phonics worktext, should be needed.
The Readers and their Workbooks
While this course teaches your child how to
read and read well it does more! It also
includes reading comprehension strategies. These include: main idea,
predicting outcomes, cause and effect, and more.
Looking at most of the so-called "reading
programs" on the market that are used in the classroom it is
a wonder how any child manages to learn to read. Most have five readers,
three smaller and two very large; five workbooks; tests, plus an
array of enrichment worksheets, journals, folders, and other miscellaneous supplies. Not only
is it a material overload, most are not truly linguistic (or phonics) based. If schools
across the country adopted this program reading problems could vanish.
To ensure success from the start the first
lesson in the reading text begins with the following three very easily
decodable words: cat, fat, and Nat and the two sight words a
and is. By the end of the third book your child should read the
Pills for a Horse
Dr. Mack was a horse doctor. She went to Good Luck Ranch to look at Ken and Pat's sick horse.
"Dr. Mack," Pat said, "Jet kicked and bucked. He pitched us into the
mud. Jet is very sick. He got a chill. We cannot let a horse pitch us. He has to get well."
"Do not look so sad," Dr. Mack said to her. "It will not be much of a job to get Jet well. I have horse pills for sick horses."
It was a big pill. But it was not much for a big horse. Jet took it.
Jet got well. He ran and kicked. Pat and Ken are happy Jet is well. Jet is happy Dr. Mack had big horse pills.
The Phonics Worktext
A teaching parent who also happens to be a first grade reading
specialist declared the 1st and 2nd grade phonics to be the finest phonics
text she has ever
seen. While the reading program can stand on its own merit the phonics
worktext provides extra reinforcement. This gives us greater assurance the student is given enough to truly master decoding skills. For
extra fun and practice there are six "Cut-Out Fold-Up Books"
bound into the worktext.
While most phonics texts are extremely
"busy" these are not, yet they are graphically appealing. They
are also very comprehensive and provide a logical sequence for systematic
progression of decoding skills. While not made for any particular reading
program, they are a nice addition as students need a strong foundation in
decoding skills to progress. Because the phonics worktext reviews much of
the language skills learned in most kindergarten programs you may not want
to start at the beginning. Instead, have your student take the in-book
tests to determine where you need to begin. When you see your child having
difficulties back up a bit and begin there.
While this approach tailors the program to your
child it makes it impossible for us to create a schedule for you as there
is no way for us to know how many pages are to be covered each week. To
find out you need to subtract 320 (the total number of pages in the
worktext) from the page your are beginning at to determine how many pages
are left. Take that number and divide by how many weeks you have left in
the school year, which should be somewhere around 32 to 34 depending on
how many weeks it took to complete the review tests. The quotient is how
many pages you should try to cover each week.
As discussed above the phonics worktext begins by
reviewing the consonant sounds, much of which you most likely will skip.
To see the complexity of reading skills taught over the course of a school
year the last story, not including the Cut-Out Fold-Up Books", is
the story. Then write words from
the story to complete the sentences.
Tim and I climbed up the sagging steps and looked in the window. We
saw boxes and dusty tables. We walked in. The creaking made us
afraid. Tim felt a tapping on his head. Then a big blob chased us
out of the house!
I screamed and woke up. Mom hugged me and tucked me in again. It was
only a dream.
The house's steps were _____ .
A scary blob _____ the children.
The girl's mother _____ her and
What makes this reading program superior?
- It is parallel to the
- It is a true phonics based (also known
as linguistic) reading program.
- Upon completion of the program students
master first grade reading concepts.
- It is a complete program published for
the public schools.
- Lessons begin with word lists.
- The word lists are organized by spelling
patterns to give students valuable practice as they read and spell
- The word lists give students a solid
framework for building decoding skills and vocabulary.
- The word list present high frequency
sight words needed for normal sentence patterns.
- It has the most balanced amount of work; not
too much and not too little.
- It provides ample review and
reinforcement to insure mastery.
- It includes easy to use teacher's guides created for
one-on-one teachers such as first time, experienced parent educators, or tutors.
- It includes a full page bulletin board
- It provides systematic progression.
Reading Course Materials Include:
three two color soft bound reading books (New Edition!)
2) three charmingly illustrated workbooks with built-in test
books (in this New Edition only!)
3) three teacher's manuals with schedule
4) a tear-out full page bulletin board schedule
5) a full color phonics worktext
Our Criteria For Selecting Course Materials
These course components meets
all our criteria. First and foremost on our list is the curriculum must be
visually appealing but not too "busy". See the sample pages
below. It must also have student appeal while being as self-instructing as
possible. In addition it must be comprehensive and adaptable to different
learning styles. Because we specialize in providing write-in texts for our
text supported courses we focus first on consumable text books and then,
in all fairness, compare them to their hard-bound counterparts. We were
delighted to discover, once again, that these consumable texts came in first
place in all categories.
materials must offer a balanced amount of work. If, for example, there is
not enough course material it cannot be comprehensive enough while too
much creates another host of problems. These include not allowing enough
time to cover all the concepts or to go over concepts not readily
understood. There is also the problem of student and teacher burn-out in
addition to not having enough time for recreation and other family
activities. See articles SACC, One Subject a Day, and Testing.
Course materials must...
be visually appealing but not too busy
have student appeal; be enjoyable
be consumable where possible; (98% are worktexts)
typically produce higher scores on standardized tests
have the quality of "teachability"; easily
be as self-instructing as
possible (age is a factor)
be adaptable for different learning styles
have cost effective teacher's supplies
be the most current possible
not convey values that conflict with family values
not be in line with Goals 2000 (a.k.a. Out-based Education)
need less time to achieve high academic achievements
contain a balanced amount, or volume, of material
Book 1 Workbook
Upon completion of the program students master first
grade reading concepts. Teacher's instructions appear at the bottom of
each workbook page making them self-contained. However Teacher's
Guides are required for the built-in test booklets found in the back of
each workbook. Below is a work page from the beginning of the course.
Book 2 Workbook
Below are two work pages, one showing the
beginning of the book and the other towards the end.
Book 3 Workbook
Below are two work pages and a page from the
Teacher's Guide. The first workbook page shows the beginning of the
workbook and the second shows a page from the built-in test booklet which
is followed by the corresponding page from the Teacher's Guide.
From the built-in test booklet found in the back of the worktext:
From the Teacher's Guide:
The following shows clear
directions and immediate application in an appealing format.
What child wouldn't be delighted with this worktext! This is far too cute to
be school work!
Other language skills are covered in addition to decoding skills
1st Grade linguistic based reading program
Decode words of the CVC spelling pattern
Decode words of the CVCe spelling pattern
Decode words of the CVVC spelling pattern
Decode minor spelling patterns and irregular spellings
Recognize minimum contrast in spelling of words
Recognize sight words
Apply known patterns to decode new words in print
Develop concepts for vocabulary words
Understand multiple meanings of words
Understand word order in sentences
Find and/or recall details
Understand literal meaning
theme to personal experiences
Use normal stress and
Write words in reading vocabulary
Write phrases and
Make artistic representations
to show comprehension
Develop original stories and/or
Appreciate poems and stories
Book 1 Skills Index
Secondary Skill: Focus & Review
Capitalization of names
Pronouns and referents
Pronouns and referents
Capital and lowercase forms
Pronouns and referents
Phrases beginning with an a
Phrases beginning with the
Statements using not
mad, sad, bad
Pronouns he and she
Adjectives mad, bad
Book 2 Skills
Secondary Skill: Focus & Review
|Skills previously covered plus:
Punctuation: quotation marks
|| Subject noun and
|Book 3 Skills
|Secondary Skill: Focus & Review
| Main Idea
Cause and effect
|Skills previously covered plus:
| Skimming to
Inflected forms (-ed endings)