FREE HOMESCHOOL AUDIO RECORDING!
"Potholes in the Road & How to Avoid Them!"
Q: Regarding your library visits, did you simply give a list and the child had to go and find a book to fit the category or did you help select each book? Also, were these books read during 30 minutes of quiet reading time, everyday during the week? And what was the time frame you expected the books to be read within? Were the books narrated upon...or were these books simply for the child's own knowledge and enjoyment? ~ Yvonne
A: No, I didn't pick the books out for them -- I directed them to the section of the library that they needed to choose each book from, and I encouraged them to get easy-to-read books that they would enjoy. This was pleasure reading, not instructional reading! I didn't insist on certain books, or even on a certain level of difficulty.
These books were read during the two hours of quiet time that we had every afternoon! (Or at bedtime.) We had a quiet time every afternoon for two hours, after lunch. They went to their rooms and did something quiet. They were expected to read during part of this time.
Time frame for the books to be read within: I didn't insist on some sort of "deadline" for each book, since these weren't "school" assignments, but I did make sure that the children were reading them during that time of the day set aside for this kind of reading. Again, this was pleasure reading. My goal was to develop the habit of reading for pleasure and recreation and information, not just for school.
I didn't test, narrate, or in any way make these books "schoolish." They were just for fun. I think this is a very important part of your daily schedule -- and it produced a lifetime habit of reading for all three of our children, who are now adults. Even my adopted daughter, who has learning disabilities, became a voracious reader (I remember my surprise when she chose to read War & Peace in high school!). ~ Jessie
Q: Can classical education learning be started young or is it too intensive? Or is the younger the better? ~ Mary
A: How young is too young? Well, any child who's showing an interest in the ABCs can begin basic reading -- ten minutes per day isn't long enough to stress a child. We suggest delaying writing until the child is physically able to do it, which can typically be anywhere from 5 to 7 and sometimes 8 years of age. In TWTM, we suggest not doing kindergarten -- instead, practice reading and counting, and play, play, play. But at six, most children are ready to follow the beginning stages of classical education -- which translates to an hour or an hour an a half of formal academics daily, along with lots of reading and more playing! Classical education for the early grades focuses on the essentials for short periods of time, but still allows children time to "be kids." So yes -- for reading, at least, the younger the better; the other educational tasks should be keyed to each child's maturity (that's why parents are the best educators!).
Q: What would be the most crucial area in your opinion to spend time on with my 1st grader? ~ Theresia
A: Reading, handwriting, spelling, English for the Thoughtful Child (or whatever you're using as an intro to written language) and math! You can save the narrations until next year. Have him draw pictures of what he's hearing about in science and history. Absolutely prioritize the basic skills.
Q: What suggestions do you have for a good systematic phonics program for the younger student - age 3 or 4? ~ Christee
A: I have used Phonics Pathways to teach Susan's three and four year olds to read (Susan says: Aren't grandmothers wonderful?) Ten minutes per day is certainly not pushing a child! Go through it a page at a time, helping her remember the names of the letters and what each letter says. As you're doing this with her, play all sorts of alphabet games with her - use magnetic refrigerator letters, alphabet blocks, and letter cards. Hold the letter up and say, "What is this letter's name? And what does it say?" If she knows that a cat is named cat, but says meow, she can understand that a letter's name is "B" and it says [the b sound].
Q: What kind of teaching tips can you share that will make reading, phonics, and writing a great one for my 4-year-old daughter? ~ Christee
A: Don't use a curriculum that requires her to write the letters as she's learning to read them. Many four year olds are ready to read, but lack the coordination to write. (Phonics Pathways suggests tying reading and writing together, but there's a disclaimer telling you not to do it with very young children.) Forcing them to write as they read can cause a loathing for reading, and can actually retard their reading progress. ~ Jessie
Q: What do you think of using flashcards for reading? ~ Christee
A: Flashcards are wonderful! The "experience learning" method was all the rage in my educational classes in the late fifties -- it's being recycled again, and as I look at the reading level in public schools, I'm not impressed with its success! When the child reads, she's got to recognize the letters as she would on a flashcard -- she can't put her hands on the letters that are on the page. Use the flashcards and do matching and recognition. Point letters out as you're reading to her. Get alphabet books and read do her. Get the games that come along with Phonics Pathways (the train game is fun, and it's the earliest one) and use them.
Q: How do I help my daughter make the transition from sight reading to a good phonetic based program? She has been reading since she was 2, sight words. ~ Jocelyn
A: Sight readers are often afflicted with what's called "fourth grade slump" -- when the vocabulary in her reading material becomes too extensive to memorize each word, she may slow down and start to resist reading. What you should do now is to start a phonetic program such as Phonics Pathways. Can she write yet? If so, start at the beginning of Phonics Pathways and follow the directions. Have her both read and write the words as the directions in the book tell you. If she isn't writing yet, go on through the book, just reading it, and then go back and use the book as a speller once she's able to write the words.
Q: How can I encourage my daughter to write? My 4th grade daughter does hates writing anything (other than "Creative Writing"). We have somewhat "stalled" midway through "Writing Strands" Level 2. She disliked having to write and I grew tired of pushing her. I also gave up having her write summaries (i.e. narrations) of the Usborne book because I didn't want her to dislike History. I did have her write up science experiments, but every one was a chore. How much should she be writing in 4th grade? ~ Lori
A: First, remember that there are two parts to writing: the physical process and the mental process. Check first on her physical process. Is she holding the pencil correctly? Is the act of writing difficult? If so, work on her pencil grip and go ahead and teach her to type. You need to keep working on her handwriting, of course, but by the beginning of fifth grade students can learn to type (properly!) and begin to type their assignments.
Now the mental process:
Students have difficulty writing when they can't do these three steps easily. The key is to pull them apart and practice them separately. Have her practice the first and second steps through oral narration -- that is, she doesn't need to write her narrations any more, but she has to tell them to your orally. When she does this, she's practicing taking an inarticulate idea and putting it into words.
As you're doing this, have her practice the second and third steps of the writing process (taking words that are "in the air," not already written down) through doing dictation. In dictation, you read her a sentence and she writes it down. You show her the original and have her compare the spelling, punctuation, etc. and correct her mistakes. (Rather than having her rewrite the sentence, I would have her do it in pencil and erase in order to correct.)
Reluctant writers often prove to have a "block" between steps 1 and 2 (they can't take something they've read and tell it to you in their own words) or between steps 2 and 3 (they can't take words that they hear and write them down on paper). When you ask them to write, you're asking them to do the whole thing at once -- and they panic! Practice the steps separately until she can tell you orally what she's read, and until she can take two sentences from dictation with ease. Then have her tell you the narration. Repeat it back to her.
Then ask her to write simply the first sentence of her narration. Now she's doing something familiar -- taking dictation! But she has created the words of the dictation herself. (I hope this makes sense. It's a lot easier to explain in person at a workshop!!)
You can also use a tape recorder at this stage. Have her tell the tape recorder what she's going to write. Then, have her take dictation from the tape recorder.
Eventually you can drop this middle stage out. But this works well for reluctant writers of all ages: It helps to develop the steps of the writing process. As adults, we do these three steps more or less simultaneously, and we forget that children need to practice them one at a time.
Finally, I would ditch Writing Strands. I've found that when a child takes a dislike to it, there's a mismatch between the way the program teaches and the way the child learns.
Switch to Wordsmith Apprentice instead. It is very good for reluctant writers.
Q: Where should I begin my 8th grader on the Spelling Workout and Abeka composition? He has had a good grammar base and is a pretty good speller. ~ Cathy
A: You should probably begin Spelling Workout with Book E, which will seem simple to him but will run through all the basics before moving him on towards harder material.
If he has not used the A Beka grammar before, start with the seventh grade book, which is the foundation of their high school program. Grades 7-10 are the complete high school program. 11-12 are review years. So he'll be fine as long as he gets through grade 10.
Q. Have you any words of help on combining the Wordsmith writing program and Writing Strands? I am hopelessly confused about the suggested schedule in the article on the TWTM website! Should I buy all of both sets? Help!
A: I would do...
Q: Will it really "stick" if my five-year-old completes the Phonics Pathways book without the writing? He reads well, but his little fingers are just not quite ready for writing yet. He traces tolerably well, but if I want him to remember and write letters it frustrates both of us. ~ Michelle
A: Jessie says: Susan was reading on a fifth grade level in kindergarten but couldn't write well until she was in third grade! But she quickly caught up once her physical coordination developed. (I started piano lessons then as well -- she wouldn't have been ready earlier!) Absolutely the reading skills will "stick" -- as long as he keeps reading! It is so common for children to read on a higher level than they write -- and if you make them write before they're physically ready, they develop a loathing for both reading and writing, because they associate both with frustration! Five is so young!
Trying reading and writing together is a technique that has been used successfully for remedial work with older children, but it is not a good technique across the board for young children, especially boys! When he is six, try a regular handwriting program such as the Zaner-Bloser continual stroke alphabet series with him, and also start him on a phonics based spelling program. This will go back through all of his phonics rules, applying them to spelling, while he learns to write. In the meantime, you're doing great -- keep on with the reading. You are so far ahead to have a five year old who is reading well! Every early reader I have known has excelled in their later education.
Q: My 7 year old son hates handwriting and reading. He literally cries every time I give him a writing practice assignment, and when I tell him it's time to read, he simply states, "I can't read, yet, Mommy." Shouldn't he be out of this by now? ~ Alicia
A: First, I'd suggest that you do reading practice and writing practice by time, not by pages. Pick a time period that you are sure he is physically capable of doing. (You'll want to gradually lengthen it as the year goes on.) Tell him that if he works hard for that period of time without crying or complaining, that he will be through for the day. Set the clock so that you can see the time passing. Reward him when he finishes it without crying by letting him go and do something that he wants to do!
You want to try to convey to him that if he does something he finds difficult with concentration and diligence, he will gradually find it easier and easier. Praise him profusely when he tries, and don't allow any negative talk! Explain to him ahead of time that he cannot respond to your assignment with "I can't read." Instead, give him something that he can say: "I will try, Mommy." When he says the negative thing, stop him and have him repeat the positive statement instead.
With a child of this age, you have two things going on. One: the physical act of reading and writing is hard! You're doing the right thing to have him do most of his work orally. Just make sure that he does a little bit of the difficult work, daily, without fail. Not enough to frustrate him and discourage him, but enough so that he sees progress.
Susan Adds: My seven year old (eight in August) began the year with this same complaining about writing. I made him write three words per day, every day, and gradually added a fourth and fifth (etc.). Today he wrote, "The Union army wanted to capture Richmond but the Chickahominy River was in their way!" without complaining. It's the consistency and continual praise and encouragement that does it. Second: a child easily gets into the habit of complaining, being negative, and saying "I can't." In our house, a child is not allowed to say "I can't," or "I'm dumb" or "I'm stupid." He can say, "I will try," or "I need help."
Q: Have you a recommendation for a writing program for my 9 year old son who doesn't like to write? He narrates and dictates just fine with complete sentences and great length. When writing he tries very hard to pack as much info into one sentence with the fewest amount of words. If a question asks if he agrees with something and to explain why -- he will write" Yes, because I do." I have ordered Writing Strands and am wondering if I should be considering something else as well. I have heard that English for the Thoughtful Child and Primary Language Lessons were very similar. I would like him to be prepared for the logic stage and not have to struggle with communication through writing. ~ Colleen, Canada
A: First, I think you should ditch Writing Strands and use Wordsmith Apprentice instead. EFTTC and PLL are very similar, and at this point he's probably a little too old for both of them. Keep doing the oral narrations. Do dictation with him as well, two or three times per week. When he can take two or three sentences from dictation, have him begin to write the first two or three sentences of the oral narration that he repeats to you. Tell him that he doesn't have to write the whole thing (that might help with the "cram it all into three sentences" phenomenon).
You say that he can narrate to you quite well. It sounds to me as though the physical act of writing is what's bothering him. Keep on practicing it with the dictation -- but frankly at this age I'd teach the child to type, so that he can begin the logic stage typing fairly well. Right now, I would keep the explanations of "why do you agree with this?" oral (I assume that if he tells you his reasons, they're more extensive than "Because I do"?). Again, he sounds as though he's avoiding the physical act of writing. Do the dictation and let him type. :-)
Q: What is the advantage to using "English for the Thoughtful Child?" Wouldn't much of the grammar lessons be learned in regular writing assignments? I have a daughter who will be starting third grade (our second year using the WTM). I was planning on using McGuffy Readers and "Learning Grammar Through Writing." ~ Jen in South Dakota
A: We recommend EFTTC because it is a gentle introduction to writing and grammar. For children who aren't yet writing well -- and that includes many first and second graders -- the exercises can be done orally.
Plenty of first and second graders are ready to learn a little bit of grammar, but aren't ready to do a lot of writing or fill out workbook pages. But if she's already eight, she's probably ready to skip EFTTC and go on into a regular program (which is what we suggest for third grade anyway). We're not familiar with the program you name, but we generally find that writing programs don't teach enough grammar -- you also need an actual grammar program, especially for those foundational elementary years. (But "Learning Grammar Through Writing" may be an exception -- it sounds as though grammar is a real focus. Writing Strands, which we suggest combining with a grammar program such as A Beka or Rod & Staff, has a very strong "grammar is unnecessary" flavor to it -- we disagree!)
Powered by 12 Point Design
Copyright 1996-2022, Diane Flynn Keith, All Rights Reserved