- Paperback: 242 pages
- Publisher: Back Home Industries; Pck edition (June 30, 2001)
- Language: English
- ISBN-10: 1880045311
- ISBN-13: 978-1880045312
- Product Dimensions: 1.8 x 8.5 x 10.8 inches
- Shipping Weight: 4 pounds (View shipping rates and policies)
- Average Customer Review: 4.4 out of 5 stars See all reviews (30 customer reviews)
- Amazon Best Sellers Rank: #173,666 in Books (See Top 100 in Books)
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Spell to Write And Read / Core Kit - Teacher's Edition Pck Edition
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Top Customer Reviews
I like this program because it is very systematic. They learn a set of 27 rules and a set of 70 phonograms. These same rules and phonograms will be reviewed over and over, each year, for several years, and will be used to spell words from the simple to the very complex. I haven't run into other programs that laid out the groundwork in such a simple, systematic way.
I also like the logbooks, which help the kids track their progress as the year goes on.
Although I could go on about other positive aspects of this program, I will just add that I like the fact that the kids hear the words before they see them, and are made to think about how the words sound, and which phonograms fit the sounds. Then they write adn see the words. This ensures that they are actually decoding the words, and not just putting spelling into short term memory without really understanding why teh word is written in such a way.
For example, my daughter wrote a spelling word correctly, and I asked her how she knew it was spelled that way. She replied, "Because I've seen it that way a million times in books." But because of the program, she was required (and able) to tell me why the word was spelled the way it was. I am sure that will help her retain the spelling longer.
Highly recommended. I use it with 'Cursive First' to teach handwriting.
She very quickly picked up her alphabet and letter sounds, but struggled when we did readers. She would look at the pictures on the page or just the first letter of a word and try to simply guess what the word was. It was like she was too impatient to take her time and learn to do anything but read very simple words. For months we made zero progress, and we were both getting very frustrated.
I stopped readers, and started her on this program. We also chose to do cursive - something I decided to do because I knew it would slow her down and make her think about what she was writing. It was hard at first -especially the cursive-but after a few months of work, we went back to the readers and the difference was astounding.
She is now six years old, and her reading astounds everyone. Her favorite books are the Narnia series. She reads quickly and can read and spell large words. We are still using this curriculum, and it's one of the easiest parts of my homeschool day. Our routine now is for her to read aloud the other words on whatever list she is working on, enter five new words in her book, and then I test her. Occassionally we go back and review some of the harder phonograms just as a refresher.
I am not an educational expert, so take this advice with a grain of salt. What I think a lot of people struggle with is trying to do everything exactly as the author describes - trying to do it 'perfectly'. I think more in terms of 'what do I want my kid to learn this year'. I'm more of a 'spirit of the law' rather than 'letter of the law' type. Last year I wanted her reading well. So I did many of the reference pages in the back of her book, but not the extra language arts type excercises at the top and bottom of the pages. I also don't have my own book that I write in, like they recommend. I did that for the first few weeks, saw no benefit for us, and quit.
I think if you read up on her philosophy, think of a goal you want to accomplish, and then see what parts of the curriculum you really need to meet that goal, you will get a lot out of this program. The phonics/spelling approach described by the author makes a ton of sense. It's just a matter of having the confidence to work outside the box to get it to work for your kid.
The only other point I will make is that my daughter is a very audio-type learner (forgot technical term). So hearing and saying the phonograms and words clicks in her brain, and extra visuals distract her. My younger daughter is the opposite -she is very visual and right-brained, so I am going to have to do a little extra leg-work to get this to sink in for her. I know the author doesn't recommend extra 'gimics', but the kid's brain is wired a certain way, and I have to work with what I've got.