Archive for June, 2011

Teach an Older Child to Read – Teach an Older Child Phonics – Teach a Struggling Reader How to Read the Whole Page

Posted in my child can't read, teach a child phonics, teach a child to read | Comments Off on Teach an Older Child to Read – Teach an Older Child Phonics – Teach a Struggling Reader How to Read the Whole Page

 

Mom, Dad, are you grieved

because your older son

or daughter

cannot read? 

 

Does your child fail tests? 

Does he struggle to understand what he reads? 

Are you tired of school conferences that get you nowhere? 

Does your child groan or even cry when you ask him to read? 

Do you feel that you’re the only one in your child’s life who really cares? 

 

Indeed, you might be

the only one

who really cares;

and that’s exactly why

you need to know

that your child

can learn to read

every word

on every page! 

 

DON’T GIVE UP!   

THERE IS AN ANSWER!   

YOUR CHILD CAN LEARN TO READ EVERYTHING!

 

HERE ARE THREE PIECES OF GREAT NEWS!  

1) Your child can learn to read every word on every page!

 

2) You can receive the COMPLETE Candy 4WAY Phonics Curriculum as an INSTANT DOWNLOAD including step-by-step instructions, 100 easy-to-follow daily phonics lessons, phonics readers, rhyming phonics charts, rhyming phonics flashcards, phonics drill, multisensory vowel helps, and free email coaching — all for just $9.97.

 

3) You will need to spend just 20 to 30 minutes a day to reap the reward of watching your child learn to sound out all the words on the page.

 

In addition, while your child is learning to sound out every word he encounters, the Candy 4WAY Phonics Curriculum will also be building him into reading more and more complex sentences.  Look at the following progression of sentences as they grow in complexity throughout the Candy 4WAY Phonics Program

Dad is sad.  Mom is red.  Ken got a jet.  Kim is in bed.

 

As Mr. Bent did bask in the sun, Big Bug bit his back!  He bit it in fun!

 

Red and white candy canes taste so good. I would tape them to my shirt, if only I could.

 

Rowdy the hound is the chat of the town. He can chow down on brown bones by the hour.  He can slouch on the couch and munch prime ribs ‘till dark, and slurp grapes that are oh, so sour!

 

“Yes!” said Marcie’s teacher. “If we make out a plan to go and read it to Mr. Clay, we would not be bending any of our school rules.  We could go fishing and reel in a big catch.”

 

I saw a crawfish all long and all red, crawling over a rock in a swampy riverbed.
Its claws were so awesome!  It had ten scrawny legs.  So I picked up that crawfish and gave it to Peg.

 

It was a beautiful Saturday morning to jog, and the bright, green hue on the grass was still wet and glistening. As Katie flew across the countryside, she spotted only a few patches of mud, though a hard rain had beaten down upon the earth earlier that morning. Worried thoughts from the evening before were still brewing in the back of Katie’s brain, but she resolved to just ignore them.

 

Just as quickly, both girls recognized little Cole Glover. Cole was snuggled into a tire swing that swayed back and forth on one of the big branches of the old willow tree that stood proudly in the Andersons’ backyard. The tree’s long, golden branches hung almost down to the ground creating a cozy canopy of shade from the bright morning sunlight.

 

Douglas Delay had developed technology that could only be understood by the F.B.I. His automobile was under investigation, but, as yet, no one had traced Doug’s whereabouts or knew of the delivery date for the resources he carried. The extent that his enemies would go through to secure that valuable information could only be interpreted by his most loyal friend, Eddy Exit, otherwise, known as: “The Envelope Man.” 

 

This was not just a neon sign, it was a symbol of hope.  This was a marker designed to manifest beauty, culture, achievement, and reward to a struggling Appalachian mining town. These hard-working people would now be able to link their children and their grandchildren together by connecting them with the discovery and delight of classical music.

 

 

HOW DOES A CHILD BUILD INTO MORE COMPLEX SENTENCES?

 

Well, here is the progression of the sounding-out skills taught in the Candy 4WAY Phonics Program:

 

First, all the individual letter sounds are taught (not the names of the letters but the sounds that the letters stand for).

 

Second, a student learns how to blend a beginning consonant with a vowel from left to right such as:  ba  le  fi

 

Third,  a student begins to blend together three or four-letter words with a short vowel from left to right such as:  bed  can  fill  bend  raft  lint

 

Fourth, a student learns to blend together four-letter words with a short vowel that begin with a digraph such as: bl  pl  st  tr  sw  sm  sc from left to right and onto words beginning with combinations such as:  spr  spl scr  str

 

Fifth, a student learns how to blend together four and five-letter words containing long vowel combinations such as:   oa  ee  ea  ay  ie along with silent e words such as: cake  pale  crane

 

Sixth, a student gradually builds into more and more complex words –  words with multiple syllables that contain all the rest of the phonograms such as:

aw  -ing  ough  oo  ear  eigh  -dge  -tion  and  pro-  de-  -ious   ear   -tain   eau

 

With the Candy 4WAY Phonics Program, your child will build from sounding out all the individual letter sounds into mastering how to sound out 152 different phonogram sounds. 

 

Your student will gain these skills daily, step-by-step, mastering one step before proceeding to another, with easy-to-learn, fun, daily 4WAY Phonics lessons, readers, flashcards, charts, and continuous phonics review.  In addition, your child will learn the basic spelling rules as they naturally surface within the daily phonics lessons.  

 

Doesn’t your child deserve to know how to read.  Doesn’t your child deserve to know how to sound out every word on every page for the rest of his life

Moms, Dads, you can give your child those vital, reading skills for just $9.97.  Or if you prefer, for just $10 more, you can purchase a computer CD-Rom version of the program where you can actually hear every letter and every word and every sentence read aloud in every one of the 100 daily phonics lesson. 

 

Check us out – Candy 4WAY Phonics!  We guarantee, we’re The Best Phonics Bargain in Town

 

Sincerely,

 

Carol Kay, President

Candy 4WAY Phonics

www.candy4wayphonics.com

 

Children Dread Finding all Those Nouns on the Worksheet! So How Do You Teach Children Nouns?

Posted in finding the noun in a sentence, how to teach nouns, noun worksheets, signal words for noun clauses, teaching nouns, teaching nouns and verbs, tips for teaching nouns | Comments Off on Children Dread Finding all Those Nouns on the Worksheet! So How Do You Teach Children Nouns?

Children Dread Finding

all Those Nouns on the Page!

I truly believe that one of the biggest mistakes made by grammar teachers and grammar curriculum creators is to give children worksheets loaded with nouns and then to ask them to underline all the nouns on that worksheet. 

You see, we just assume that if we tell a child that a noun is a person, place, thing or idea, that they will be able to identify a noun.  WRONG!  To them, that’s like looking for a needle in a haystack.  While it’s true that “practice makes perfect,” the following equation is also true:

 A dreaded grammar assignment entitled Finding All the Nouns

PLUS

“Well, sometimes I find the nouns and sometimes I don’t.”

EQUALS

“I hate learning grammar!”

 

Yes, it is important that children learn that nouns are persons, places, things, animals, and ideas, but it’s even more important that children learn where in a sentence they might find a person, a place, a thing, an animal, or an idea.

 

Let’s put this concept into “Mommy or Daddy” terms.  Let’s suppose that it’s the middle of the night and you’re dog tired from a hard day working and talking and creating.  You’ve crawled into bed, you’re nice and warm under the covers, and your child comes to you and asks, “Will you help me find my furry (toy) puppy?  I lost him, and I can’t sleep without him.” 

 

Your first question back is probably going to be: “Where do you think you left Puppy?”

 

If your child answers, “Well, the last time I played with him, I was in the garage,” you will probably start searching for that little dog in the garage and you will know that it won’t be too long before you find his little furry hide and you’re back underneath those warm bed covers.

 

However, if your child answers, “I don’t know where he is; that’s why I need you to help me find him!” then you’re going to dread getting out of bed and spending who knows how long searching who knows where for that dog.

 

Your only clues to finding him will be that you know he’s on the grounds somewhere, you know he’s furry, you know his color, you know his shape, you know his size, and you know that you’re tired, and that this isn’t going to be fun.   

 

Let’s relate that scenario with handing a worksheet to a child and having him “practice recognizing nouns” by instructing him to underline all the persons, places, things, ideas, and animals he finds on the page.  Come on!  Most children are going to dread that kind of assignment because:

 

     a) They have no idea what a noun looks like.   

     b) They have no idea where to look for nouns.

     c) They’re not sure they’re even going to like nouns.

 

We all know that everyone learns best by “doing.” Children are no exception to this rule. However, “doing” something is not always the most constructive way of learning something if the thing we have a child “do” becomes nothing more to him than just one more hit/n/miss assignment in busywork. 

 

However, teaching nouns does not have to be just one more busywork assignment.  When children know how a sentence is put together and where in that sentence they will find the nouns, then underlining all the nouns in that sentence now becomes a task that is achievable, a task they can accomplish and be proud of.

 

In fact, teaching children to build their own creative sentences is one of the best ways to:

     a) clarify for children what makes up a complete sentence

          and

     b) teach them where in a sentence they will find all the nouns.  

   

 

Does that sound difficult?  It’s not.  

 

What’s more,

teaching children 

to build creative sentences 

can be FUN! 

 

It’s true!  Moreover, the best way to teach children to write their own creative sentences is to teach them to create sentences

out loud,

one on one,

student and teacher playing with sentence construction together,

starting with an action verb,

and having FUN!

 

By starting with an action verb, children learn all the other parts of a sentence and how those parts relate to the verb.  In so doing, children learn where to look for verbs, nouns, adjectives, adverbs etc.

 

After a child has learned to construct his own creative sentence, he will not have any problem identifying the signal words that tell him that a noun is coming; he will not have any problem knowing where in a sentence he will find nouns.

 

For just $3.97, you can teach your children exactly how to write a good, creative sentence and how to use that teaching to show them where they will find all “the nouns.” 

 

Teaching Children to Write Creative Sentences – check it out.

 

Sincerely,

 

Carol Kay, President

Candy 4WAY Phonics

www.candy4wayphonics.com