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Common Core Reading Instruction Is Failing

Posted in Common Core does not teach systematic phonics, Common Core Doesn't Work, Common Core is not teaching my child how to read, Common Core Reading Fails, Common Core vs Phonics First, School Improvement | Comments Off on Common Core Reading Instruction Is Failing

Common Core

 

Is Failing

 

to Teach Kids

 

How to Read!

 

Is your child struggling in reading?

 

Please, don’t tell me that you were depending upon the new Common Core Standards to make the difference in your child’s reading skills.

 

Common Core

reading methods

cannot work.

They will leave our children

semi-literate

by the time

they graduate

from high school.

 

Common core claims to have raised the standards for reading.  The problem is, you can’t throw a child into a book with tons and tons and lines and lines and pages and pages of unknown words without first teaching that child how to sound those words out, one letter, one blend at a time from left to right.

Believe me when I tell you that Common Core is NOT giving our children those necessary early letter-blending reading skills.  They are, however, frustrating the death out of our children with their whole language methods.     

 

FOLKS, COMMON CORE WILL NOT WORK. 

IT WILL NOT

TEACH OUR CHILDREN

HOW TO

SOUND OUT WORDS!

 

The Common Core WHOLE LANGUAGE APPROACH is nothing new.  It teaches children to guess at words by: 

LOOKING at the pictures on the page

LOOKING at the shape of the word

MEMORIZING a few dozen frequently-used words

SKIPPING over words they don’t know

SUBSTITUTING words that seem to fit

PREDICTING the words they think will come next.

 

A child who has spent his time in a Common Core reading group will learn to: 

a) Memorize whole words

b) Guess at words based upon the shape of a word

c) Guess at words based upon the first letter and the picture on the page

d) Memorize WHOLE STORIES by reading the same simple story over and over and over and over again alone and in groups.

e) Skip over words they do not know.

f) Substitute words that seem to fit the context of the story.

g) Predict (guess about) the words they think might come next in the story.

 

Common Core is a synonym for “insanity”

– doing the same thing over and over again

and expecting different results.

 

The child who is taught to read using Common Core methods should expect to see the same BAD reading habits of: 

STUMBLING 

SKIPPING 

SUBSTITUTING 

and FEARING WORDS.  

Children shouldn’t be fearing words. 

Instead, our kids should be gaining the ability to approach new words confidently.   

They should be armed with the phonetic knowledge to correctly “sound through” every word on every page “from left to right.”

 

It’s so unfortunate for America’s children that our Common Core schools are giving out high grades and happy report cards to students who are good at guessing and memorizing words in order to convince their parents that their child can actually read. 

 

Moreover, and contrary to public education opinion:

a) Teachers using WHOLE WORDS in their WHOLE STORY reading groups will not teach our kids how to sound out, from left to right, every word on every page.  Sadly, WHOLE STORY reading groups WILL teach our kids that if they MEMORIZE a few hundred Dolch Sight Words proficiently, their teacher will give them a passing grade in reading.

 

b) Children working with other children quietly at their desks will not teach kids how to sound out words (ever heard of the blind leading the blind?).  

 

c) A word wall of phonics chunks will not systematically teach a child how to sound out words.  This is because throwing in “phonics chunks” to attack WHOLE WORDS on a hit and miss basis AFTER the student has already learned to GUESS and MEMORIZE words SIMPLY DOES NOT WORK! 

 

d) iSAIL does not teach our kids how to sound out words, and it will not teach your child how to fluently read trickster tales, fables, tall tales, biographies, information books or poetry, award-winning literature or all the words on the pages of their magazines, newspapers and electronic resources.  How could a child ever hope to do any of that if he hasn’t learned how to sound out every word on every page?).

 

Common Core is a synonym for “insanity”

– doing the same thing over and over again

and expecting different results.

 

You see, Common Core reading methods begin with tons and tons of whole word memorization that has been sparingly salted and peppered with implicit phonics instead of beginning our children out with individual letter sounds and moving them along into blending within a systematic structure of explicit phonics.  

 

Here’s how it goes down in today’s public school classroom. 

 

The teacher sticks a child in one of her three reading groups so he can read aloud with other children.

 

When the child comes to a word that he doesn’t know (and that’s not going to take very long) the teacher stops, points to the WHOLE WORD and then tries to explain to the student how to break the word up into syllables and blends.

 

I know, you’re saying, “Well, that should work, shouldn’t it?  Isn’t that what we want our children to learn?”

 

Yes, of course, but we wanted them to learn that BEFORE we stuck them in a kindergarten or first grade book loaded with lines and lines of unknown, multi-syllable words containing prefixes and suffixes and complex phonograms.  

We wanted them to learn to sound out words in a systematic, consistent way, starting with the smallest sounds (letter sounds), eventually blending those letter sounds together; and, then, through patience and practice, gradually gaining the ability to sound out bigger and bigger words with more and more syllables and blends.    

 

However, Common Core does just the opposite.  Common Core attempts to teach the mechanics of reading backwards.  How?

Common Core starts with THE WHOLE SENTENCE

That’s right; you read me correctly on that

THE WHOLE SENTENCE!!!!!  

 

You say, “…but the child hasn’t yet learned how to read all the words in the sentence.”

 

That’s right!!!!!!!!! He hasn’t!!!!!!!!! Are you seeing it?????

 

And learning to memorize and repeat and recite WHOLE SENTENCES and WHOLE STORIES isn’t going to teach a child how to sound out the thousands and hundreds of thousands of words he will encounter in his 4th grade and above textbooks.  

Do the math.  The most words a child can realistically memorize per year is between 100 to 300 words.  WHOLE LANGUAGE combined with salt and pepper phonics has never worked.   It never will work. 

 

Common Core is a synonym for “insanity”

– doing the same thing over and over again

and expecting different results.

 

Common Core reading methods are making the whole “learning to read” adventure IMPOSSIBLE!

 

Let me explain it another way. 

 

Let’s examine what’s happening to our kids in their Common Core reading groups by using the analogy of learning to drive a car. 

 

Suppose we want to teach a student how to drive a car safely on the highway.   

 

We would start by introducing the student driver to the steering wheel, the brake, the turning signals and by explaining what the purpose for each of those is.

 

Next, we would teach the student how to buckle up and then start the car.

 

Next, we would take the student on short runs around the parking lot.

 

Next, we would take the student on short runs down a non-busy city street.

 

Next, we would take the student for longer runs down busier streets.

 

Next, we would take the student for longer runs at higher speeds on the expressway.

 

I can see this clearly,

and I know YOU can, too. 

Learning how to drive starts out small

and progresses to bigger.

   

NOW, let’s suppose we decided to teach our student how to drive using “THE COMMON CORE METHOD.”

 

If we used Common Core in our Driver Ed Classes, we would need to start our young driver out on high speed runs, down busy, 4-lane expressways.

 

Next, if our student driver hits another car or if he slides off the road or if he accidentally drifts into the other lane, we will just pull him over to the side of the road and attempt to break down the problem by explaining to him what he did wrong.

 

For example, maybe he pressed down too hard on the accelerator.

 

Maybe his steering was a bit off.

 

Are you getting this?

The Common Core method

starts out COMPLICATED

and then CRASHES!  

 

You see, if we used the Common Core method to teach our children their driving skills, it would result in killing many of our students as well as many of their driving instructors.

In reality, Common Core is killing many of our students’ reading hopes, and it’s encouraging many of our teachers to quit the teaching profession altogether. 

 

Common Core sounds ludicrous, right?

 

Well, that’s not the worst of it.  The worst of it is that the Common Core instigators are actually bragging about their methods.

 

You see, learning to read using this Whole Word/Common Core method will teach children (it is claimed) to read 500 high frequency words in first grade.

 

However, this type of bragging is very, very, VERY deceiving because even if this pace can be achieved (and in soooooooo many cases, it is NOT achieved) these students will know only 6000 words by the end of high school.

 

Now 6,000 words sounds like a lot of words, right?  However, knowing how to read ONLY 6000 words wil leave that child semi-literate.

 

An even worse reality is this: Most of our Common Core students will end up only mastering between 900 to 1200 words by the end of the third grade.

Judged by its own claims, the whole word/whole sentence methods of COMMON CORE WILL NOT WORK!

  

You ask,

well, how many words

should a child

learn how to read

by the end of third grade

and by the

end of high school?

   

At the end of the third grade, a Common Core student will have learned how to read between 300 and 900 words

On the other hand, by the end of the third grade, a systematic phonics student will have learned how to read over 30,000 words.

 

At the end of high school, a Common Core student will have learned how to read approximately 6,000 words

On the other hand, by the end of his high school days, a systematic phonics student will have learned how to read over 1 MILLION words.

  

So what exactly am I proposing for a solution to the Common Core Reading disaster? 

The solution is simple: use a systematic, explicit phonics reading method instead of the Common Core reading method.

 

Of course that’s the solution; and by the way, I’m not the only one proposing this solution. To be sure, The RIGGS INSTITUTE has known for 23 years that students who learned to read using synthetic, systematic, explicit phonics methods could read, write and spell proficiently in a very short period of time. 

 

They also learned that it didn’t matter whether a student lived in a ritzy, influential neighborhood or in a low socio-economic neighborhood; if that student was trained to read using a systematic phonics program, that student was going to  read, write and spell more proficiently in a very short period of time.

 

Moreover, they proved that whether a child is Caucasian, Afro-American, Asian or Hispanic, ALL students learning to read using synthetic, systematic, explicit phonics reading methods would eventually read better, write better and spell better in a very short period of time. 

 

In fact, RIGGS discovered that kids who learned to read using systematic phonics instruction from the very beginning of their reading experience finished the first grade quite capable of: 

a) fluently reading from the World Book

b) spelling at 3rd to 7th grade levels

c) mastering the parts of speech

d) writing creatively with proper grammar, syntax, capitalization, punctuation and legible handwriting

e) having the ability to read and enjoy classical literature.

 

So, yes, you guessed it.  I’m proposing that you ignore what’s going on in your child’s public school reading circles and teach him to read at home using a simple, parent-friendly, step-by-step, ABSOLUTELY FREE systematic phonics reading program.  

 

Moms, Dads, I’m proposing that you DO NOT dump your child’s reading problem on his public school teacher. Your child’s school teacher is stuck with Common Core.

However, parents are NOT stuck with Common Core; and that’s great because parents are ultimately responsible for making sure their child can sound out every word on every page.

 

Folks, let’s do something about America’s reading problem. 

Let’s take the matter into our own parental hands. 

Let’s teach our children 

how to sound out every word on every page.

 

By the way, Dads, Moms, Grandpas, Grandmas, you can do that in an affordable manner.  You can do that by using an ABSOLUTELY FREE COMPLETE phonics curriculum coupled with 20 minutes of reading instruction each evening with your little guy or gal.

 

Yep!

We are NOT limited by Common Core.

 

A Mom or a Dad or a Grandpa or a Grandma using the FREE Candy WAY Phonics COMPLETE Reading Curriculum can teach a child (and maybe even themselves) how to sound out every word on every page. 

 

The result will be: 

the adventure of books.

 

Sincerely,

Carol Kay, President

Candy 4WAY Phonics

www.candy4wayphonics.com

   

It’s Second Semester, and Thousands of Older Children are Still Struggling to Read!

Posted in 2nd grade phonics, ADD, ADD and ADHD, ADHD, adult literacy problems in the united states, affordable homeschool reading program, basic phonics rules, best phonics program, best phonics readers, decodable text, decoding, easiest to use phonics program, easy to teach reading program, English grammar resource, ESL, Essays on Teaching, explicit phonics, homeschool phonics, homeschool phonics curriculum, homeschool phonics program, homeschool reading, Homeschool Reading Curriculum, Homeschool Reading Program, Homeschooling, homeschooling phonics program, Homeschooling Reading Program, homeschooling your preschooler, Homework and Study Skills, How can I tell if my child is getting phonics, how do you teach a child to read?, How many children cannot read?, How to know your child is getting phonics, how to teach a child to read, how to teach an older child to read, Illiteracy in the United States, implicit phonics, inexpensive phonics lessons, inexpensive phonics program, inexpesnive reading program, intensive phonics, K-8 Subject Areas, LD, Learning Disabilities, limiting the number of sight words, look/n/say vs phonics, my child can't read, my child can’t read, my child does not have a learning disability, my child does not have ADD, my child does not have ADHD, my child does not have dyslexia, older children who struggle in reading, Oral Language, Parent Involvement, parents resource for preschool education, phonic, phonics curriculum, phonics for english, Phonics Help for Parents, phonics lesson plans, phonics lessons, phonics program, phonics rules, Phonics vs Look/Say, preschool reading curriculum, public school classroom, reading, Reading Problem in American Schools, reading program, Report Cards, School Improvement, software, Special Education, synthetic phonics, systematic phonics, teacher training in reading, teaching older children their sounds, teaching older children to read, teaching phonics, true child story, true phonics vs look/n/say story, true reading stories, true reading story, true stories about children, words with fun in them | Comments Off on It’s Second Semester, and Thousands of Older Children are Still Struggling to Read!

 

PARENTS,

Teaching your older child to read is NOT difficult! 

 

Your time in teaching, however, must include:

1)  a 20 to 30 minute, step-by-step, reading lesson each day 

2) a proven, affordable systematic 4WAY Phonics program.

Let’s face it, you wouldn’t be reading this page if your older child had learned to read every word on every page, and that is what every parent should desire for their child. Indeed, you might be the only one who really cares that your child is struggling to read, and that’s exactly why you need to know that your older child CAN learn to read every word on every page!

 

Very soon, in these next few months , thousands of American parents will discover that their little third or fourth grade child is struggling to read his school textbooks.

 

It is also quite possible that this is the first time these parents have become aware that their little guy or gal cannot read every word on every page. Sadly, this is because many of these parents have been led to believe that based upon a normal bell curve, their child has been doing “just fine” in reading.

 

The only problem is, NOW, these young ones are in the third or fourth grade, they are expected to read lessons from higher level textbooks and answer comprehension questions, and they are struggling to read every word on the page and to make total sense of the facts given in each paragraph.

 

You see, it’s a fact that most of our students today are learning to read using Look/n/Say, Whole Word methods, methods that are mixed with just enough phonics to make everyone believe that our students are learning to decode all the words on the page.

 

Unfortunately, what little phonics that has been presented in so many of our classrooms has given way whole-heartedly to the memorization of Whole Words printed on Word Walls and contained on the monotonous pages of easy-to-read I Can Read Books. Moms, Dads, children cannot continue to memorize or guess every whole word on the page after they’ve reached the higher grades. It just isn’t possible!

 

According to Sebastian Wren, a Ph.D. in Psychology from the University of Texas, a competent reader (and that would be a reader who has learned to decode words by sounding them out from left to right) has a reading vocabulary of around 50,000 words.

 

However, Dr. Wren goes on to tell us that children who have been taught to read using Look/n/Say, Whole Word methods are only capable of memorizing a maximum of 5,000 words. According to Rudolph Flesch, author of Why Johnny Can’t Read, that maximum number is more in the neighborhood of 2,000 words.

 

Many educators today are completely unaware of the fact that the difference between a sight-reader and an intensive 4WAY Phonics reader can be seen by the comparison of how many words each type of reader can decode at the end of his/her fourth grade school year

 

By the end of third grade, the sight reader will be able to read 1,216 words and by the end of fourth grade, 1,554 words.  In comparison, by the end of third grade, the intensive 4WAY Phonics reader will be able to read an estimated 30,000 words (approximately the same number of words that are in his spoken vocabulary) and by the end of fourth grade, 40,000 words or higher!

 

Older students struggling to read, students who are victims of Look/n/Say, Whole Word reading techniques where children are asked to memorize numerous whole words from Word Walls and to search for “clues” to “figure out” what a word “might be” are children who, as a result of WRONG reading methods, have lost their self-esteem, have developed a fear of reading, and have experienced far too many situations where reading either silently to themselves or reading aloud in front of others has made them feel “dumb.”

 

Folks, this is an appalling situation!

It shouldn’t be taking place!

Nevertheless, this reading crisis for so many of our older children is happening!

 

THE GOOD NEWS, however, is: 

a) Parents can change these outcomes for their own child.

b) Parents can teach their own children to read every word on every page, and for less than $10.

c) Parents can raise their child’s self-esteem from bad to great.

d) Parents can take away their older child’s fear of reading.

 

Bruce Price, a novelist, author, and English Literature Honors Graduate from Princeton University sums up this dreadful whole-word reading process when he states:

“For the victims of Whole Word, every word is just a pile of sticks, a random assortment of scratches going in different directions…Similarly, a person literate in English knows that “busy” is a word but “bsuy” is probably a typo. A Whole Word victim sees nothing odd about “bsuy.”

 

Bruce goes on to explain that Whole Word victims are taught to memorize words in the same way that we memorize phone number. He describes the struggle that whole-word readers experience when they often reverse letters; as a result, they are often and regrettably mislabeled as dyslexic. When speaking about whole-word learners he states:

“There’s nothing odd about 1587649 compared to 1857649. Reversals are common when humans try to memorize either Whole Numbers or Whole Words. How many people could memorize even 100 phone numbers, never mind 500? In reading, such reversals are called dyslexia, an illusory problem created by an illusory pedagogy because of the “guessing and memorization techniques” they’ve been taught in their prior reading times.”

 

Parents, here are two more pieces of great news:

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

2) It will cost you less than $10 plus your time of just 20 to 30 minutes a day.

Click here to read about TEN STEPS you can take to insure that your child, no matter how old he/she is, can learn to read every word on every page.

Sincerely,
Carol Kay, President
Candy 4WAY Phonics
www.candy4wayphonics.com

A True Story of a Little Child Who Struggled in Reading

Posted in 2nd grade phonics, ADD, ADD and ADHD, ADHD, basic phonics rules, best phonics program, best phonics readers, Character Education, comprehensive phonics program all you will every need, decodable text, decoding, Dick and Jane, Dick and Jane Reading Program, Differentiated Learning, dyslexia, easiest to use phonics program, easy to teach reading program, ESL, Essays on Teaching, explicit phonics, homeschool phonics, homeschool phonics curriculum, homeschool phonics program, homeschool reading, Homeschool Reading Curriculum, Homeschool Reading Program, Homeschooling, homeschooling phonics program, Homeschooling Reading Program, homeschooling your preschooler, Homework and Study Skills, How can I tell if my child is getting phonics, how do you teach a child to read?, How many children cannot read?, How to know your child is getting phonics, how to teach a child to read, how to teach an older child to read, Illiteracy in the United States, intensive phonics, K-8 Subject Areas, Language Arts Writing, LD, Learning Disabilities, multisensory alphabet flashcards, multisensory alphabet wall cards, my child can't read, my child can’t read, my child does not have a learning disability, my child does not have ADD, my child does not have ADHD, my child does not have dyslexia, older children who struggle in reading, Oral Language, Parent Involvement, parents resource for preschool education, phonic, phonics curriculum, phonics for english, Phonics Help for Parents, phonics lesson plans, phonics lessons, phonics program, phonics rules, Phonics vs Look/Say, public school classroom, reading, Reading Problem in American Schools, reading program, Report Cards, School Improvement, Special Education, synthetic phonics, systematic phonics, teacher training in reading, teaching older children their sounds, teaching older children to read, teaching phonics, true phonics vs look/n/say story, Uncategorized, words with fun in them | Comments Off on A True Story of a Little Child Who Struggled in Reading

THE FOLLOWING IS A TRUE STORY ABOUT A LITTLE GIRL WHO STRUGGLED IN READING

There once was a REAL little girl named, Candy, who grew up in the 1950’s. When Candy began first grade she was excited about learning how to read.

Her hopes were soon dashed, however, because, UNFORTUNATELY, the reading textbooks used in her regular public school classroom taught her to figure out words by:

The picture on the page,
The shape of the word,
The first letter of the word,
The context of the sentence,
Using a process of elimination,
and
By guessing at the word.

You see, Candy’s school had purchased a brand new reading curriculum starring the characters of Dick, Jane, Sally and Spot. This new curriculum had abandoned the basic phonics rules that had been used to teach children to read since the founding of our country. Instead, this new curriculum simply taught children to grab onto whatever word chunk that they could “naturally” decode and then to guess at the rest of the word.

Candy soon discovered that she was not capable of memorizing all the words in her new reading book. Soon Candy was lost in reading! In fact, Candy fell so far behind in her reading group, that she soon became the poorest reader in her class. She dreaded reading group time. She often felt like crying, and sometimes she actually did cry in front of the other children in her reading group.

Luckily, however, Candy’s reading was “bad enough” that she was sent away for help to a special classroom where they taught reading using a 4WAY phonics approach. After only 6 months of learning to read using this 4WAY phonics approach, Candy returned to her regular reading group. She soon discovered that she had gone from being the worst reader in her group to being the best reader in her group.

Once Candy discovered the code used to sound out words, and after she was presented that code using a 4WAY phonics method, she found that phonics made reading easy! Candy soon went on to read lots of stories with connective words and varied sentence openers and to think with inferential thinking skills.

Parents, teaching and learning phonics IS easy when you use that same 4WAY phonics method that was used to teach little Candy to read. To read the complete true story of Candy and to find out how you can teach YOUR child that same phonics method that taught little Candy to read, please go to www.candy4wayphonics.com

Moms and Dads, The Candy 4WAY Phonics Program Age 4 through Grade 4  is that same 4WAY phonics program used to teach little Candy to read. It has now been updated specifically FOR THIS GENERATION OF PARENTS AND CHILDREN. 

For just $9.97 you can purchase this entire COMPLETE systematic phonics program including 100 Step-by-Step Phonics Lessons, Sequenced Story Readers, Rhyming Charts and Flashcards, Lifetime Phonics Charts, and 82 page e-book entitled “How to Teach Intensive Phonics” — EVERYTHING. 

Visit us soon at www.candy4wayphonics.com

Sincerely,

Carol Kay, President, Candy 4WAY Phonics