My favorite reasons to use Foundations
- Created: Friday, 17 March 2017 10:11
- Written by Liz Winter
One day last fall, a customer wrote us with a great question about her son's progress in reading fluency:
I have a question concerning Foundations. I started Foundations A with my son last fall when he was 5 1/2. He enjoyed Foundations A and did fine with the work. We started Foundations B in January or February and did well at first but about halfway through he stopped enjoying it — I suspect because he was overwhelmed with the reading portion.
In this issue: Sounding Out the Sight Words available in print, Whistling Whales and Knitting Knights, update from Denise.
If you have finished or will soon finish Volume 1 and are trying to decide what to do in the meantime, this blog post is for you!
A customer wrote us with a question about the vowel sound in the word sink:
I am teaching Foundations Level A Lesson 33 to my son. The spelling list is tripping me up. I say "sink" with a long /ē/ but the list says "all first sounds." The same with "ink" and "link." What am I doing wrong? Is it my dialect?
In Logic of English curriculum, the most important part of the lessons after learning the phonograms individually is learning to use them to spell and read words. The process we use to teach this is called Spelling Analysis, and it is so helpful that we’ve decided to make our new Spelling Analysis tutorial, from Essentials 2nd edition, available online for free as a downloadable PDF!
In this issue: Buy one, give one book special, introducing Whistling Whales and Knitting Knights, new on the Blog
This week we had a question about the phonogram IE, the /ē/ of field. Why, someone asked, don't we also list the long I sound as in pie?