Sounding Out the Sight Words is now available in print!
- Created: Tuesday, 21 February 2017 10:11
- Written by Liz Winter
[ February 2018 update: Volume 2 is now complete and available for purchase! ]Volume 2 of Essentials 2nd edition is still in development. (Stay updated on the progress here or read about Pre-Release PDFs of Volume 2, available now!)
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?
This week we received the following question from a customer. She is using Foundations B, but her question applies to Essentials and the rest of Foundations as well.
My daughter is in the middle of Foundations book B. Would you be willing to share your thoughts on how much we should go back and review at the beginning of a new school year? Thank you!!—Becky
Today a customer wrote us to ask about using Spelling Rule Flash Cards and memorizing the spelling rules in Logic of English lessons. She writes:
My question has to do with the spelling flashcards for Essentials. I am unclear on how we are to use them; is there somewhere in the TM where this is discussed? Do we review the spelling rules daily? Do we expect students to have them committed to memory? When we are dictating words for spelling analysis, I see particular spelling rules referenced. Does the teacher say it, or the student, or only if they need help with the word?
One of the changes we've made in the 2nd edition of Essentials is that each lesson is now divided into five days for ease of scheduling. However, this more structured guidance is still just a starting point for a variety of pacing possibilities, depending on the student and the situation. Here are some ideas for making Essentials work for you.