New Sample Schedules for Essentials

We're sometimes asked for advice about the best way to pace Logic of English curriculum, and we continue to discuss different ways to do this as we hear from you about your experiences. Most often the questions are about Essentials, since the lessons are long and designed to be flexible so that they can be taught in a variety of circumstances and to a wide range of students.

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I can read that! Controlled reader correlations between Foundations and Essentials

Do you have a 6- to 8-year-old in Essentials or a 7- to 9-year-old in Foundations? Are you looking for additional phonogram-controlled texts for reading practice?

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May 2014 Newsletter

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Revolutionizing the Word Wall

Rather than organizing your word wall alphabetically, how about organizing it by sound?

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Nerf Guns & Shaving Cream Handout - MACHE 2014

Here is the handout for the presentation at MACHE 2014 in Duluth, MN.

We hope it was an encouragement for you!

The Spelling of "Who"

Today as I was working on writing Foundations D, I made a discovery about the spelling of the word who. I had always thought this word was one of the 2% of words that are true exceptions. However, now I know there is a logic to its spelling.

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How to Use a Spelling Journal

The trickiest English words to spell are ones that include sounds that can be spelled in multiple ways. For example, /ā/ can be spelled ai as in plain, ay as in way, ea as in great, or with five other spellings.

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What next after Essentials?

Most teachers and students are excited by the information they have learned in Essentials and are eager to continue to reinforce the concepts as well as to dig deeper. As a result, a common question we receive is "Where do you go once you finish Essentials?"

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January 2014 Newsletter

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