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BELOW ARE THE DAILY LESSONS FOR THE SEVENTH WEEK

FOLLOW daily plans!!!

SACRIFICE your time!!!

Be quick to PRAISE!!!

Schedule A

Time: Five to twenty minutes per session each day depending on student's ability to focus EXCEPT on Sundays when you may want to modify the schedule according to the activities of the day.

Sessions: Three to nine per day depending on coverage of material and availability of YOUR time

Rewards: To be given after sessions only if it is necessary to help the student to concentrate on the task at hand

  1. PAY SPECIAL ATTENTION TO HANDWRITING INSTRUCTIONS
  1. Put your hand over your student's hand and help to hold the Crayon or pencil.
  2. With your hand on top of your student's hand help to move his or her hand, holding the Crayon or pencil, in the proper direction.
  3. Follow the instructions you will be given very closely
  4. Your student's hand should not be forced up and down, left and right, but moved gently over the outline of the letter to be formed.
  5. Do not form the letters according to bad habits you may have picked up
  6. Carefully follow the directions given below in Monday's lesson.
  7. Look for the Handwriting Tutorial in the Menu for additional assistance and follow its directions.

Monday: Tell the stories for Ss, Tt, and Uu. You will find the stories in the Menu. Look for the letters STU. Continue to review the games, activities, and begin to practice singing all the songs. Instead of additional games, take the time to practice writing the letters. Remember to refer to the letter by name as your student writes each letter.

Look in the Menu for Read With Janae. Be sure to find the one for schedule A. Then follow the directions given and do this every day.

Don't forget to point to each letter whenever its name is pronounced in song, story or game. Don't just talk about a letter name. Make sure that your student visualizes each letter referred to, at all times. THIS IS IMPORTANT!

DIRECTIONS FOR WRITING THE LETTERS Make the letters A, a, B, b, C, c, D, d, E, e, F, f, G, g, H, h, I, i, J, j, K, k, L, l, M, m, N, n, O, o, P, p, Q, q, R, r in the air and on paper. When using paper, choose Crayon or pencil whichever is easier for your student. Always keep the sharp end pointing AWAY from your student's face!!!

PRACTICE WRITING! Place a paper over the flashcard letters and trace them until independence is achieved using the following guidelines:

When learning to write your letters always start at the top and move your pencil all the way down i.e. / (A) \.

Start at the left side when there is more than one tall part to a letter i.e. | - | (H).

Start at the top of all curved parts and follow the curve around counterclockwise i.e. ( ) (O).

Remember the following clue words: TOP! LEFT! FOLLOW THE CURVE!

The first letter in each word of the following sentence is a clue to remember. TLFC means TOP! LEFT! FOLLOW THE CURVE! Look at the first letter of each word in the following easy sentence to remember. It should help you. Tommy Loves Fat Cats!

The above directions will not be repeated
the rest of this week.
So remember to come back here when practicing to write!

You may want to continue printing out each letter on a separate paper plate with glue. Sprinkle glitter on top. Place the plates on the wall, as before, and refer to the letters by name several times throughout the day. Call attention to the paper plates with glitter letters if you have company and give your student the opportunity to name each plate.

 

Tuesday: Tell the stories for Ss, Tt, and Uu. Look in the Menu for the letters STU. Continue to review the games, activities, and begin to practice singing all the songs. Spend priority time practicing writing the letters according to the directions given. Refer to Monday's lesson and the Handwriting Tutorial in the Menu.

Don't forget to point to each letter whenever its name is pronounced in song, story or game. THIS IS IMPORTANT!

Look in the Menu for Read With Janae Part Two. Be sure to find the one for schedule A. Then follow the directions given and do this every day.

 

Wednesday: Review the stories for Ss, Tt, and Uu. See if your student can remember to tell the stories to you. Continue to review the games, activities, and begin to practice singing all the songs. You are still singing the Mulberry Bush song and the Hokey Pokey. Spend priority time practicing writing the letters according to the directions given. Refer to Monday's lesson and the Handwriting Tutorial in the Menu.

Don't forget to point to each letter whenever its name is pronounced. The more you reinforce, the more your student's memory will solidify.

Look in the Menu for Read With Janae Part Two. Be sure to find the one for schedule A. Then follow the directions given and do this every day.

 

Thursday: Review the stories for Ss, Tt, and Uu. See if your student can remember to tell the stories to you. Continue to review the games, activities, and begin to practice singing all the songs. Spend priority time practicing writing the letters according to the directions given. Refer to Monday's lesson and the Handwriting Tutorial in the Menu.

Don't forget to point to each letter whenever its name is pronounced. The more you reinforce, the more your student's memory will solidify.

Look in the Menu for Read With Janae Part Two. Be sure to find the one for schedule A. Then follow the directions given and do this every day.

 

Friday: Review the stories for Ss, Tt, and Uu. See if your student can remember to tell the stories to you. Continue to review the games, activities, and begin to practice singing all the songs. Spend priority time practicing writing the letters according to the directions given. Refer to Monday's lesson and the Handwriting Tutorial in the Menu.

Don't forget to point to each letter whenever its name is pronounced. The more you reinforce, the more your student's memory will solidify.

Look in the Menu for Read With Janae Part Two. Be sure to find the one for schedule A. Then follow the directions given and do this every day.

 

Saturday and Sunday: Remember that constant drill and reinforcement is a good way for your student to retain knowledge. Therefore, have him or her tell lots of different people what he or she has learned this week. If necessary, you help your student tell the story. Get a page out of a newspaper or magazine and ask your student to find A, a, B, b, C, c, D, d, E, e, F, f, G, g, H, h, I, i, J, j, K, k, L, l, M, m, N, n, O, o, P, p, Q, q, R, r, S, s, T, t, U, u. Tell him or her to look for the letters in the beginning of words only. Later you may want your student to look for the letters at the end of the words, or even in the middle. You may have to help him or her understand the meaning of ending or middle. If that concept is too difficult, then just find the letter anywhere in the words. This is a sequential order activity which will assist your student greatly whether he or she goes to school, is homeschooled or is already out in the world with adult responsibilities. Over the weekend, this exercise can be independently worked on while you prepare lunch, relax, read a newspaper, etc. Just don't forget to supervise the student's work and correct the results. Remember to give lots of praise where you can! By now your student should be beginning to realize what is expected of him or her during this exercise and be able to produce results rapidly by comparison to a couple of weeks ago.

SUGGESTED WEEKEND ACTIVITES **REVIEW and NEW** When riding down the street in a car, point out various letters on billboards or store signs, even street signs, etc. When watching TV, do the same thing. Point out the various letters by name as they appear in commercials etc. If you have a Bible or a favorite book, find a page and talk about the letters by name as they appear on the page. Say something like this: "I see Uppercase R. Do you see Uppercase R?" If you student is very little, you may want to just say "letter R" instead of saying words like "Uppercase, Capital, Lowercase". It is up to you.

Tell your student that you would like to have help writing a letter. Do this both with your computer email and with postal mail. Choose a person to write to who understands that you are working with your student and who will answer with a positive response. Then write the first word but leave out a letter. Leave room for your student to put in the letter. Tell your student that you would like him or her to write the missing letter for you. Name that letter and help (if necessary) your student to write that letter in the empty spot. Give lots of praise for this, and all activities.

When you get email, or postal letters, tell your student that you need help reading your messages. Ask your student to say the names of the letters in each word. Help where necessary. After the student spells each word, one by one, you pronounce the word. Your student will feel like he or she has just helped you to read your messages. Don't forget to praise your student for his or her help.

Get Alphabet Soup at the Grocery store and take the time to sort out the letters with your student while calling each letter by name.

If you go to Church or to some event where there's a bulletin, schedule of events, brochure or some advertisement paper handed out, tell your student that you would like his or her help in reading the page. As your student spells out the letters in each word, one by one pronounce the words.

Look for coupons to take shopping. Tell your student that you are looking for a coupon that has certain letters in the coupon advertisement. Make sure you name those letters before they are found and again after they are discovered.

Take your student to the grocery store and ask him or her to help you "read" the labels. Go shopping and ask your student to help you "read" signs, price tags (where words are written as part of the tag) and even ask his or her help when it comes time to "read" a receipt, check or credit card. This may take a little extra time and patience on your part but you will discover its value and consider it a worthwhile activity.

Get a dollar bill and search for certain letters as they appear on the bill. If you can afford to give your student the dollar, give him or her the dollar after you have searched for all the different letters. Be sure to praise your student when you give him or her the money.

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Copyright 1997 by Bill and Janae Cooksey, All rights reserved. No part of this material may be published in any form or by any means without permission in writing from the publisher.

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