LET'S BEGIN WITH ABC

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The lessons begin after the following note:

LET'S BEGIN WITH ABC

Aa Bb Cc

WHY START WITH ABC?

It's the very beginning or ground floor for all students.
Building on a foundation requires a beginning.
Once the foundation is laid, the building progresses rapidly.
A building is no stronger than the foundation upon which it is built.
Certain weaknesses in a building can be traced back to the foundation.
Every word and sound in the English language is based upon the Alphabet.

Helpful Hint: As the supervisor you should read over all that is presented here before you try to assist your student. You need to know that you understand what is required and to be comfortable with your presentation.

Some of you will have students who believe that they should not have to start at such a basic level. However, you are testing the foundation with them. Obviously there are weaknesses or they would not be needing the help. If they think that they will not learn much from such a bare beginning, then please show them the following word and ask them if they can pronounce it correctly. Do not concern yourself. You may not be able to say it either. However, both you and your student should successfully be able to pronounce the following word and others like it as we proceed through this course. Your understanding of the English language and its sounds will be enhanced tremendously as you apply the knowledge you will gain from each lesson. The following word is made up of phonetic sounds common to the English language. It is not a known word. It is merely an example of what you can do if you learn the correct phonetic sounds, rules and diacritical markings which we will teach you if you are faithful. Later, when you come across long words in the English language, you will be more able to pronounce them.

Pheicauthewunghemduefreaghuezainieckerloip

BELOW ARE THE DAILY LESSONS FOR THE FIRST WEEK

There are two schedules: Schedule A and Schedule B.

If your student does not know how to write the ABCs and is uncertain of how to SAY the alphabet by name, then you should follow Schedule A.

If your student already knows the ABCs and is able to write them, then you should follow Schedule B.

Follow the schedule below that best fits your student.

Pre-school/Primary = Schedule A
SPECIAL NOTE
The songs in this week's lessons expose the student to the entire Alphabet which will become easier to learn as we go along. The reason for introducing the whole Alphabet at this point is for exposure. As the songs continue to be sung the lessons will gradually seem easier. Memory skills are increased or enhanced as the student learns the sequence of the letters.

ALL STORIES, SONGS AND GAMES FOLLOW THE PLANS ON THIS PAGE. Look below:

Each day's sessions should last as long as the student is able to focus on the material. It may be five minutes or an hour. Just keep coming back to the lessons until you have completed them.
Mon. Tell the Aa story. You will find the story below the plans for Schedule B on this page. Introduce both songs that you find below the plans for Schedule B. Choose one game. You will find the game below the plans for Schedule B.
Tues. Tell the Bb story. Review the Aa story. Also review both songs and do another game.
Wed. Tell the Aa, Bb, Cc Stories. Review both songs and choose a third game.
Thurs. Tell the Aa, Bb, Cc Stories. Have the student tell each story back to you. Review both songs and encourage the student to sing solo parts of the songs. Review all the letters through playing the games.
Fri. Hide flash cards of A, a, B, b, C and c. Encourage the student to find each card and say its name. Do this several times throughout the day. If materials are available to you, you may want to print each letter on a separate paper plate with glue and drop down glitter. When the letters dry, hang the plates somewhere in your house and over the weekend keep referring to the letters on the plates by name. It's best also if you can find time to go over the songs and games again.
Sat. & Sun. Have your student share what he or she has learned this week with EVERYBODY you see or talk to on the phone and encourage the other people to MAKE OVER and praise the student!

Elementary/Intermediate/Adult = Schedule B
ALL STORIES, SONGS AND GAMES FOLLOW THE PLANS ON THIS PAGE. Look below:

Mon. Aa, Bb, Cc Go over Aa, Bb and Cc in the stories presented. You will find the stories below the plans for Schedule B on this page. Introduce the songs and games which you will find also below the plans for this schedule on this same page
.
If the student is able to write, encourage him or her to write Aa, Bb and Cc in the best handwriting possible. Then you look at the letters written and put a star by the letter you think is written the best. Do this a few times but EACH time be sure to have the student tell you the NAME of each letter
If the student cannot write (and you can) then take the student's hand and practice writing the letters with his or her index finger on the wall, table, plate or whatever you find that has space. Constantly praise your student for the effort that is put forth and be positive about every encouraging word because YOUR frustration (if you have any) will show. Click here for the Handwriting Tutorial.

Tues. Go over Aa, Bb and Cc in the stories presented. Play the games.
Practice writing again today whatever way you did it yesterday. Handwriting Tutorial
Verbally say the Alphabet from A through Z. If the student does not already know the Alphabet then you say one letter at a time and let the student repeat it after you. You should have the letters written down on paper, on flash cards, on a chart or somewhere so that he or she can point to the letters as you go over them.
Now sing the "Mulberry Bush" song and be careful to point out the letters as each is named.
Now sing the other song together.

Wed. Go over Aa, Bb and Cc in story, song and games. Write the letters out the same way as earlier this week. Pay special attention to your flash cards or letter chart when you sing the songs. If your student cannot write put your flash cards on the table. Call out a letter by name and have your student pick up the proper card. Then when all the cards are picked up, have your student call out the names of the letters and you pick up the cards this time. Take turns and do this several times throughout the day.
If your student knows the Alphabet have him or her recite the Alphabet to you and be sure that the knowledge is certain. Then ask the student to say the Alphabet backwards: Z, y, x, etc.; YOU may want to refer to a written version so that you don't become confused and forget which letter comes next. Do this several times today.

Thurs. Today, if your student knows the Alphabet have him or her write it down backwards. Be sure to check it to make certain that it is correct. Your student should call out each letter by name as it is written. Review all this week's material.
If your student does not know the Alphabet then keep working on Aa, Bb and Cc stories, songs and games that you find at the bottom of this page. Continue to practice writing the letters either with pencil or with the index finger. Don't forget to praise your student a lot.

Fri. If your student knows the Alphabet then review the songs and games for this week anyway. Continue to practice writing the letters and saying the Alphabet frontwards and backwards. Today you pick a letter and the student should tell you immediately what letter comes before your letter and what comes after your letter. Pick several letters throughout the day and work on the student's speed in immediate response to what comes before and after.
**If your student is only working on Aa, Bb and Cc then continue with the stories, songs, games and writing activities. Don't forget to praise him or her and please do it often!
**If you have newspapers, magazines, old books or anything like that lying around the house, have your student pick out the abc's in the various words on the page. Have the student count the number of capital A's or lowercase b's etc. Make sure that the student knows the name of the letters he or she is seeking. Be sure to constantly keep asking the student what letter he or she is looking for and be sure to get a verbal response and not just a nod of the head.

Sat. & Sun. Have your student choose a special someone to share what he or she has learned this week. If your student is older and too embarrassed to share then get a diary or journal and have the student begin to keep an account of what he or she is learning day by day. Start it today. If the student can't write, you may have to write it down for him or her. Just be sure that the student is aware of what is written down each time.

STORIES

With each dramatic story EXAGGERATE by tone and facial expressions. Copy and print out each given letter for your student. Make or purchase Alphabet flash cards. If you make them, get a marker and index cards. Put your hand over the student's hand and point to each letter dramatized. At no time should the student be allowed to have wandering eyes or be distracted by any other activity during the time of the storytelling. Be sure to instruct the student to point to the letters emphasized by you.

Show the flash card or letters printed on paper.
If your student is young, refer to the uppercase A as the mama or papa A. Be sure to say the letter's name ie. "Mama A".
Refer to the lower case (a) as the baby a. Be sure to say the letter's name ie. "Baby a".
Whenever you say the letter's name stretch out the sound. Pronounce it in slow motion.
Always make sure your student sees the letter referred to. Your student should point to it each time the letter's name is said.

Now tell the following story in the most exaggerated way you can.
Make sure your student knows by "sight and point" the letters Aa as you dramatize the story.

Stretching out the sound of the letter's name, refer to Mama A as AAAAAA-me (Amy). Say, "One day Amy met a long legged apple." Hold up the apple. Look for the legs. They're not there so pretend that the apple has legs or put toothpick legs on it.
Continue with your story. "Amy took a bite." Both you and the student pretend to take a bite.
Continue speaking. "And the apple screamed, 'Hey, that hurts!'..." Both you and your student yell, "Ouch!" Be EXTRA careful with the toothpicks!
Repeat the story as many times as the student appears interested. Then remove the toothpicks and eat the apple. Finally return to your flashcards and point out the letters again, saying their names several times while pointing to each. Refer to Mama A and Baby a. Point to the larger and smaller letter as you do this.

Show the flash card or letters printed on paper.
If your student is young, refer to the uppercase A as the mama or papa B. Be sure to say the letter's name ie. "Mama B".
Refer to the lower case (b) as the baby b. Be sure to say the letter's name ie. "Baby b".
Whenever you say the letter's name stretch out the sound. Pronounce it in slow motion.
Always make sure your student sees the letter referred to. Your student should point to it each time the letter's name is said.

Now tell the following story in the most exaggerated way you can.
Make sure your student knows by "sight and point" the letters Aa as you dramatize the story.

Stretching out the sound of the letter's name, refer to Mama B as Beeeeeeee. Look at the letter and point to it.
Say, "Beeeeeeee nice to mama and mama will beeeeee nice to you!"
Stretching out the sound of the letter's name, refer to Baby B as Beeeeeeee. Look at the letter and point to it.
Say,"Beeeeeeeee nice to (student's name) and (student's name) will beeeeeeeee nice to you." Example: If your student's name were Johnny, then you would say, "Beeeeeeeee nice to (Johnny) and (Johnny) will beeeeeeeee nice to you."
Repeat the story as many times as the student appears interested. Then return to your flashcards and point out the letters again, saying their names several times while pointing to each. Refer to Mama B and Baby b. Point to the larger and smaller letter as you do this.
- Cc
  - Show the flash card or letters printed on paper.
  - If your student is young, refer to the uppercase C as the mama or papa C. Be sure to say the letter's name ie. "Mama C".
  - Refer to the lower case (c) as the baby c. Be sure to say the letter's name ie. "Baby c".
  - Whenever you say the letter's name stretch out the sound. Pronounce it in slow motion.
  - Always make sure your student sees the letter referred to. Your student should point to it each time the letter's name is said.
  Cc
  
  Now tell the following story in the most exaggerated way you can. Make sure your student knows by "sight and point" the letters Aa as you dramatize the story.
  - Stretching out the sound of the letter's name, refer to Mama C as Ceeeeeeee Ceeeeeeee (Cee Cee). Look at the letter and point to it.
  - Say, "Cee Cee is a silly giraffe." Together draw a picture of a giraffe.
  - Continue with your story. "Cee Cee likes to wear ribbons all up and down her neck." Draw ribbons on the neck of the giraffe. Make as many as you can find room for. Keep referring to the giraffe by the name of Cee Cee.
  - Continue with your story. "Cee Cee wears high heel shoes too. Did you know that Cee Cee also wears ear rings and lipstick? What a funny giraffe Cee Cee is." Draw high heels on your giraffe and put bright red lipstick on her mouth.
  - Continue with your story. "See? Cee Cee is going to paint her toe nails!" Put bright red color on the giraffe's toenails. You may have to make toes first. Keep referring to the giraffe as Cee Cee.
  - Repeat the story while pointing to the various parts of the drawing as they are mentioned. Do this as many times as the student appears interested. Then return to your flashcards and point out the letters again, saying their names several times while pointing to each. Refer to Mama C and Baby c. Point to the larger and smaller letter as you do this.
  Aa Bb Cc
  1. Show the flash card or letters printed on paper.
  2. If your student is young, refer to the uppercase A, B and C as the mama or papa A, B or C. Be sure to say the letter's name ie. "Mama A, Mama B or Mama C".
  3. Refer to the lower case (a, b or c) as the baby a, b or c. Be sure to say the letter's name ie. "Baby a, Baby b or Baby c".
  4. Whenever you say the letter's name stretch out the sound. Pronounce it in slow motion.
  5. Always make sure your student sees the letter referred to. Your student should point to it each time the letter's name is said.
  GAMES
  
  The following games are to be played with you and your student only if the student is physically capable of handling the activity. Obviously, the environment or surroundings must be conducive to the exercise. In other words, if you share an apartment with sixteen others unless there is room to play the game please don't inconvenience those near by. The games are optional and only a fun activity for reinforcement.
  
  GAME
  ALPHABET CHEER
  
  You are the supervisor. Hold up a letter A, a, B, b, C or c and say "Give me ______!" Example: "Give me an A!" "Give me a B!" "Give me a C!"
  
  Vary the pitch and quality of your voice from a whisper to a shout so that each time you hold up a letter to say, it sounds a little different!
  
  Have your student repeat the name of the letter in the same exaggerated tone of voice that you use.
  
  GAME
  BLIND MAN'S TOUCH
  
  Blindfold your student and ask him or her to say the name of three dimensional letters that he or she can feel, but not see. (The letters may be made from rolled up aluminum foil, or constructed from clay or cookie dough.)
  
  GAME
  ALPHABET MUSICAL CHAIRS
  
  You are the supervisor. Put several chairs in the middle of the floor. On the seat of each chair place a letter. Each letter should be duplicated and repeatedly placed on different chairs.
  
  Put on some music from your radio, TV, stereo etc.
  
  Put a doll, toy, sack or some item on one of the chairs. A snack may be preferred if you have one.
  
  Have your student walk around the chairs while the melody plays. He or she may dance, walk heel to toe or crawl according to your suggestions.
  
  Stop the music suddenly!
  
  Have your student say whatever letters that he or she finds on the chair closest, when the music stops.
  
  Remove correctly pronounced letters and his or her chair. Leave the others.
  
  Keep repeating this process until you run out of chairs. Then declare your student to be a winner! Allow him or her to have the snack.
  
  SONGS
  
  One reason most students do not achieve scholastic excellence is because they overlook, or are allowed to overlook, small crucial details while they are thinking ahead. If your student feels that he or she already knows this part, remember that you are building or testing the foundation upon which all phonetic-reading skills will be constructed. Be assured that ONE song below will not be a piece of cake for the wisest of students. See if YOU can find it first!
  
  Aa Bb Cc
  1. You are the supervisor. Get your student's full attention.
  2. Show the flash card or letters printed on paper.
  3. If your student is young, refer to the uppercase A, B and C as the mama or papa A, B or C. Be sure to say the letter's name ie. "Mama A, Mama B or Mama C".
  4. Refer to the lower case (a, b or c) as the baby a, b or c. Be sure to say the letter's name ie. "Baby a, Baby b or Baby c".
  5. Whenever you say the letter's name stretch out the sound. Pronounce it in slow motion.
  6. Always make sure your student sees the letter referred to. Your student should point to it each time the letter's name is said.
  HOW TO USE THE FOLLOWING SONG PRODUCTIVELY FOR THE PURPOSE OF TEACHING YOUR STUDENT
  1. Exaggerate, through the melody, the sound or names of the letters that the student needs to review.
  2. Exaggerate through facial expressions.
  3. Become animated whenever possible. (i.e. sway, move your arms and hands in the air, etc.)
  4. The student should have in front of him or her a chart (may be homemade) of the letters being expressed in song.
  5. The student should focus on the letters that are being dramatically described.
  6. If necessary, put your hand over his or her hand and point to the proper letters.
  7. At no time should the student be allowed to have wandering eyes or be distracted by other activites.
  8. The student should have his or her hand at all times pointing to the alphabet letter referred to as he or she sings the following song:
  THE WORDS TO THE FOLLOWING SONGS ARE MODIFIED AND ADAPTABLE TO THE SUGGESTED MELODIES LISTED BELOW:
  
  You are the supervisor. You may want to make up your own tune instead. The objective is to make memorizing the alphabetic NAMES as much fun as possible!
  
  Your student has only been introduced to letters Aa, Bb and Cc. If you have an Alphabet chart you should sing the following song before each session comes to a close. This will assist your student as you slowly develop each letter by name, and later by sound. Remember to always point at each letter. If you do not have a chart you can make one. Just write out the letters A through Z, upper and lower case, beginning with Aa.
  
  SING THE SONGS WITH BILL COOKSEY
  
  SONGS
  
  LETTERS A-Z (Eight verses)
  (Sung to the traditional melody of "HERE WE GO 'ROUND THE MULBERRY BUSH"!)
  
  I can say my alphabet, my alphabet, my alphabet.
  I can say my alphabet A thru G
  - abcdefg
  - efg
  - efg
  - abcdefg
  - abcdef
  - g
  I can say my alphabet, my alphabet, my alphabet.
  I can say my alphabet A thru J
  - abcdefg
  - hij
  - hij
  - abcdefg
  - h
  - i j
  I can say my alphabet, my alphabet, my alphabet.
  I can say my alphabet A thru L
  - abcdefg
  - hij
  - k and l
  - abcdefg
  - hi
  - jkl
  I can say my alphabet, my alphabet, my alphabet.
  I can say my alphabet A thru N
  - abcdefg
  - hijk
  - lmn
  - abcdefg
  - hijk
  - lmn
  I can say my alphabet, my alphabet, my alphabet.
  I can say my alphabet A thru Q
- a and b and c and d
- and e and f and g and h
- i and j and k and l mnop
- q
I can say my alphabet, my alphabet, my alphabet.
I can say my alphabet A thru S
- a and b and c and d
- and e and f and g and h
- i and jklmn
- opqr and s
I can say my alphabet, my alphabet, my alphabet.
I can say my alphabet A thru U
- a and b and c and d
- and e and f and g and h
- ijklmno
- pq
- rs
- tu
I can say my alphabet, my alphabet, my alphabet.
I can say my alphabet A thru Z
abcdefg
hijklmn
opqrstu
vw
xyz

HOW TO USE THE FOLLOWING SONG PRODUCTIVELY FOR THE PURPOSE OF TEACHING YOUR STUDENT

Exaggerate, through the melody, the sound or names of the letters that the student needs to review.
Exaggerate through facial expressions.
Become animated whenever possible. (i.e. sway, move your arms and hands in the air, etc.)
The student should have in front of him or her a chart (may be homemade) of the letters being expressed in song. The student should focus on the letters that are being dramatically described. If necessary, put your hand over his or her hand and point to the proper letters.
At no time should the student be allowed to have wandering eyes or be distracted by other activites. The student should have his or her hand at all times pointing to the alphabet letter referred to as he or she sings the following song:
THE WORDS TO THE FOLLOWING SONG ARE MODIFIED AND ADAPTABLE TO THE SUGGESTED MELODY LISTED BELOW:

You are the supervisor. You may want to make up your own tune instead. The objective is to make memorizing the alphabetic NAMES as much fun as possible!

Your student has only been introduced to letters Aa, Bb and Cc. If you have an Alphabet chart you should sing the following song before each session comes to a close. This will assist your student as you slowly develop each letter by name, and later by sound. Remember to always point at each letter. If you do not have a chart you can make one. Just write out the letters A through Z, upper and lower case, beginning with Aa.

(Sung to the tune of "The Hokey Pokey"!)

Name the letters one at a time as you sing the following tune. The following works best when the student takes the correct flash card to go with the lyrics as they are sung.

You will find this song listed under the name "Dance to the Alphabet". SING THE SONGS WITH BILL COOKSEY

Put your A in, You take your A out! You put your A in, And you shake it all about! You name the Alphabet and you turn yourself around! Now let's do the letter B !

Put your B in, You take your B out! You put your B in, And you shake it all about! You name the Alphabet and you turn yourself around! Now let's do the letter C !

Put your C in, You take your C out! You put your C in, And you shake it all about! You name the Alphabet and you turn yourself around! Now let's do the letter a !

Put your a in, You take your a out! You put your a in, And you shake it all about! You name the Alphabet and you turn yourself around! Now let's do the letter b !

Put your b in, You take your b out! You put your b in, And you shake it all about! You name the Alphabet and you turn yourself around! Now let's do the letter c !

Put your c in, You take your c out! You put your c in, And you shake it all about! You name the Alphabet and you turn yourself around! Now let's do ABC!

Put ABC in, Take ABC out! Put your ABC in, And you shake them all about! You name the Alphabet and you turn yourself around! I just named ABC.

Repeat and review several times a day! Daily reinforcement is a must! It is not enough to do it all in one setting. Consistent repeating on a daily basis is what makes it work.

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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.