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BELOW ARE THE DAILY LESSONS FOR THE SECOND WEEK

Follow the schedule below (A or B) which you chose for your student.

Beneath the schedules on this page you will find the stories, games and songs.


Schedule A

Look for Schedule B on THIS page below Schedule A

Schedule A is the Advanced Start/Pre-School/Primary Schedule.

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

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

 

Monday: Tell the stories for Dd, Ee and Ff. You will find the stories here. Choose one game and play it several times. Sing all the songs. Don't forget to point to each letter whenever its name is pronounced. Make A, a, B, b, C, c, D, d, E, e, F and f out of clay or foil. Handwriting Tutorial Talk about the letter names and let your student feel the letters as you make them and talk about them. SING WITH BILL COOKSEY

Put your hand over the student's hand and practice printing the letters in the air, on a blank wall, table or floor using the index finger as a make believe pencil. Do this several times and each time refer to the letter by name. You may want to print out each letter on a separate paper plate with glue and sprinkle glitter on top. Place the plates on the wall and refer to them, calling the letters by name, several times throughout the day.

 

Tuesday: Tell the stories for Dd, Ed and Ff. You will find the stories here. Choose another game and play it several times. Also play the game you chose for Monday. Play Monday's game a few times throughout the day. Sing all the songs. Don't forget to point to each letter whenever its name is pronounced. You have made A, a, B, b, C, c, D, d, E, e, F and f out of clay or foil. If your student is not afraid to be blindfolded and you are the student's parent, blindfold your student with a lightweight scarf. Talk about the letters by name and let your student feel the letters as you refer to them and guess which letter he or she is feeling. Handwriting Tutorial

Put your hand over the student's hand and practice printing the letters in bowl of warm water using the index finger as a make believe pencil. Do this several times and each time refer to the letter by name. If you made paper plate letters, don't forget to refer to them while naming each separate letter.

 

Wednesday: Review the stories for Dd, Ed and Ff. You will find the stories here. See if your student can remember to tell you. Choose another game and play it several times. Also play the games you chose for Monday and Tuesday. Play those games a few times as well throughout the day. Sing all the songs. Don't forget to point to each letter whenever its name is pronounced.

You have made A, a, B, b, C, c, D, d, E, e, F and f out of clay or foil. Hold a letter behind your back and ask your student to guess which letter you are holding. When he or she guesses correctly, give him or her the letter. Take turns holding letters behind your back. Take turns guessing which letter is hiding. Put your hand over the student's hand and practice printing the letters in bowl of salt as a make believe pencil. Do this several times and each time refer to the letter by name. Please don't allow your student to eat the salt. If you made paper plate letters, don't forget to refer to them while naming each separate letter.

 

Thursday: Continue reviewing the stories for Dd, Ed and Ff. You will find the stories here. See if your student can remember to tell you. Choose another game and play it several times. Also play the games you chose for Monday, Tuesday and Wednesday. Play those games a few times as well throughout the day. Sing all the songs. Don't forget to point to each letter whenever its name is pronounced.

You have made A, a, B, b, C, c, D, d, E, e, F and f out of clay or foil. Have your student put the letters, one at a time, in his or her hand. Ask your student to walk around carrying the letter all over the room. Tell your student that he or she is taking the letter (Say its name!) for an airplane ride or a train ride. Make the sounds of the plane or train. Put your hand over the student's hand and practice printing the letters in a bowl of crumpled up crackers using the index finger as a make believe pencil. Do this several times and each time refer to the letter by name. If you made paper plate letters, don't forget to refer to them while naming each separate letter.

Friday: Review the stories for Dd, Ed and Ff. You will find the stories here. Play all the games several times. Sing all the songs. Don't forget to point to each letter whenever its name is pronounced. You have made A, a, B, b, C, c, D, d, E, e, F and f out of clay or foil. Hide the letters under a light scarf or piece of material. Just lay the material over the letters. Ask your student to feel the letters through the material and to identify each separately by name. Put your hand over the student's hand and practice printing the letters in the air, on a blank wall, table or floor using the index finger as a make believe pencil. Do this several times and each time refer to the letter by name. If you made paper plate letters, don't forget to refer to them while naming each separate letter.

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 or f. 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.

 


Schedule B

Schedule B is the Elementary/Intermediate/Adult Schedule.

Time: One half hour to Two hours depending on student's ability to focus and availability of YOUR time

Sessions: As many as it takes to cover the material. Each project (songs, games, other activities) should take a minimum of twenty minutes to accomplish

Rewards: Should not be necessary on this schedule but if it becomes necessary rewards should follow the sessions and be given only if the student assumed proper responsibility in his or her assignments

Monday: Tell the stories and play the games (one or two different games a day) for A, a, B, b, C, c, D, d, E, e, F and f. You will find the stories and game here. Sing all the Alphabet songs. Your student should already know the Alphabet so get a newspaper or magazine and have him or her locate various letters. Do it like this. Search for letter A or a. On paper write down the location of the letter in the word (Beginning, Middle or End). Your student may prefer writing the number one (1) for beginning, the number two (2) for middle and the number three (3) for ending. Have your student record the number of times the letter appears in the word and whether or not it appears as upper or lowercase. He or she should also list which side of the page the word is found on, left or right. You, as supervisor, need to make sure that the student is accurate. Remember, you are building a foundation and you want to be sure that the structure is solid.

 

Tuesday: Review the stories and play the games (one or two different games a day) for A, a, B, b, C, c, D, d, E, e, F and f. You will find the stories and game here. Sing all the Alphabet songs. Your student should already know the Alphabet so ask him or her to look at cans or boxes in your cupboard and locate the letters just on the labels. He or she should record the name of the item, the location of the letter (beginning, middle, end, left or right), the number of times each letter searched for appears on the item, and whether the letter found is uppercase or lowercase. Remember, you are building a foundation and you want to be sure that the structure is solid.

 

Wednesday: Review the stories and play the games (one or two different games a day) for A, a, B, b, C, c, D, d, E, e, F and f. You will find the stories and games here. Sing all the Alphabet songs. Your student should already know the Alphabet so help him or her construct a letter to someone you know. Tell the person about the classes or anything else that comes to mind. Then count up the Alphabet letters you are working on as they show up in the letter you just wrote. Record the number of times they appeared. Record also their location (beginning, middle, ending, left or right) and don't forget to mail the letter! Remember, you are building a foundation and you want to be sure that the structure is solid.

 

Thursday: Review the games and songs. Work on letter formation. Practice writing the letters. Have your student underline the letters he or she thinks are written in the best possible handwriting. Dictate the letters. You say, "Uppercase A" and the student writes (A). You say, "Lowercase a" and the student writes (a). You say, "Uppercase B" and the student writes (B). You say, "Lowercase b" and the student writes (b). You say, "Uppercase C" and the student writes (C). You say, "Lowercase c" and the student writes (c). Continue this way until all the letters are pronounced by you and written down by the student. Remember, you are building a foundation and you want to be sure that the structure is solid.

 

Friday: Review the games and songs. Work on letter formation. Practice writing the letters. Have your student circle the letters he or she thinks is written in the best possible handwriting. Dictate the letters. You say, "Uppercase A" and the student writes (A). You say, "Lowercase a" and the student writes (a). You say, "Uppercase B" and the student writes (B). You say, "Lowercase b" and the student writes (b). You say, "Uppercase C" and the student writes (C). You say, "Lowercase c" and the student writes (c). Continue this way until all the letters are pronounced by you and written down by the student. You may want to mix up the order in which you pronounce the letters. Remember, you are building a foundation and you want to be sure that the structure is solid.

 

Saturday and Sunday: Get a newspaper or magazine and have your student search for certain letters, but this time record only the ones that show up in words having no more than three letters.

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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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