BELOW ARE THE DAILY LESSONS FOR THE FOURTH WEEK

You reap what you sow.!

If you sow quality time with your student now, you will get quality results later.

Schedule B

Time: One half hour to Two hours per session each day depending on student's ability to focus EXCEPT on Sunday when you may decide to modify the schedule because of the day's activities.

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 for Jj, Kk and Ll. Play the games (one or two different games a day). Sing the songs. You are still singing the Mulberry Bush song and the Hokey Pokey. Review the Alphabet with flash cards. Mix up the cards.

VERBAL EXERCISES Give your student a phone book and ask him or her to write down the names of people whose phone numbers BEGIN with a number corresponding to the flash card letters. For instance, begin with upper case letters. Uppercase A is number one. Lowercase (a) is number two. Uppercase B is number three. Lowercase b is number four. Uppercase C is number five, etc.

There are twenty-six letters in the Alphabet. Uppercase and Lowercase letters together make fifty-two letters.

Have your student number his or paper from one through fifty-two. Put the numbers on different lines so that he or she has fifty-two lines. Next, the student should fill in the spaces by the number by writing the names out of the phone book whose phone numbers begin with the letter having that number assigned.

In as much as possible, your student should do this as an independent exercise once he or she understands what to do. Be sure to correct the finished paper. Check to see that the uppercase letters and lowercase letters are printed the same on your student's paper as they appear in the phone book listing. YOU WILL NEED THIS LESSON FOR WEDNESDAY'S ACTIVITIES.

Tuesday: Play the games (one or two different games a day). Sing the songs. Review the Alphabet with flash cards. Mix up the cards.

VERBAL EXERCISES Have your student say the Alphabet from A to Z. Then ask your student to say the Alphabet backwards. Make sure you prepare the Alphabet backwards on paper ahead of time so you know if he or she is correct.

Ask your student to say the Alphabet beginning with A and skipping every other letter. In other words, say A. Do not say B. Say C. Do not say D, etc.

Ask your student to say the Alphabet backwards beginning with Z and skipping every other letter. In other words, say Z. Do not say Y. Say X. Do not say W, etc.

Ask your student to say the Alphabet backwards beginning with Z, skipping every two letters. In other words, say Z. Do not say Y. Do not say X. Say W. Do not say V. Do not say U. Say T, etc.

Ask your student to say the Alphabet backwards beginning with M and skipping every other letter. In other words, say M. Do not say L. Say K. Do not say I, etc.

Ask your student to say the Alphabet backwards beginning with R and skipping every other letter. In other words, say R. Do not say Q. Say P. Do not say O, etc.

Ask your student to say the Alphabet beginning with O and skipping every other letter. In other words, say O. Do not say P. Say Q. Do not say R, etc.

Give your student the phone book and look in the business section for display ads. Ask him or her to count the letters in the business name of the ad and then match it with the numbers of the letters like Monday's assignment.

Remember to make fifty-two numbered lines.

If the business name is Hannah's Manicure Shop, there are twenty-seven letters in the name. What uppercase or lowercase number do you have marked twenty-seven? That is the line to write Hannah's Manicure Shop on.

When finished, your student should have fifty-two business different names written on fifty-two separate lines.

In as much as possible, your student should do this as an independent exercise once he or she understands what to do. Be sure to correct the finished paper. Check to see that the uppercase letters and lowercase letters are printed the same on your student's paper as they appear in the phone book listing. YOU WILL NEED THIS LESSON FOR WEDNESDAY'S ACTIVITIES.

Wednesday: Play the games (one or two different games a day). Sing the two songs. Review the Alphabet with flash cards. Mix up the cards.

VERBAL EXERCISES Have your student say the Alphabet from A to Z. Then ask your student to say the Alphabet backwards. Make sure you prepare the Alphabet backwards on paper ahead of time so you know if he or she is correct.

Ask your student to say the Alphabet beginning with A and skipping every three letters. In other words, say A. Do not say B. Do not say C. Do not say D. Say E. Do not say F. Do not say G. Do not say H. Say I. etc. Your student should not write these exercises on paper. This should be done verbally.

Ask your student to say the Alphabet backwards beginning with Z and skipping every third letter. In other words, say Z. Say Y. Say X. Do not say W. say V. Say U. Say T. Do not say S. etc. Your student should not write these exercises on paper. This should be done verbally.

Ask your student to say the Alphabet backwards beginning with Z, skipping every two letters and saying every third letter twice. In other words, say Z. Do not say Y. Do not say X. Say W. Say W again. Do not say V. Do not say U. Say T. Say T again. etc.

Ask your student to say the Alphabet forwards beginning with M and repeating every other letter. In other words, say M. Say N, N. Say O. Say P, P. Say Q, etc.

Ask your student to say the Alphabet backwards beginning with R and skipping every other letter but repeating every three verbalized letters by saying them forwards and backwards. In other words, SAY R. Do not say Q. SAY P. Do not say O. SAY N. Now repeat forwards. Say N, P, R. Now repeat backwards. Say R, P, N. Now continue, etc.

Ask your student to say the Alphabet beginning with K and skipping every fifth letter. In other words, say O. Do not say P. Do not say Q. Do not say R, Do not say S. Say T. Do not say U, etc.

Have your student sit down with the two papers he or she did on Monday and Tuesday of this week. On each paper look at line one. See if any letters are repeated. On a separate page write every letter that has been repeated in a person's name or in the business name. In other words let's say that Monday's assignment has Tom Jones on line one and Tuesday's assignment has Paula's Piano on line one. Line one on today's assignment would be the following: 0=3, n=2, 3=2, p=2, a=3. That is the number of repeated letters from both Monday and Tuesday's line one assignments. It doesn't have to be in order.

This exercise should be done independently whenever possible. When checking it if you see mistakes, it would be more beneficial to your student if you would mention that you see a mistake and see if your student can find his or her own mistakes. You may have to give a clue.

Thursday: Review the games and songs. 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. Repeat ALL the VERBAL EXERCISES of Monday, Tuesday and Wednesday! Don't forget that you are building a foundation and you want to be sure that the structure is solid.

Friday: Review the games and songs. 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.

Repeat the VERBAL EXERCISES for this week!!!

Saturday and Sunday: Repeat the VERBAL EXERCISES for this week!!!

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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.