I've been purchasing a series of books use (their OOP) and I have them all now, but the 7th book has sticker residue on the spine from where I removed a warehouse bar code sticker. The barcode was so large that it was covering the title fully, so the residue is pretty ugly to look at and messes up the effect. These books are OOP and old. I want to clean them, but I don't want to risk damaging them in a different way. Hive, please, any ideas?

I'm interested...

When you are done with the workbook would you be willing to sell me the book? I've been looking for this book in the series and it's exceedingly hard to find consumable workbooks from 60s math programs.

I have seen where parents read math to their students for all sorts of reasons--even into the logic stage. I wouldn't hesitate to give it a shot, if you think that you've found the best fit for your son.

Rather than switch totally get the topical Math Mammoth books that deal with numeracy/place-value and will give her a lot of practice and exposure to just those concepts. Based on the first post, I suggest that you get 0-99 chart 0-129 chart Math Mammoth: Place Value 1, 2, 3 and 4 Math Mammoth: Addition and Subtraction 2B, 3 and 4 Math Mammoth: Money Math Mammoth: Decimals 1 and 2 Math Mammoth: Metric Measuring Base-10 blocks. And lots of them. How many Base-10 blocks do you own? You may want to get more or even print your own at home so that she can model each number by place-value even if it's in the thousands. Working elbow-to-elbow just start at the beginning and work through the materials for 20-30 minutes a day. After she's finished Place Value 2, and Addition and Subtraction 2B, you can start using a page or 2 from Money and when she's finished Money, start Decimals. After she completes Base-10 Bootcamp, re-assess and see if there is a need to switch curriculum more permanently.

I would prioritize building decoding fluency to getting her to retain the meaning with a few exceptions. Dealing with trans-literacy in monolingual students presents a unique challenge--from Eng to Spn, the child will use the same reading skills, techniques (L-R, T-B) and much of the sound-symbol knowledge that she already possesses, but she's also going to have to learn when to NOT use certain parts of her knowledge--some parts that may be reflexive--like sounding h and making j say /j/. I would probably begin teaching many of the nouns now so later when she is reading and wonders what something means, she'll have pegs to hang your translation on. But I'd only offer incidental translations on as needed basis, So when you read the M lesson, you can tell her something casual like "Mima means spoil, so he's saying that mommy spoils me", that type of thing. Honestly I think that introducing various real life, meaningful to her words and phrases in Spanish now is a good idea and I would probably start her on aural/oral Spanish ASAP. Maybe discussing pictures in books, and an occasional Spanish Tea Party or something. But I would particularly aurally/orally introduce words beginning with h and j in Spanish. I would want her to have a good 5 or so H-nouns internalized before we got there in Spanish reading so that she will have that "Ooooh" moment, when I explain that h is voiceless, instead of "H being 100% soundless" just being a rule pulled out of the sky. If she already knows hielo, hubo, hotel, hospital, etc from questions/conversations, then I imagine that it'd make it a lot easier to internalize this rule. Just my conjecture anyway. IF you don't want to introduce Spanish at home before she goes to immersion Kindy, then I like to use stories to introduce sounds of letters to my reading students, so you might try that when you get to that lesson if you really don't want to teach her any Spanish before she goes to the the Kindy.

I have a couple of Native Spanish readers and they are all similar, but I like the Nacho Reader book. It includes a moderate amount of practice. (one of my native readers contains almost NO practice) Nacho has no labeled structure, and thus no table of Contents, BUT I use the rhythm of the books lessons to talk about it by "units" Unit 0: The Spanish Vowels p3-p5 The Spanish vowels are introduced immediately and sample words that use that vowels sound in the beginning are given. The are 3 words per vowel so that students can hear it. If the student has had NO practice with reading/ and is lacking in phonemic awareness then this might not be enough practice, but for a child who is ready to read or used to words and word play, this may be sufficient. This unit is only three pages long and it's 100% about the vowels. The first page is introducing the vowel sounds via words and introducing the vowel-grapheme (shape) through a letter/picture/sound association. a anillo, aro, araña e elefante, enano, escoba i iglesia, isla, iman o ojo, olla, oso u uña, uva, uno All 15 of the words are illustrated in full color. The first word of each group, has the vowel printed in the picture, so 'a' sits in the anillo the elefante has an 'e' on it's head, the "u" is traced on the finger nail of the uña. etc... For children who are visual, this might help a lot, but for children who are already familiar with or able to read, then it may be less of a plus, BUT the letters are not obtrusive and I don't think that it could be a negative for anyone--but I mention it because some kids might not like it, or they may need help IDing the vowel embedded within each picture. For a very new reader, then I think it's worth pointing this out so that they can notice the vowel "hiding" in the first of each picture. The first unit is very brief and really only so that children can get used to the vowels and recognize them, but because it's expected that pre-literate children will need some to digest the vowels, then instead of jumping into the syllables next, this unit spends the next 2 pages practice writing strokes and then writing vowels. Next to the writing practice for the vowels, each of the five vowel picture-keys from the first page are there along with defined space to practice each of the vowels 10 times (there are 2 examples of each) Then there is a mixed review of the vowel shapes/sound at the bottom of that page. That is 3 solid pages of vowel sounds and learning vowel recognition. In a classroom, this might take anywhere from 3days to 3 weeks to cover if the teacher is dealing with a majority of new-to-reading students. For a child who is already reading, 1 or 2 sittings is enough to practice the vowels sufficiently and really the Unit 1: Open Syllables. p6-p51 After covering the vowels, children begin using them as they begin learning to read following the standard format (among Native materials) of the syllable method. So children practice reading open syllables (CV) in Spanish. Each 2 page spread follows a predictable AB pattern. Page-A and Page-B. I'll include a picture: So, on page-A, you have 3 things The syllables are introduced (_a, _e, _i, _o, _u) at the top of the page around/near an illustration there are large print WORDS to practice reading those syllables. In this section, the NEW syllables are color-coded to help students contrast the syllables. niña, moño In the lessons of Unit 1, there is a little, teeny, tiny, copy work at the bottom of each "A Page". NOTE: There is NO handwriting instruction included for the consonants. There is however a single sentence to be traced over and then space to copy that sentence. The B-page in 2 page spread has the following format. Words with the new sounds illustrated at the top of the page. SENTENCES using all the sounds learned up to this point, with the NEW sound highlighted each time it occurs. So from lesson 11 on ñ students have built up the stamina and skill to know where the syllables are so that they only highlight the new sound on: mi mi saco de paño and La nina adora a su muñeca, (These are practice sentences that now only highlight the new sound, not the entire syllable) An illustrated sentence/rhyme using the new sounds. In the book, Nacho has no designated "lessons" but based on the pattern of the book, I'm referring to each 2-page teaching/practice section as a "lesson" and in this unit you have 24 "lessons" they are Lesson 01: m Lesson 02: p Lesson 03: s Lesson 04: l Lesson 05: n Lesson 06: t Lesson 07: d Lesson 08: r Lesson 09: r* Lesson 10: c1 Lesson 11: ñ Lesson 12: v Lesson 13: b Lesson 14: g1 Lesson 15: y Lesson 16: f Lesson 17: h2 Lesson 18: z1 Lesson 19: ll Lesson 20: gui/gue <--1 Page only Lesson 21: ce/ci <--1 Page only Lesson 22: ch Lesson 23: que/qui <--1 Page only Lesson 24: ge/gi <-- 1 Page only I'm including a sample of a 1 page lesson which has a slightly different format: As you see, there is less of a transition from sounds to sentences in the one page format. I've tried to mark all of the lessons that are one page. At the end of this section, you have covered most of the consonants and your child is reading words with several OPEN syllables. *The letter r is given 4 pages. The first page is strict r+vowel, but the second page includes a couple of rr words, without making a distinction between r and rr in Spanish. The only rr words that I see introduced are perro and torre :so this seems like a functional choice. Not sure if it will bother you that rr is not distinguished or not, but this is a relatively minor thing to supplement should you feel the need to do so. 1The letters c, g, and z are pronounced differently before the e and i, so on this lesson only _a, _o, _u are introduced and practiced.While _e and _i, are taught later in the course. For a student who is familiar with English similar spelling rules, this is a good opportunity to point out the similarity. In English words that begin with the /k/ sound and use e and i tend to start with K, such as kitten, kettle, keg and kite, as opposed to cat, cuddle and cot. 2There is no mention or visual distinction to remind students that the letter H, in Spanish, is soundless. Unit 2: Closed Syllables, X and Diphthongs p52-p62 At this point ALL Units are of the 1-page format. Now that children have mastered the open syllables, (CV) tthey begin to focus on closed syllables (VC) in Spanish and all the lessons include words on adding a consonant to the end of a syllable, each lesson is only one page the "lessons" in this unit are Lesson 01:_s Lesson 02:_n Lesson 03:_r Lesson 04:diphthongs #1 Lesson 05:_l Lesson 06: diphthongs#2 Lesson 07: _z Lesson 08: _m Lesson 09: _y Lesson 10: x_ (these are OPEN syllables with X, xa, xe, xi, xo, xu) Lesson 11: _c Unit 3: L Consonant Blends p63-p68 At this point ALL Units are of the 1-page format. Now that children can read open and closed syllables, and have mastered the diphthongs, they polish off their reading skills by reading words with consonant blends. They will read words where L-blends are the initial, middle or final syllable. Lesson 01: pl Lesson 02: cl Lesson 03: bl Lesson 04: gl Lesson 05: fl Lesson 06: Al Amenecer (a full page reading using all of the skills up to this point, and no color-coded helps. Unit 4: R Consonant Blends p69-p75 Having gotten through all the exercises on open and closed syllables and gained fluency with the diphthongs, children not practice their blending skills with consonants and R. Like in the last unit ALL lessons are of the 1-page format. Now children will read words where R-blends are the initial, middle or final consonant sounds in various syllables. Lesson 01: pr Lesson 02: tr Lesson 03: gr Lesson 04: dr Lesson 05: cr Lesson 06: br Lesson 07: fr Lesson 08: Lecturas (3 traditional rhymes that flex the reading muscle.) Unit 5: Passages pg76 - pg 95 Children read 1/2 page stories/passages with the following titles. Mi Cometa Dulce Nombre Los Pollitos La Bandera El Escudo La Noche El Aseo Diario Mi Escuela 20 de Julio Mis deditos El campesino El arbolito Dona Semana Navidad El Renacuajo Paseador (5 pages) At the end of this book, a child will be able to decode fluently, though given that she is a SLL, I would recommend reading through the first 75 pages of the book, with the intention of giving her decoding skills and practice then going on to materials from the library /internet so that she can read with greater comprehension. I can't post more pictures due to space restraints, but if you want to see anything else, let me know. Hopefully this was helpful to you.

I think that what they mean is the lack of explicit instruction in blending the consonant-vowel pairs into syllables, or else the blending of syllables into words? Because this book most definitely DOES teach reading via Syllables. Most of the negative reviews are because they wanted a region-specific book--not because the book isn't any good. Admittedly, I've only seen a few but I've never seen a NATIVE Spanish reading program that doesn't teach by syllables. The one program that I know taught reading in Spanish and used sight words is US based publishers. Or programs written by Native English speakers with degrees in Education/Spanish who think that by crafting reading programs modeled after the familiar but largely ineffective English reading programs that they are doing Spanish speaking students a favor, for all the same reason that they think that they're doing English speaking students a favor with teaching them read by methods are well known to be largely faulty, substandard and induce a ton of reading problems later. Coquitos Clássico https://www.amazon.com/dp/098363775X/ref=wl_it_dp_o_pC_nS_ttl?_encoding=UTF8&colid=LB89OZZSHP10&coliid=I1F7VRXK5V1S77 La Pata Pita: I would order from a different website that has a teachers guide and workbook https://www.amazon.com/dp/1941802605/ref=wl_it_dp_o_pC_nS_ttl?_encoding=UTF8&colid=LB89OZZSHP10&coliid=I1BVMPCRWL9BC0 DD doesn't speak Spanish either so I would use this opportunity to introduce it. Our library has an extensive Spanish children's book collection and a lot of Spanish resources. I will write a review of my Nacho Reader for you.

Have you tried looking on YouTube? I know that it's not always going to be studio quality, but the sheer volume means that the odds of finding several good ones are in your favor. Is there anyone that you know in real life who you can pay to read some books onto MP3 or cassette for you? Personally I have a ton more luck with finding paperback childrens books than with audiobooks. !Buena suerte!

Phonics: The Reading Lesson you can sample the first 2 lessons and decide if you like it or not. Be sure and teach the sight words phonetically as you go. I have found that phonetically drilling the sight words as a warm up each day greatly increases beginning readers fluency and familiarity. After kids finish the first 5 lessons of The Reading Lesson, I like to change the reading lesson so that the students read a few pages from TRL and from a standard school book series such as Story Town Grade 1 (5 vol), Reading Street (Grade 1 vol 1, Grade 1 vol 2, Grade 1 vol 3, Grade 1 vol 4, and Grade 1 vol 5) or the McGraw Hill Reading 1st Grade Reading (5 vol set) Reading: If you have been practicing the short-vowel sightwords phonetically as your student goes through the first 5 lessons of TRL, then just get some beginning reader books (such as those I linked above) and have your student read a loud with to you daily. DO NOT TEACH WORDS BY SIGHT. Instead, get in the habit of sounding out new words for the student. Later, sound out the word and let them say the word. Continue to work through The Reading Lesson and you will find that as your student works through the various volumes of the 1st grade readers, they'll be taught the skills needed to read more and more independently. After they complete 1.5, celebrate with a special trip to the library to get their own library card. Writing: I like Spalding clock letters, so if you can borrow the WRTR from a library you can take a look and see what you think. IIf you like Spalding then you can use that method to teach handwriting. Math: MM1A + Manipulative of your choice.

I'm sorry that your feelings were hurt OP. I haven't read the whole thread, but I don't think you're being petty and I hope that you can find a way to share your feelings and communicate to your husband in a way that he can receive.

My favorite phonics program is The Reading Lesson, for a child who needs to "do" then I would add Lowercase Letter Magnets and use them on a cookie tray. I might also make or invest in a mini dry erase surface that they can write on. Get a few cans of shaving cream and let him trace letters with his finger or use dry rice/salt, etc. Additionally you can put different phonograms on index cards and let him use the cards to "spell" words. As you go through each lesson, you can pull out the letters needed to do the practice words and warm ups and "do" them with cards instead of from the book. The Reading Lesson gradually introduces letters as you need them. The first five chapters cover the short vowel sounds, introducing a few letters at a time and focusing on the lower case letters first and foremost. You can see a sample of TRL on their website and try it out for yourself. There are instructions for you, but no lengthy instructions for the students. You mostly teach via demonstrating. The only real problem I have had is that each lesson introduces the new sounds and uses illustrations of words that begin with that sounds. Sometimes kids think that the Rabbit is a bunny (it's a very cute little rabbit) so I just tell them, 'this is a rrrrabbit". We don't have trouble with the other pictures, just that super cute rabbit making some kids think Bunny!!! (You can see the rrrrabbit on page 35 of the sample). Your son already knowing his letter sounds will mean that this isn't likely to be a problem for him. As you progress through TRL, your child will be able to gradually learn to blend and read words and by the time that you get to the end your son will be reading around a 2nd grade level. As you finish the first 5 lessons, you can make word cards of the short-vowel sight words to use as a warm up. Your son knowing all of his sounds will mean that he's not limited to just certain words, but will be able to decode many/all of the short vowel words within a short time. I have found that phonetically drilling the sight words as a warm up each day greatly increases beginning readers fluency and familiarity. After I finish the first 5 lessons (short vowels), I like to begin my students in a school reading book such as the first volume from Harcourt Story Town Story Town Grade 1 (5 vol) Scott Foreman Reading Street Grade 1 vol 1, Grade 1 vol 2, Grade 1 vol 3, Grade 1 vol 4, and Grade 1 vol 5 McGraw Hill Reading 1st Grade Reading (5 vol) All of these are older edition so you can get each book for around $4

Whoa--sorry, I have to jump in here. If you had spoken to me about reading curriculum, I'd have given you the exact same advice. I LOVE The Reading Lesson and it is my "go to" learn to read phonics book. If I were suddenly turned into the Literacy Queen of The Universe, I'd make it THE 1st reading program of all young children in English Speaking Countries Around The World. Seriously. You will hear criticism about EVERY. Single.Program out there. I have read through and used all the "Big name" learn to read programs. Ordinary Parents Guide to Teaching Reading Phonics Pathways Teach Your Child to Read in 100 Easy Lessons / Funnix Hooked on Phonics (80s, 90s and 00s editions) Calvert Phonics Websters Speller Abeka (only browsed the 1st grade readers in the used bookstore.) I bought one second hand but didn't use it, re-donated it. and a few others. I would still pick The Reading Lesson over all of them combined. You chose a fantastic and effective reading program. I'm sorry that others don't like your choice, but so what? You will find that you are going to dislike other peoples choice of reading program too in a little while. In my experience (I'm a tutor, I see a lot more kids than the average HS mom) TRL is the easiest, most child-friendly and effective program for beginning readers of the modern era. I'm not saying that nothing out there is MORE effective, but out of all the ones that I own, use and have tried, I have had repeat success with the low-cost, no frills or fuss The Reading Lesson. Any child who goes through TRL and completes it will be reading around a 2nd grade level, as you've seen demonstrated by your sons abilities. If you're interested, you can search for all the posts I have singing the praises of TRL. I can give you several ideas on where to go after The Reading Lesson. You describe your son not liking to read and being impaitient--I have seen dozens of 4-7 years olds who fit that same description. Not all kids want to slow down and sound out words. Not every child is going to love reading in the early stages (or even the later stages). But having the ability to is what seperates them from their peers. Have you tried NONFiction? I had a 6yo who moaned and groaned about every beginning reader I could find. He liked Henry and Mudge. It turns out that in an effort to keep things "gentle" I was boring him out of his skull and he was frustrated. We switched to a literary diet of primarily Nonfiction from the easy reader and kids section (we'd buddy read some of the higher level books to compensate for his lower stamina) and "easy chapter books" like Henry and Mudge. He was tired of all those "simple phonics stories" about hogs on logs and goats at moats :laugh: I didn't even read the rest of the post because I had to jump in and counter-act the Anti-TRL sentiment that I was getting. For whatever my opinion is worth to you, I think that you chose the perfect learn to read program.

Wow. Just...wow. I really like that schedule. If I had my own school, it would definitely have an "alternative" schedule.

How did the students understand what the book wanted them to do, though? Were your classes conducted in German or the FL? For example, during FL class, did the teach speak the FL or did they speak in German or a mix of the two as necessary? Was the book being IN the FL not a problem because teachers taught the basics/instructions in class? Did the students ever have homework assignments in the FL? How did instruction differ in the elementary grades, then in the upper grades? About how long was a "class" when you were in Elementary school? About how long was a "class" when you were Middle/Highschool?

My German cousin also did not understand when I asked him about homework. He said that he even has to read at home, but that's his moms doing, not the schools. My cousin said "Oh, no, we do that at school, not at home." when I described to him the type of assignments I was talking about.

Forgive me if I'm generalizing or stereotyping, but you being German, that means that you had 1/2 days through part of elementary school, right? I have a 8yo cousin who is growing up in Germany (his father is German, his mom is American) and he spends the morning in school and the afternoon in "day care". He visited us in the states this summer and was worried about going to the next grade( I think it's grade 4 but he said it in German, so I can't be sure). He was dreading it because then he'd have an extra hour of academics or something :lol: According to him, he has about a few hours of academics, then goes to a nice long lunch+recess combo and after ward spends time in "day care" until it's time for him to go home.

I should have been more clear. I didn't realize that OP already spoke Spanish but since she and her daughter are doing English phonics, I was recommending that they do that individual vowel exercise, prior to beginning on the Native Spanish Reader, or as a daily warm up until the Spanish vowels become ingrained. The Native Spanish readers that I've seen cover all 5 vowels VERY briefly, then just jumps in to reading syllables with them, and my thinking was that a child who just learned English phonics may struggle with when to make which sound. In my experience, it can take a little intentional work for English reading/speaking students to break the habit of pronouncing English vowels while reading Spanish. Of course, OP being a Spanish speaker already kinda makes it a less-important note, as she can just correct and redirect as necessary.

I can't imagine it NOT counting! Can you tell me how many years and what sort of methods were used in your various foriegn languages? How was language instruction scaffolded so that it eventually became "sufficient to live and work in a country where the language is spoken"? How were the 4 language skills--listening, speaking, reading, and writing worked on? How was grammar developed? Did you have a native instructor in each language, each year? What sort of language support system was there for the languages that you studied? Did you take private lessons outside of school? Did your family speak the languages that you studied or anything like that? Did you guys use textbooks for languages? If so, can you recall what the formatting was like or how did your school FL-texts compare to modern US FL-textbooks? (Not sure if you've seen one or not.)

Particularly if you feel that you learned enough of the language studied to genuinely function in it. I'd like to hear how language competency was accomplished, especially if it wasn't a language used widely in your immediate community.

I never see the MUS blocks on Amazon, but there are often sets on Ebay, but they seem to go quick. I was lucky in that I found a set at our local Goodwill for 4.99, but that's a Super Deal and I had been skulking on Ebay before I found them at Goodwill. I've seen sets of MUS blocks on Ebay that range from $40-75 dollars. You will probably have more luck if you sell the MUS and Base-10 blocks together, it'll make for a more attractive lot, I think. Since you just want to get it out of the house, then I'd price it for shipping and call anything over that a bonus.

Okay, I'll admit that I'm lost. I've been hoping someone else would chime in and I'd glean something from context clues without having to cop to being SUPER ignorant but...no such luck. :blushing: So, I'm pretty much out of the Vintage Curricular loop. Can you please explain more about "object lessons"? Or rather, can you tell me some vintage primary series that included object lessons? I don't get this thesaurus though.

A reading program is not necessary. Feel free to switch to books of your choosing.

I figured that the sound would be fine. Are there any captions on the DVDs?

Do the MUS Teaching DVDs have subtitles or captions on them? How is the sound quality on the DVDS? I've seen sample videos on YouTube and the sound quality is hit/miss on some of the clips that I've seen. I've never read any complaints about the DVDs themselves, so I'm thinking that this is an issue with that particular video, but still I thought that I'd ask.