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  1. Time Left: 12 days and 21 hours

    • FOR SALE
    • USED

    Shipping to be paid buy buyer. These books, with your choice of Math would make a complete Kinder curriculum. The science books all include age level appropriate activities to learn each subject and were much loved by my boys. The phonics curriculum is tried and true, takes about 15 minutes a day, and is easy for new home school parent to follow. Bob Books: leveled phonics readers that help emerging readers fain confluence as they progress. $15 Bob Books Collection 1, includes complete book of reward stickers. Great condition aside from taped up box and wear on two books (see pictures) $16 Bob Books Collection 2, includes complete book of reward stickers. Excellent condition OPGTR: A scripted phonics program that 'holds the parents hand' through the process. Teach reading in 15 minutes or less a day. $5. Ordinary Parent's Guide to Teaching Reading (picture in comments) Science Good condition,curling on cover/used $5. Green Thumbs: A Kid's Activity Guide to Indoor and Outdoor Gardening Good condition/used $8 Everybody Has A Body: Science from Head to Toe Great condition/like new $7. Mudpies to Magnet: A Preschool Science Curriculum: book of science activities/projects by topic. Great condition/like newE MAKE AN OFFER....SEE MY ITHER LISTINGS. ****SELLING ABOUT 17 YEARS OF HOME SCHOOL MATERIAL


  2. Has anyone NOT used a spelling program in the early years, and just winged it? Or used a reading program as a guide, such as OPGTR. (I think Jessie Wise or SWB mentions somewhere, whether in OPGTR itself or elsewhere, about following the phonics rules to teach spelling. I am fairly confident I can do this on my own. Just wanted to hear thoughts from others and check if there was anyone who has done this before and can give me tips. For a little more info, my DS is nearly 5, still working on perfecting letters. We are currently on lesson 57 of OPGTR (but he can read WELL beyond that level) So, I thought I'd throw in some spelling. I didn't want the fact that he isn't a strong printer yet to hold him back from spelling, so I have been using letter tiles. We also do use a little bit of Words Their Way (picture sorting). So far we have mastered beginning sounds of CVC's and are now focusing on recognizing the middle sound of CVC's. For example, I will choose the first and last letter (Let's say m _ p) and I will have all the vowel sounds at the top of the magnet board, I then say "mop", and he chooses the correct vowel. I will give all possible combo's before moving on to another set of letters, like r_p, and continue. After he masters the middle sounds, I was going to continue to ending sounds and then move on to assembling the whole CVC word on his own. Hopefully by this time he will be more confident in letter printing and can graduate from using the letter tiles. I may incorporate fill in the blank for extra printing practice. If you'd read this far and have any comments/concerns/tips, I would greatly appreciate it! also, if you could comment how programs you use for very beginning spellers compares that would be great! TIA!
  3. This year I've been homeschooling my 4 yr old boy (5 this summer). We had a very productive first month of homeschooling. We did about 30 minutes every other day using Bob books, Saxon K and some cutting, coloring or mazes. In that time he sounded-out and read the first two sets of Bob books (he had played with starfall and knew most letter sounds). Once that first month had passed he started refusing to do any school. We stopped because he is 4 and I want him to enjoy school. Around the end of September when he was bored I'd ask if he wanted to do school. Sometimes it sounded like an exciting proposition so we kept on going with Saxon K (which he calls the fun homeschool) and occasionally he would read one bob book for a special treat. Eventually we started with OPGTTR. DS was doing well. He was reading (sounding out?) the passages in the book, but his eyes would glaze over. He was doing it for the special homeschool treats. Once again, the time came when he did not want to read it because he thought it was boring. And to be fair, it is kind of boring. Then my husband got transferred for his job. Between the craziness of keeping a house ready for showings and preparing for a cross-country move by myself and two kids, we did not do any formal school between January and March. He did play in the computer a lot with starfall (which is now boring) and abcmouse (which also became boring) and pbskids. This excessive computer use was because I had 20 showings in 6 weeks. While unpacking after the move, I found a still wrapped set of new Dick and Jane books my MIL got the kids for Christmas. I was very adamant that I would only do phonics with DS based on OPGTR. But since it's been a while since we had done anything I thought, well why not? Let's see if he can read them. So I took book 1 out. All the "Oh, oh, oh." sounded hilarious in my head so I read it out loud in the funniest way possible with faces and voices and all. Then we discussed the pictures. Lo and behold, my child wanted to read it himself. With giggles. I know many of those words are sight words, but in the last two days he has chosen to read the first three books (granted, they seem fairly simple) but he went from sounding out Bob books to almost fluent reading. Since he is more amenable to reading Dick and Jane if I read them first (in my hilarious mommy voice) I am not sure if this is really reading or if he is just repeating. I didn't know he could recognize "yellow" and "blue" we never reviewed those words. Like I said before, he did a lot of computer time during the crazy move so maybe he picked them up then? Should I just go with it? If so, we would move on to what? I feel a little lost since I've never done this before and the logical method (to me anyway) is to follow a curriculum in order rather than jumping around. We had done several OPGTTR lessons and he can sound out words like h-e-l-p and blend, but we never moved on to multiple syllable words. I am confused and I do not want to mess him up. It is likely DS will soon find Dick and Jane boring too, but for now he does like them and the pictures. Opinions and suggestions would be appreciated. I do not post often because my kids are little and I am very new. However, I've read several threads before posting this. I will therefore add this note which I think is unrelated, but perhaps will prevent replies such as "just read to your kids and don't worry about it" ?: We do lots of reading using books the kids pick out from the library and if it's nice we will go to playgrounds several times a week. DS is a mini paleontologist (joking, he just loves dinosaurs) and recently we've moved on to obsess about planets. And yes, both DS and DD (3) play with Lego, blocks, boxes, dolls (action figures), cars and such. Plus we do lots of science (planting, weed pulling, looking at stars, talking about germs) and experiments. DS is not yet writing. I offer crayons, colored pencils and paints and he does a little "abstract" art which is fine. As of age 4, he cannot write his name and I'm ok with it for now because he can spell it lol. He does color in the calendar square for Saxon math. I am bilingual, so occasionally we do Spanish time. And all the other normal things ...
  4. Hi there My youngest son is special needs and almost 11. He's finally able to remember most sounds of the alphabet and is interested in reading. Now that we're at lesson 34, he's really struggling. Has anyone found any specific apps that really help with OPGTR? I'm really trying not to panic, but I feel like I'm running out of time with him.
  5. My dd is finishing up OPGTR. She is what I consider a fluent reader and is reading books like Boxcar Children with ease right now. As we've been working on these last 15 lessons or so, she's been really struggling with multi-syllable words. I really don't feel like she completely gets how to break one down if it is unfamiliar to her. Words like "potato" and "psychiatry," although granted psychiatry is especially difficult, but this is a consistent problem with words of 3+ syllables that she doesn't know already. Are there any resources for teaching this better? She is using AAS and has been introduced to the concept of open and closed syllables, which does help. I think I remember seeing old classic books that broke words up by their syllables. Maybe something like that for more practice? The feeling I get is that she just needs more exposure and guidance and practice and I don't want to end phonics-instruction with her until she has a better grasp on this. I have a Kindle and an iPad, so ebook helps are fine.
  6. If you have used OPGTR all the way through, at what point would you start adding in spelling. And if you wanted to add in AAS, after which lesson would you start? It seems like they overlap in a lot of areas, so I think it would work well together, just wondering when is a good idea to start?
  7. Hi there! Ok, so I know that this is a question that has no right answer, because everyone's philosophy on reading is different and everyone's child is different. But I find myself freaking out over how not-far we are in OPGTR and how not proficient in reading dd is after half a year of K4, and I need someone to talk me down off the "I suck at this" ledge! :) My dd is nearly 5 and we've been doing K4 this year. We are just getting into the "beginning consonant blends" section of OPGTR. Dd usually does really well as long as we're going slow and she can sound out slowly, but she's still needing to sound out - only rarely looking at words and being able to read them without having to go "ffffffff...iiiiiiiiii....xxxxx. Fix!" Things she's seen often, like "cat" and "mom" and stuff like that, she can read without sounding out. Sight words like "the" too. I have tried to work with her on stringing all the sounds together without a space in between, but she still breaks them up. (I feel like I'm nagging if I keep pressing the issue.) I worry that i's starting to become a problem now that we're getting into longer words, because once in a while she will mentally reverse sounds or leave off the first sound. (i.e. "hhhhh...oooo....pppp. Op!") Sometimes she just guesses. Sometimes she accidentally starts with the letter on the right, then can't let it go and start from the left. (Like for "pat" - "ttttttt...." "Where do we start?" "ppppp...aaaaa...tttt. Tap!") I haven't had material for her to read that's exactly scintillating - we've mostly just been reading the practice sentences and short stories in OPGTR, and she finds them boring. (She actually groans most of the time when I bring out the book. Not a good sign.) I just ordered a couple of the reading books from AAR, so I'm hoping that will inject some fun and motivation into our tooth-pulling reading lessons. I guess my question and my worry is - are we doing ok? Are these just normal struggles? Are we at a "normal" place? I was an early, easy reader, and incremental progress is a hard concept to wrap my head around. I'm trying to get more comfortable with it, but then I worry that I'm getting too comfortable, KWIM? TY!
  8. I just finished posting on my blog about how OPGTR compares to the "old" version of HOP, K-2nd grade (yellow, orange, red, green, and blue,) including a chart that has every corresponding OPG lesson for each HOP lesson. But my information is outdated. I know there is a "new" version of HOP, and I was wondering how they compare? Has anyone bought/looked through and can tell me if they're the same with different packaging and labels, or are they significantly different? I know that the "new" version comes with DVDs. I'm looking more for what they are teaching at what level, and if the format is the same give-a-sound-then-the-words-that-use-it or if they're actually give the rules/reasons. Even if you have only the new version, would you mind taking a few minutes to look at the post and see how it compares to what you're using? Thank you in advance!
  9. I had this information hanging around so I thought I'd put it on my blog for those who are interested. It's a chart (or color coded list) saying what Hooked on Phonics or Bob books go with what Ordinary Parent's Guide to Teaching Reading lesson. Just the kindergarten level (OPGTR up to lesson 40/Section 3.) I'm putting it on here so it's searchable for people looking for similar information. Here's the blog link. Here's the Pin. The chart is a jpg that you are free to copy, print, and share.
  10. I know this isn't super important, but I was wondering if anyone knew what lessons in OPGTR correspond to which reading levels? I tried searching and couldn't find it.
  11. I have been using "The Ordinary Parent's Guide to Teaching Reading," but I wanted to also incorporate the Explode the Code series and BOB books as additional reinforcement, so I developed this chart. It's not perfect, but maybe someone out there will find it useful. Enjoy and God bless! (Please see "Attached Files" for the complete chart.) Ordinary Parent.zip Ordinary Parent.zip
  12. I didn't feel like searching so sorry if this has been asked previously. Now to my question: Is there a book list out there somewhere that goes with the OPGTR book? We are on lesson 73 and I have no idea what "level" or "grade" that puts us on. My 6 yr old can read cvc words, 2 and 3 letter blends, and simple long vowel words. We really love using OPGTR, but I think we would both enjoy reading lessons more if we could incorporate some books. I would like to do 2 OPGTR book lessons a week and read the other days.
  13. My dd is in first grade, though she can read a bit above grade-level. We will be using either Phonics Pathways or The Ordinary Parent's Guide to Teaching Reading to continue with her phonics development. There are lots of words she can read but doesn't know the phonics rule behind. The problem is that I'm not sure what to do about spelling. She can read words that she isn't even close to spelling, since we haven't gotten to all the rules. A lot of the reading she has just picked up naturally because she enjoys it so much. Do I start with a spelling program (like AAS or similar) at the beginning, and let her advance in her phonics book at a faster rate ? Or do I move slowly through the phonics books, teaching her the rules and how to spell the words? If we were working on just reading in PP or OPGTR, she would likely be moving much faster. Does that make any sense? My husband says I'm over-thinking all of this, since she's just 6. I really want her to have the most solid foundation possible. Thank you for any input.
  14. Is the manual meant to leach a new lesson everyday? or should I be staying on a lesson (repeated) a few times then move on? What did you do?
  15. We just got our book and I've taken a look over it and the first 26 lessons are teaching the sounds of the letters. My question is: my 4.5 daughter already knows the letter sounds, would we be able to skip these lessons, or will the rhymes they teach be used later in other lessons?
  16. Please bear with me. I'm trying to figure out how to figure out if my kid is ready or not. :tongue_smilie: Our oldest son will be 5 in August. We're wrapping up his preschool level in the next week or so. He ably completed Get Ready, Get Set, and Go for the Code, Hooked on Phonics Learn to Read Pre-K and Kindergarten, and is almost finished with Saxon Math K. He's great with blending and CVC words and can decode unfamiliar words well. He surprised his daddy by sounding out 'Zimbabwe' yesterday, although it was more like "Zimbabwee." His writing skills are very good for his age and he enjoys forming his letters. We're moving to a year-round schedule with a start date of whenever we get settled in after the arrival of our latest addition sometime in the next two weeks or so. The latest in our ever-changing plan is to start off with: OPGTR, beginning with lesson 40 HOP First Grade Saxon 1 ZB Kindergarten Once we get to lesson 140 in OPGTR, I was thinking we'd start ZB First Grade, Spelling Workout A, and FLL Level 1. I'm planning on using Elemental Science and RC Connecting with History. Looking at the curriculum map on the PHP website, it shows corresponding start dates for FLL Level 2, WWE 1, and SOTW 1. For anyone who has used these curricula, does FLL Level 2 seem like a good, logical point to add in science and history? I don't want to start those cycles too early and I'd also like to make sure my son's language arts foundation is really solid. Is there a maturity level that you look for before starting those subjects? Science was the one thing we dropped early on this year. He enjoys learning science-related things, but couldn't grasp any of the cause and effect demonstrations. He enjoys watching history shows with his father and has begun asking if the stories we read are "real" stories or "just pretend." He retains what he hears well and incorporates it into his play. For example, we watched a documentary on mummies a couple of months ago. Last week, we got a large box in the mail and he immediately claimed it as his tomb, climbed in, and insisted on being called King Tut. :) If it makes any difference, we don't have to report to our school board until the 2013-14 school year and our requirements can be met with a portfolio review by a certified teacher. I'm not concerned with him having a specific knowledge base by X age in order to pass a standardized test. I'm also not too worried about keeping him all at one level; I want him to be able to progress in subjects as he masters them. I just don't want to pile on too much, too soon. I had a beautiful schedule all planned out for next year and today I looked at it and thought it's pretty silly to try to make him conform to a specific pace of lessons. I want him to work at his own pace. I'm just unsure when to have him start. Thanks in advance!
  17. Has Anyone put together lapbooks for OPGTR? Do you know where I can find corresponding lapbooks? Or has anyone Put together a page that includes the text from the lessons where the child can illustrate the stories? If so, would you mind sending me the file. I would love you forever :001_wub: I am thinking about using a puppet with this curriculum with my daughter (4). Any other ideas on how to make this curriculum more fun and interactive? Put on my tap shoes :rofl:
  18. My dd6 and I are working through OPGTR. We are around lesson 75, which is where they introduce the silent E. She grasps the concept, but I can see that she needs a lot more practice. The practice sentences in OPGTR are so awkward--I hate to subject her to them more than once. What have you used to practice silent "E" words? Any ideas?:bigear:
  19. Can you give me a ballpark idea of how much of OPGTR you did in K? In 1st? How long did it take you to finish the book entirely? In looking at the tools that the PS systems use to level kids into "1st grade reading level," "2.4," and so on, it seems like those levels are assuming a large number of sight words, and that seems like a very apples-to-oranges comparison for trying to gauge where a kid being taught with strict phonics is at. So, for those who have used and finished this book, or are currently using it, about how long did it take to get through it? At what point might you say that you are now working on 1st grade work or 2nd grade work? I realize that it's not important, but I am incurably curious.:) Also - around what lesson did your child start to be able to read "real" books. I'm seriously considering coming back for digraphs later after we do a few of the long vowel sounds, because having just a few of the long vowel rules would allow such an increase in the number of words he can read, and it's driving *me* crazy that we've been working so hard for so long and still can't read any "real" books. Bob Books hardly seem to count...
  20. We are using WTM for the first time this year and have a K and 1st grader. Im trying to get familiar with the books and in looking at this one I think I may have to make some adjustments. Wanted to see if anyone had some ideas for me. DD 1st grader has just finished AOP Kinder LA program. She is reading on a 2-3 grade level however she is a HUGE GUESSER. Meaning she has a talent :001_smile: for guessing what the words are rather than truly having read them. I really want her to grasp the rule set's and know that the last portion of this book would be right on target for her. But im not sure where to jump her in. Im thinking the end of section 4 beginning section 5 (consonant digraphs). Does any one with more experience have any input on that? DS-K is just itching to read. I think he will fly through the beginning lessons. Because of this I'm wondering if I should let DD do other reading things until DS catches up with where she will be and then let them work it together. Any thoughts on that? Thanks so much TJ
  21. Do you think a child should get in Kinder, 1st, 2nd, etc. I know each child is different, but I want to have a "base" with which to aim for.
  22. My son is an ok reader but still struggles - he learned to read in PS Kindergarten. New words, sounding things out, and spelling are difficult for him. I was thinking of starting OPGTR with him to help out but he thinks it's too easy. Thoughts? On a side note, we're doing WWE1 and just finished FLL1 - that is going well. :) Thanks!
  23. I am still a beginning hser. I am currently using OPGTR with my DS 6. We try to do 2 lessons a day and are on lesson 100. Are we already behind? I want him to be a good reader, since I am not. I like OPGTR but there are many days I wonder if it is "meaty" enough. We also do ETC and are on book 3. So my question is, first are we behind? Second, if you used OPGTR did you supplement anything? I really don't want him to fall behind already! Thanks!!
  24. Also, could I just use my AAS tiles instead of buying the others? The only concern would be if you need capital letters...AAS doesn't have that.
  25. I have started to teach my DD to read with the OPGTR. She knows all the letters down flat no problem. (she turns 5 next month) But she is at a stand still with putting 3 letter words together. I know that she can do it, SHE knows that she can do it, but still she sits with me and refuses to try. I really try not to push her, we don't do more that 15 min a session, but I do require her to read some words every day. We read books all the time with joy! Sonlight users. Anyway is she just to young? Not sure if I should just drop it or keep trying a bit each day. We also read BOB books and read words on the fridge. Has anyone successfully gotten past lesson 32 in the OPG with a 4/5 year old? TIA!!! Amanda
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