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Found 12 results

  1. I'll add to this each week. You may have to adjust, but it might be helpful. Basically, you should work through in the same order, doing 5 to 10 minutes of work a day at the beginning, building up to 10 to 15 minutes a day by the end of the year. 1. Leapfrog until they know letter names and sounds. (Better a talking frog than me!! I enjoy teaching phonics overall, but not saying the sounds of the letters 1 million times.) 2. Explain that you are teaching syllables, and vowels at the end of syllables will say their name (You will explain the y when you get there. Tell them 1 thing at a time!) I do a 4 day week, here's week 1: D1. Teach BA BE BI BO BU in uppercase from a white board. Do one at a time: /b/ (the sound of B) /a/ (long a) makes BA. (bay) Then, do the same for BE, BI, BO, and BU. Tell them that BE is also a word. (In our house, bobo is a word (name of a stuffed frog), so we wrote that, too.) Have the student write and say each syllable, using magnetic letters if they cannot write well (you will need 6 sets.) Then, say, "Y at the end of a syllable has the same sound as long I, it says I." Explain that it is both a syllable and a word. Then, sound out each quickly across then read them all across together. Then, sound out one at a time DA, DE, DI, DO, DU, DY. (Do is not doo but long o do as in dodo.) Then, read them across together. D2. Do the same for F, H, and M. (FA, FE, FI, FO, FU, FY...) You can tell them that this may be the origin of FE FI FO FUM. (MA is MAY, not ma. Explain that this is a syllable, not a word, if they know the word Ma.) D3. N, R, and T. D4. W, L, and P. (PA is PAY, not pa. Explain that this is a syllable, not a word, if they know the word Pa.) (Yes, we are skipping the C's and G's. They can wait until later, it's a bit confusing.)
  2. Does anyone know how to use Noah Webster's Blue Backed Speller to enforce reading and spelling?
  3. Ok, I am in the "throws" of Webster's Blue Backed Speller. DS has the syllabary down except for G and C which we review. We are going to start Table 4....I hope I am doing this right. He gets about 75-80% right except some of the exceptions (c with a sound of s and doubling an e or doubling an s). Somehow I feel like I need to be teaching him some rules to go along with the spelling. Advice? Am I going too fast? BTW, he does have a good background in letters (worked with letters from 2 on...he was the kid who would rather play with letters than blocks...did leapfrog DVDs....finished TYCR100 EZ lessons)
  4. My son is a pretty good reader. We finished TYCR100 EZ lessons. We have worked on Webster's Syllabary (he really picked up this concept) and some of the spelling lists. He is almost 5.5. Somehow it is really bothering me to NOT have him read-aloud to me since we are just doing Webster's spelling lists. He is good at sounding out (a little d and b confusion). How much time should I have him read-aloud to me a day? Do you have any recommendations for me? I am a novice since this is my first kid :)BTW, ds will be attending a half-day Classical Christian kindergarten next year that is Phonics-based. They will either use Saxon phonics or SWR.
  5. I started to teach my son to read using TYCR100EZ lesson. I just started using Webster's syllabary with my son, and he seems like he is catching on. Later on, should I teach my son the 70 phonograms or is that even neccessary at this point?:glare:
  6. I am new to homeschooling. I have been on this forum to research and find out what I am going to do next year. My son is in Pre-K, and we just finished TYCR100 easy lessons. I looked into PR and AAS as possible choices for LA. I was wondering why people choose new, expensive curriculum over free/inexpensive classics like Webster's Speller and McGuffey's Ecclectic Reader. Genuinely, I want to know if I am missing something:glare:. What is your opinion?
  7. I was wondering if anyone knows any resources that line up Webster's Speller with spelling rules? I have "the ABCs and All Their Tricks" now, but I'm so unfamiliar with it that I'm hoping someone has done this before and meticulously (or even generally) recorded what they did :tongue_smilie:. Thanks!
  8. I'm feeling the need to do more in depth phonics instruction with my older children to move them past the "4th grade slump". I've read a lot of ElizabethB's posts on Websters text, and I know it would be beneficial. I'm still having trouble with how to go about implementing it (of course, it is 1:30 in the morning, and my eyes are a little crossed after reading over 100 pages of phonics instruction :tongue_smilie:). This is what I've pieced together... 1. Print out the syllabary and focus on teaching open/long vowel and closed/short vowel 2. Move on into teaching 2 syllable words from the Webster 1800 version- have dc pronounce words. If all goes well, move into 3 and 4 syllable words. If we run into problems, refer to syllabary. 3. Knowing/memorizing the syllabary will solve all our reading problems :confused: 4. I know I'm going to need to teach the rules for dividing a word into syllables... or maybe just seeing the words divided into syllables on the page from Webster will help? 5. Teach stressed syllables. How is this taught? I noticed that the Webster text has lists divided according to which syllable is stressed. Is it just something a child picks up after doing lots of oral reading, or are there rules for when to stress a syllable? I know I'm missing something. Please help!
  9. Any spelling workbooks based on Webster's Speller? I thought I saw something like this at a homeschool conference and I cannot remember the name or company:(. I appreciate any help:)
  10. Guest


    anyone using the american spelling book for spelling by noah webster. donpotter.net has a dowloadable version that has been retyped for easier reading. i am going to use it along with The ABCs and All Their Tricks. anyone else using it? if you are can you give me an idea of how you schedule out your lesson plan.
  11. Here is a link: http://www.thephonicspage.org/On%20Reading/webstersway.html Noah Webster wrote his speller almost two hundred years ago. He did not teach phonics like we know today. He taught the Syllabary. Does anyone do this? I've always loved the Blue Back Speller, but didn't know how to teach it. It is an extremely interesting concept - spelling by syllable. It makes so much sense, but it's not like Webster laid out teaching plans step by step, so I'm putting it out there for others. Does anyone use Webster's Blue Back Speller and the Syllabary? If you know anything about it, I'd love to dialogue on the pros and cons. Of course, teaching the Syllabary is still phonics, it is just a different approach than modern phonics programs like Phonics Pathways (my current fav). I think that Abeka was modeled after the Blue Back Speller, but uses the same scope and sequence of Phonics Pathways - Abeka does not teach the Syllabary. Anyone have thoughts?
  12. ElizabethB, I wonder if you would help me see how you go about teaching the multi-syllable words. Your posts encouraged me to begin using Webster's with my ds back at the end of January, and I've come to a stumbling point. It could be that I haven't been consistent enough with the syllabary lately, because ds seems to be trying to guess a lot. I thought we'd gotten over that hump. For example, today, I was having him read dra per y, flu en cy, etc. I'm using these two words in my example because of his struggle with the first syllables in each word. In drapery, he first said darpery. With fluency, he first said fulency. He seems to do this a lot with beginning blends. If he's being lazy and just trying to go through quickly, he also adds sounds to the the second syllables that aren't there. Another thing, I feel like I've been telling him over and over that sometimes the vowel in the unstressed syllable says the schwa sound, and he still isn't getting the mushing idea. Am I doing something wrong? Is there something I should be explaining that I'm not? He's my child I tend to get frustrated with anyway because every time I try to correct him, I get a drawn out drama whine fest. Could you please explain a teaching session you might have with your tutorees? We have already gone through your online lessons. I can see an improvement in his reading overall, but there is a long road to travel. Thank you!
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