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Contents














Biblical Intensive Phonics

and Arithmetic

Using the Biblical Method of Education

with Writing Road to Reading

by

Diane Rodd

June 1996







Permission is required for sale or other commercial use. Automatic permission is granted for making a copy to share with another individual with the condition that the title page containing title, date, author and this notice are included.

Unless otherwise noted, All Scripture quotations are from the New American Standard Bible, Copyright 1988, The Lockman Foundation. Used by permission.











Families Honoring Christ Earl & Diane Rodd 6044 Pine Creek St. N.W. North Canton OH 44720
Phone: (330) 305-9318
6th edition - June 1996

Permission is granted to copy this article for personal sharing but not for sale or other commercial purposes.
Preface

Titus 2:3
3. Older women likewise are to be reverent in their behavior, not malicious gossips, nor enslaved to much wine, teaching what is good,
4. that they may encourage the young women to love their husbands, to love their children,
5. {to be} sensible, pure, workers at home, kind, being subject to their own husbands, that the word of God may not be dishonored.

This book is presented to the Body of Christ as a practical way for mothers to demonstrate their love for their children by helping mothers teach their own children to read and understand the written Word of God.

Jesus said,

Matthew 4:4
4. But He answered and said, "It is written, 'Man shall not live on bread alone, but on every word that proceeds out of the mouth of God.'"

If Christians believe this to be true, than all Christian mothers should be spending more time feeding their children the word of God than feeding them their three balanced meals a day.

Joshua said,

Joshua 1:8
8. "This book of the law shall not depart from your mouth, but you shall meditate on it day and night, so that you may be careful to do according to all that is written in it; for then you will make your way prosperous, and then you will have success.

If Christians believe this to be true, why do most young children of Christian parents spend more time watching Sesame Street, Play School, and/or reading Dr. Seuss, Richard Scary, etc.? There is a deceiver in the world who makes the philosophy and educational methods of the world look enticing, pleasant, fun and entertaining, but worldly methods do not guarantee success.

John warns us

I John 2:15
15. Do not love the world, nor the things in the world. If anyone loves the world, the love of the Father is not in him.
16. For all that is in the world, the lust of the flesh and the lust of the eyes and the boastful pride of life, is not from the Father, but is from the world.

Jesus taught us,

Mark 4:8
8. "And other {seeds} fell into the good soil and as they grew up and increased, they yielded a crop and produced thirty, sixty, and a hundredfold."
9. And He was saying, "He who has ears to hear, let him hear."
10. "And those are the ones on whom seed was sown on the good soil; and they hear the word and accept it, and bear fruit, thirty, sixty, and a hundredfold."

1.0 Comparison - Phonics Programs
Proverbs says,

Proverbs 18:17
17. The first to plead his case {seems} just, {Until} another comes and examines him.

The following is our attempt to explain the major differences among four organizations and their publications which claim to be teaching the same thing.

  1. The term SEF refers to the Spalding Education Foundation whose founder (Romalda Spalding) developed the book/educational method commonly known as Writing Road to Reading (WRTR). This publication is now in its fourth edition.
  2. The term RI refers to Riggs Institute whose author (Myrna McCulloch) wrote a supplement to WRTR entitled:
    America's Spelling & Reading with Riggs, Teacher's Edition . This supplement is in its second edition and must be accompanied by WRTR. Myrna McCulloch has 3 hours of audio cassette instruction which leads listener (student) through WRTR, cards, phonogram tape and Teacher's Edition. She also provides a video tape which demonstrates the method.
  3. The term SV refers to Small Ventures which provides a Handbook for The Writing Road to Reading, Putting the Steps in Sequence . A Christian homeschooling mother (Bonnie Dettmer) wrote HB as an outline to WRTR. SV also offers Teaching Reading at Home by Wanda Sanseri which is a supplement instructional manual to WRTR and gives 50 "how to" steps for all grades. Bonnie Dettmer has also published a complete multisensory approach entitled Phonics for Reading and Spelling (PRS).
  4. The term WTR refers to Writing to Read , a program published by IBM. It is an early reading program (K and 1 only) gaining in popularity. Unlike the others, it is not directly related to Spalding phonics, but starts with some of the same observations, in particular that young children already have an extensive speaking vocabulary and that if a child can write words, then he can read them.
The following paragraphs compare various aspects of the different programs. SEF RI IBM WTR - WRTR WRTR $18.00 Book/record $16.95 Book(Teacher's Ed.) 43.50 Special PC Cards 12.95 Cards/Phon/Form/Rule 20.00 required Tape/Phono 4.50 Tape/Phon/Rule/Outline 6.50 Subtotal $34.40 Subtotal $86.00 Postage 10% 3.40 Postage 2.70 Total $37.84 Total $90.70 SV SV Great Christian Books WRTR $17.00 PRS 45.00 WRTR $15.50 Book(Supp) 19.95 Shipping 5.40 Supplement 16.96 Cards 12.95 ---- Cards 10.76 Tape/Phon/Rule 3.95 Total $52.40 Shipping (US) 4.00 Book (Outline) 4.95 ---- Subtotal $58.80 $47.22 Postage 10% 5.88 Total $64.68 BASIC METHOD DIFFERENCES

SEF (May start when child begins to make sounds)
RI (Start when child is able to form printed letters)

Both books have been designed for classroom use not for homeschoolers. Neither book is simplified to our standards for homeschooling mothers. Neither book simply outlines (1) when to do (2) what to do (3) how to do. Both books take an enormous amount of time to read and to use properly (at least 3 complete readings of each one).

SV
Dettmer's short outline eliminates all time schedules, encourages individualization of pace and is easy to follow. It stresses the same classroom techniques of monthly standardized spelling tests (Morrison-McCall), weekly review list, which may be unnecessary and boring for some students. It also uses RI's phonograms and combined learning stages. However, it does substitute "in" for "Indian" and "myth" for "baby" on page one of the Spelling Rules notebook which we feel is more accurate to most speech patterns. Price and simplicity make SV's outline desirable.
SV
Sanseri expands Dettmer's outline by adding a step-by-step overview, sample charts and practice exercises. The sample charts for K-2 are a great help to a beginning PT who is feeling insecure. Even though the same pages of the Spelling Rules Notebook for Grade 3 and above vary from Spalding, the additions are very helpful and the simplicity and clarity of the pages makes them easy to follow. The price and simplicity make this supplement very desirable. It also includes a Spelling Scale for Home Educators to use for spelling evaluation. This scale replaces the Morrison-McCall. (Be sure to request the newest edition (3rd).
SV
Dettmer's full phonics program utilizes all the Spalding Method techniques but has reworked them to avoid copyright problems. It is complete with no need for any extra supplements.
Our own simplified outline.
In Australia in 1987 we first offered our own simplified outline (free of charge) to anyone who was interested in using the WRTR in their home school. Our outline recommended the use of Rod and Staff &/or McGuffey readers rather than random library books because we believe the first success in reading should have a Biblical foundation. We wrote the outline to help Christian homeschooling mothers utilize WRTR with minimal cost and minimal amount of time necessary to begin using the method. We also offer simplified instructions for dictating the Spelling Rules notebook. We still encourage
  1. Reading WRTR at least three (3) times before starting.
  2. Jotting down your own outline as you read through the book.
  3. Ignoring a nine month schedule.
  4. Enjoying the process of discovering how English functions.
We have rewritten our own outline for WRTR and expanded it to include the Biblical Method of Education and Arithmetic. This usage incorporates the Biblical Methods of Education which we have discovered in the Bible into the Ayres List and the spelling rules. The arithmetic lessons utilize the same Biblical method of dictation.

IBM WTR
We added the IBM Writing to Read (WTR) program to the list because it is a phonics program widely used in the USA. Studies of students who have used WTR have shown encouraging results (discussed below), but we don't recommend it to home schoolers for the following reasons:

Having said why we don't recommend the IBM program, we should conclude by saying that it does have strengths. Unlike many educators (who like to make up theories and assume they are right), IBM and the authors of the program have worked hard to evaluate students who have used WTR. Our summary of the results is that WTR students consistently out-perform the average student in the same school district not using WTR in reading, comprehension and composition (writing). Of course, the average non-WTR student includes a mix of students taught look-say, so we expect that ANY phonics based program (and WTR is phonics) should out-perform the average. Also, because WTR uses some of the same concepts as Spalding (printing first), it is well liked by students and parents because it avoids the pain of boring readers with a very limited vocabulary. Studies show that by the end of grade 1 (when WTR concludes), WTR students' spelling is equal to non-WTR students. Considering how poorly the average student spells today, this is a confirmation of the program's weakness of teaching incorrect (simplified) spelling. Studies on school districts using Spalding phonics show better results.

Our greatest reservation about teaching incorrect (simplified) spelling is the spiritual problem of violating the principle of absolute truth. Children well grounded in the idea of absolute truth will feel betrayed as they see they are not being taught the whole truth concerning spelling.

We can absolutely state that no child who already knows any phonics should ever use the Writing to Read program. Because he is taught incorrect (simplified) spelling, he will regress.

We pray we have been able to clarify the differences of the above publishers which are not clearly stated in any of the advertising that is appearing in literature and magazines targeted for home schoolers. We hope this review of the differences will help you decide which is best for your family.

<FONT FACE=COURIER> Addresses: :p. Spalding Foundation Riggs Institute Small Ventures 5930 W Greenway Suite 4 4185 SW 102nd Avenue 11023 Watterson Drive Glendale, Arizona 85306 Beaverton, Oregon 97005 Dallas, Texas 75228 (602)-547-2539 (503)-646-9459 (214)-681-1728 <p> Before purchasing from the above check GREAT CHRISTIAN BOOKS ($5/year dues) Call or write us for a coupon to 229 S. Bridge St., PO 8000 waive to the $5/year dues. Elkdton, MD 21922-8000 </FONT>

2.0 Introduction
The following chapters are presented

  1. to give a vision to every Christian mother that she can teach every one of her children to read the Bible for himself before the child begins learning any other structured "school" subjects.
  2. to give the practical instructions necessary to do so successfully.
  3. to give every mother the ability to teach illiterate adults to read the Bible.

    This last goal is a by-product but will be a necessary preparation for the soon coming revival. It is a well-established fact that illiteracy is increasing in the US. A Christian who can't read and understand the Bible is missing the most important offensive weapon of his armor. He has no way to personally discover the truth that will silence the lies of the enemy. Matthew 13 :19 says,

    Matthew 13:19
    19. "When anyone hears the word of the kingdom, and does not understand it, the evil {one} comes and snatches away what has been sown in his heart. This is the one on whom seed was sown beside the road.

    This book seeks to give the Body of Christ a tool or skill that will be useful not only to all age levels of our society but also will be effective for different ethnic groups.

    Today English is used by at least 750 million people, and barely half of these speak it as a mother tongue. Some estimates have put that figure to one billion.
    ( The Story of England Mc Crum, Cran, MacNeil, Viking, Penquin, Inc., 1986, as quoted in
    America's "Spelling & Reading with Riggs" by Mryna McCulloch, p.197.)

    The Old Testament cites many passages concerning the treatment an alien should receive. Being skillful in providing an alien in a Western nation with the ability to write and read the English language is a practical step of love and pre-evangelism. What better gift could one give another than a personal copy of the Bible and the ability to read and understand the written Word of God?

    We pray that the Lord will use this book to bring many children and adults to Himself and to His Living Word.

3.0 The Reason for Phonics

3.1 Brief Explanation of the Spalding Method

Romalda Spalding's method of teaching another person the ability to write, read, and understand the English language may seem complicated when her book is first read. However, we recommend reading the book, The Writing Road to Reading WRTR, from cover to cover at least three times before attempting to teach another to write and read. The 70 phonograms and 45 sounds of the English language can then be taught and learned in a systematic manner. See FHC/Phonics Review to decide just what cost you wish to pay and what supplements you wish to purchase in addition to The Writing Road to Reading by Romalda Spalding. It is never too early to purchase these items to begin to teach yourself how to teach your child to read.

The core of the Spalding Phonics method is:

  1. to hear the spoken sounds (phonograms) of the English language.
  2. to pronounce the spoken sounds of the English language correctly, clearly and distinctly.
  3. to recognize the printed letter symbols that correspond to the sounds of the English language.
  4. to print the combined sounds heard in spoken English words.
  5. to read and understand those English words when seen printed on paper in sentences.

The English language has 70 phonograms comprised of 26 single letters, and 44 fixed combination of two, three and four letters to say the 45 basic sounds used in speaking and writing it. There are only 45 sounds, but there are various ways to spell those sounds, and thus we end up with 70 phonograms. There are a few extra sounds and spellings, but these aren't introduced until Grade 4. WRTR explains all this in detail and must be purchased and read before a PT (Parent/Teacher) can successfully teach someone to spell and read.

3.2 God's Truth about Language

A child learns by imitating the sounds he hears and the examples he sees. Every parent knows that his child began making sounds when he was 2-3 months old. The initial sounds may vary from child to child, but an infant/baby will at some time sound out every known sound in every language that God judged man to speak. (Genesis 11 :7) A child reared in a bi-lingual home easily understands the spoken languages and quickly learns to switch from speaking one to the other without confusing vocabulary or syntax. However, a child reared in a home with only one spoken language learns to mimic only the sounds he continually hears repeated by his parents, siblings, etc. The extra sounds he is capable of making simply disappear with disuse.

It is the way of wisdom to incorporate this God-designed method of spoken language into a system which teaches the printed letter symbols (phonograms) that accompany that language. If one knows what to listen for, the phonograms b,d,v,o,a,etc. are easily recognizable. An infant's first word in an English speaking home is usually "dada" much to his mother's (and feminists) disappointment. However, God is our Father, and this Biblical truth is verified in an infant's first attempt to put the consonants and vowels together to form a word that has meaning to him. The Bible says,

Galations 4:4
4. But when the fullness of the time came, God sent forth His Son, born of a woman, born under the Law,
5. in order that He might redeem those who were under the Law, that we might receive the adoption as sons.
6. And because you are sons, God has sent forth the Spirit of His Son into our hearts, crying, "Abba! Father!"

3.3 The Need for Excellent Speech

A toddler by age two has a hearing/understanding vocabulary of 500+ words and may be able to verbalize those words himself. However, those words often are not a perfect pronunciation. "Dink" for "drink"; "soo" for "shoe"; "wawa" for "water"; are common mispronunciations. This is the time for parents, siblings etc. to overtly refuse to reinforce the baby talk and always pronounce every word distinctly and clearly. It may be cute as a toddler to mispronounce words, but it is not funny when the mistake goes uncorrected until ages 6-7. A child who says "muver" for "mother", "dis" for "this" at this age will be labeled "speech impaired." Thus around age 2-3 we recommend correctly and systematically pronouncing the sounds of the consonants and vowels. It doesn't have to be a game or be a set course of study, but we do recommend the pronunciation of the phonograms as designated in WRTR as a good way to avoid speech problems. I Timothy 4 :12 says,

I Timothy 4:12
12. Let no one look down on your youthfulness, but {rather} in speech, conduct, love, faith {and} purity, show yourself an example of those who believe.

A parent/teacher must know how to exactly pronounce the letters himself so that the child can mimic the correct place to put his tongue, form his lips, etc.

  1. See FHC Phonics Review to decide which cassette recording of the phonograms you wish to purchase, so the PT (parent/teacher) is confident of pronouncing the 70 phonograms correctly. WRTR comes with a phonograph recording of Ramalda Spalding pronouncing the phonograms.
  2. Place a small wall chart over or near the baby's changing table so each parent can have a ready reference to keep the teaching of the sounds consistent, clear and concise.

This Biblical Method of Education of learning by example is found in Luke 6 :40.

Luke 6:40
40. "A pupil is not above his teacher; but everyone, after he has been fully trained, will be like his teacher.

Jesus also taught his disciples a basic principle about listening and doing in Luke 6 :46-49. He said,

Luke 6:46
46. "And why do you call Me, 'Lord, Lord,' and do not do what I say?
47. "Everyone who comes to Me, and hears My words, and acts upon them, I will show you whom he is like:
48. he is like a man building a house, who dug deep and laid a foundation upon the rock; and when a flood rose, the torrent burst against that house and could not shake it, because it had been well built.
49. "But the one who has heard, and has not acted {accordingly,} is like a man who built a house upon the ground without any foundation; and the torrent burst against it and immediately it collapsed, and the ruin of that house was great."

The Biblical Method of Education of learning to listen and doing can be laid as a foundation at the early age of 2-3. A small child can be taught to hear (listen) to the correct pronunciation of a word he is trying to say and he can be taught to do (pronounce correctly) every word of his own speaking vocabulary - if the PT(Parent/Teacher) is willing to learn the correct pronunciation himself, and diligently and consistently train the child to listen and speak correctly.

3.4 Teaching Correct Pronunciation

Many children today are being labeled incorrectly as having "speech problems" or learning disabilities. FHC believes there is usually nothing wrong with the child, but there may be something drastically incorrect in how the child is learning by example. Jesus explained a very important Biblical Method of Education when he said,

Mark 4:23
23. "If any man has ears to hear, let him hear."
24. And He was saying to them, "Take care what you listen to. By your standard of measure it shall be measured to you; and more shall be given you besides.
25. "For whoever has, to him shall {more} be given; and whoever does not have, even what he has shall be taken away from him."

God has equipped human beings with ears so we may hear and by hearing, we also learn. However, hearing correctly is a skill that needs to be "caught" and "taught". In modern western culture the ability to listen has been lost. In the midst of myriads of voices and sounds, confusion is reigning. The visual arts and the "god" of entertainment have replaced the ability of most Westerners to listen attentively and learn by "hearing" only. What we once had as a culture, we have lost. The art of listening to stories told by grandparents, parents, etc. is no longer considered a valid method of education. The wisdom of years of experience is being lost, forgotten, or ignored as TV, movies, and videos replace the truth and reality of personal experience with fables and fantasy, with fiction and folly. The standard of measure of the western culture is the entertainment industry not the spoken Word of God. However, the Biblical Method of Education is clearly stated in Deuteronomy 6 :1-15. It says,

Deuteronomy 6:1
1. "Now this is the commandment, the statutes and the judgments which the Lord your God has commanded {me} to teach you, that you might do {them} in the land where you are going over to possess it,
2. so that you and your son and your grandson might fear the Lord your God, to keep all His statutes and His commandments, which I command you, all the days of your life, and that your days may be prolonged.
3. "O Israel, you should listen and be careful to do {it}, that it may be well with you and that you may multiply greatly, just as the Lord, the God of your fathers, has promised you, {in} a land flowing with milk and honey.
4. "Hear, O Israel! The Lord is our God, the Lord is one!
5. "And you shall love the Lord your God with all your heart and with all your soul and with all your might.
6. "And these words, which I am commanding you today, shall be on your heart;
7. and you shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up.
8. "And you shall bind them as a sign on your hand and they shall be as frontals on your forehead.
9. "And you shall write them on the doorposts of your house and on your gates.
10. "Then it shall come about when the Lord your God brings you into the land which He swore to your fathers, Abraham, Isaac and Jacob, to give you, great and splendid cities which you did not build,
11. and houses full of all good things which you did not fill, and hewn cisterns which you did not dig, vineyards and olive trees which you did not plant, and you shall eat and be satisfied,
12. then watch yourself, lest you forget the Lord who brought you from the land of Egypt, out of the house of slavery.
13. "You shall fear {only} the Lord your God; and you shall worship Him, and swear by His name.
14. "You shall not follow other gods, any of the gods of the peoples who surround you,
15. for the Lord your God in the midst of you is a jealous God; otherwise the anger of the Lord your God will be kindled against you, and He will wipe you off the face of the earth.
16. "You shall not put the Lord your God to the test, as you tested {Him} at Massah.
17. "You should diligently keep the commandments of the Lord your God, and His testimonies and His statutes which He has commanded you.
18. "And you shall do what is right and good in the sight of the Lord, that it may be well with you and that you may go in and possess the good land which the Lord swore to {give} your fathers,
19. by driving out all your enemies from before you, as the Lord has spoken.
20. "When your son asks you in time to come, saying, 'What {do} the testimonies and the statutes and the judgments {mean} which the Lord our God commanded you?'
21. then you shall say to your son, 'We were slaves to Pharaoh in Egypt; and the Lord brought us from Egypt with a mighty hand.
22. 'Moreover, the Lord showed great and distressing signs and wonders before our eyes against Egypt, Pharaoh and all his household;
23. and He brought us out from there in order to bring us in, to give us the land which He had sworn to our fathers.'
24. "So the Lord commanded us to observe all these statutes, to fear the Lord our God for our good always and for our survival, as {it is} today.
25. "And it will be righteousness for us if we are careful to observe all this commandment before the Lord our God, just as He commanded us.

God expects one generation to communicate with the other. Questions are to be asked and answered. There must be time to share personal testimony of the Lord's work in a life. However, the passage also reveals to us the Biblical Method of Learning . As Jesus also taught, God has created human beings to learn by hearing. When this skill is lost and is not "taught" and "caught" in each generation, the education of humanity suffers decline. Proverbs 4 :1-3 tells sons to listen, but it also tells fathers to teach .

Proverbs 4:1
1. Hear, {O} sons, the instruction of a father, And give attention that you may gain understanding,
2. For I give you sound teaching; Do not abandon my instruction.

Proverbs 6 :20-23 is very clear that teaching one's own child is also a God-given responsibility of mothers.

Proverbs 6:20
20. My son, observe the commandment of your father, And do not forsake the teaching of your mother;
21. Bind them continually on your heart; Tie them around your neck.
22. When you walk about, they will guide you; When you sleep, they will watch over you; And when you awake, they will talk to you.
23. For the commandment is a lamp, and the teaching is light; And reproofs for discipline are the way of life,

From this Biblical point of view we can see that the Spalding Method of Phonics is easily adapted to God's Method of Education .

For those who would like greater understanding into the parental role of education, an in-depth study is available in the book entitled Training for Royalty - The Biblical Basis of Home Education . The book is available through FHC. It was written to give parents a "vision" for educating their children at home.

3.5 The Priority of God's Word and God's Presence

Mothers need to discipline themselves to find the time to read God's Word. A good time is the child's nap time or establish a "quiet time." This is a time for each individual in the home to find a quiet spot alone to read God's Word, spend time in God's presence, to be taught by Him and if necessary, for mother to take a nap. Most families eat three meals a day, but do we make the time to be fed manna from heaven 3 times a day? Think about it; then practice it.

Psalms 55:16
16. As for me, I shall call upon God, And the Lord will save me.
17. Evening and morning and at noon, I will complain and murmur, And He will hear my voice.
18. He will redeem my soul in peace from the battle {which is} against me, For they are many {who strive} with me.

Doesn't this describe some days? But mothers must see God's solution - at least three times a day in His presence to receive His peace. If a mother disciplines herself to spend 3 times each day in God's presence, eventually she will discover that she is in His presence 24 hours a day and she will be a changed person!

4.0 Basic Outline - Child age 2-3

Even though we do not expect 2 and 3 year old children to have the physical maturity (seeing and hearing) to be able to read, children of this age have learned to talk. This is the time to build on the speech skills which they already have and start the process of teaching correct speech and making the association between the spoken and printed word.

  1. PT listens and learns to pronounce correctly the 70 phonograms from a cassette tape of the oral recording of the 70 phonograms.
  2. PT makes a small wall chart of the 70 phonograms for parental reference.
  3. PT places wall chart over the baby's changing table.
  4. Be sure both parents know phonograms by sight and sound and can pronounce them correctly. For those who feel insecure, just place a tape recorder close to you in the kitchen and listen to it while you prepare meals. You will pick it up very quickly and effortlessly this way. Fathers can listen to it traveling to work.
  5. PT teaches the child to repeat consonants and vowels correctly in the words he is attempting to say. This is his own speaking vocabulary which he is learning by the example of those around him. He is observing everything and learning by observing and experiencing (seeing, hearing, touching, tasting, smelling etc.). This Biblical Method of Education is found in verses 6-7 of Deuteronomy 6 just quoted.
  6. As the Holy Spirit prompts PT, repeat sounds of various phonograms as child begins making those various sounds. For example "ah" "o" "oo" for the phonogram "O".
  7. When the child is ready, begin to teach the phonograms in the order WRTR places them. Do so by just repeating them with the child during meals, walking, riding in the car, etc. This Biblical Method of Education is found in Deuteronomy 6 :6-7 as quoted above.
  8. The child only needs to pronounce the single letter phonograms at this age. Be sure child can pronounce all the sounds that accompany each phonogram. The numbers in () indicate the number of sounds the letter can make. Consonants are b, c(2), d, f, g(2), h, j, k, l, m, n, p, qu, r, s(2), t, v, w, x, y(3), z; Vowels are a(3), e(2), i(2), o(3), u(3).
  9. Some children have a desire to color, print etc. at this age level. If your child is so inclined, always help him to hold the writing instrument properly. This will eliminate the forming of a bad habit. When printing is formally introduced as a "school" subject, a bad habit can be corrected, but it can be frustrating and very stressful. It is the Biblical Method of Education to always instruct correctly (teach TRUTH). This method gives the student the security from the beginning that the foundational skills he is learning will be consistent through his school career. See :hdref refid=prtrd. item :liref refid=prtrd2 page=no.
  10. Remove wall chart when parents are totally conversant and comfortable with all phonograms.

5.0 Child is age 3-4-5

A student of this age span may have a speaking vocabulary of a few thousand words. The letters he learns to print on paper symbolize, depict or represent the sounds he is already making. The student spells words by printing their sounds and then reading aloud his own printing to the PT. He uses his knowledge of phonics and his mind to spell and read. The PT who has taken the time to consistently and diligently teach the student to "hear" and "say" correctly, can now move into a more structured approach to teach spelling and reading. This is God's wisdom because the student has been "hearing" sounds and "saying" them for a few years. Some are now ready to allow their brain to train their eyes to incorporate a new skill: seeing letter symbols and differentiating or knowing which sounds accompany those letters. A student of this age has been seeing letters all around him, in his home, on billboards, books, etc. Please note that not all students have the physical maturity to read and/or print well by age 5 (see later section on determining printing readiness). The purpose of what the PT does at this age is to "organize" (TEACH) what the student is already seeing into a valuable learning skill. Some parents err by not teaching any language skills during the 3-5 age years and then they panic when the child is 5 or 6 and now needs foundational skills to start organized school subjects. There are four reasons for doing the instruction outlined below for ages 3-4-5.

  1. As part of the Biblical Method of Education .
  2. To develop the habit of teaching in the PTs and to start to develop teaching skills in the PT.
  3. To develop language skills in the student.
  4. To develop character in the student as attitudes are exposed and brought into conformance with Godly character.
While the following sections are a thorough presentation of what the PT can do with a student during the 3-4-5 years, please note the comments concerning the amount of time which can be used productively (15 minutes a day is very good for a 4-5 year old). It is more important to establish the Biblical habit taught in Deuteronomy 6 :6-7 (oral instruction as part of life) than it is to spend a certain number of hours in formal instruction.

5.1 "Organizing" or Teaching Sight Recognition

  1. The parent/tutor (PT) now needs to be confident of the spelling rules that accurately apply to 80% of the words in the English language (For those who feel insecure, purchase the Rigg's Institute cassette tape and phonogram cards mentioned in FHC Phonics Review.
  2. Reread WRTR two more times.
  3. The PT teaches the student to recognize the sounds he has been pronouncing correctly with the letter symbol. Each phonogram card has one printed phonogram [letter symbol(s)] that represents the sound(s).
  4. The PT must not use wall charts at this stage; too many symbols at one time will cause confusion. This confusion may already be occurring because the student's brain is already trying to "organize" the printed symbols (words) he is noticing everywhere in the world around him.
  5. PT teaches phonograms in the sequence shown in WRTR. Those with Rigg's cards will have to check the Spalding sequence carefully to put them in the correct sequence. The Spalding sequence follows a logical, progressive learning pattern. This is easier to learn. RI removes the Spalding "gh" and adds "tch". Section "L" of WRTR explains why "tch" causes confusion. "Augh" has 2 sounds and can be taught as follows, "4 letter "augh" that can say, "a" [as in laughter] or "aw" [as in daughter], or just teach them as exceptions as WRTR directs when they occur in the Ayres word list.

5.2 Review Simple Outline of Spalding Method

  1. Student hears the sounds externally (PT's voice or that on the tape).
  2. Student sees the letter or combination of letters on the flash card that correspond to the sound he is hearing.
  3. Student repeats the sound he hears that corresponds to the letter or letters he is seeing on the flash card.

5.3 Student Learns Consonants and Vowels

In this step, the student learns the 26 phonograms of the alphabet.

  1. PT teaches consonants first; then vowels.
  2. PT pronounces sound(s) of one phonogram and reads rules necessary to differentiate correct pronunciation. For example, how to form a b and and d with the mouth. A "d" is a clock letter which is formed with the mouth open like the circle of a clock. The "b" is a line letter which is formed with the lips in a straight line.
  3. PT and student pronounce sound(s) of one phonogram together. If using the Riggs cards, be sure to use your hand to cover over the hand printed symbol so that the student only sees the typographical shape of the letter.
  4. PT displays the phonogram card (letter symbol) that represents the sound(s) that is being heard.
  5. PT is diligent to be sure the student is pronouncing sound(s) correctly.
  6. Some students will be ready to learn printing and spelling at this stage. Only the PT can decide when the student is ready to do this. Do not push! A student is ready when the pencil can be held correctly and a circle "O" can be formed correctly.
  7. PT must not go to the next phonogram card until the student can recognize the phonogram and pronounce the correct corresponding sound(s).
  8. When 4 cards have been learned in order, add the next phonogram (letter symbol)
  9. PT always reviews all learned phonograms and then teaches the new one. If review reveals an unlearned or "uncaught" phonogram, do not teach new phonogram. PT must review until all are learned before proceeding to new ones. The Spalding order is logical and is easier if student masters each phonogram before going onto a new one.
  10. PT follows this procedure with each phonogram until student can recognize and pronounce corresponding sounds for all the letter symbols of the consonants and vowels - the 26 letters of the alphabet.
  11. PT must not be concerned if "b" and "d" are sometimes confused. Just have the student repeat the way the mouth, tongue, lips are used to pronounce each one, and he will begin to differentiate between the two. When printing is introduced, the child will reinforce this same spoken rule and reinforce the difference by knowing where to place his pencil to begin forming the letter. A "d" is a clock letter and must go around the clock first just as the mouth forms a circle to pronounce the d; a "b" is a line letter and must make a line first just as the mouth forms a line to pronounce a b.

5.3.1 Points to Remember

  1. If the student wants to learn more than one phonogram a day, proceed at his desire, but never do more than four a day. Do not teach new ones if previous ones haven't been learned.
  2. A 3-4 year old should not spend more than 15 minutes in one session. The PT should have a short exercise or play break if the student wants to continue.
  3. Teach the sounds in the order of the phonogram cards until all 26 letters and their sounds are learned.
  4. In the beginning the PT repeats the phonogram with the student when the student repeats it to keep the student from being self-conscious if he doesn't know what to say. Eventually the student will ask the PT not to repeat it because he is totally confident that he knows it without any help. The student may correct PT if PT pronounces one wrong!! Be humble and admit that the student is right and you are both learning! James 4 :6 says,

    James 4:6
    6. But He gives a greater grace. Therefore {it} says, "God is opposed to the proud, but gives grace to the humble."

  5. PT must not go on to new phonograms if the last ones have not been fully mastered. Each session must review the previous lesson to be sure each is being fully mastered. Do not hurry! One 15 minute session per day is sufficient to teach the first 26 phonograms. Let the student set the pace of learning at this stage.
  6. PT must not teach the phonograms out of sequence until all can be pronounced correctly in sequential order. Each phonogram builds upon the last one learned, and the beginner is not able to recite the phonograms totally from "thinking" just yet.
  7. PT must not attempt to teach the printing of the single letter phonograms until all 26 are mastered orally. Mastery means the child can correctly pronounce all the single letter phonograms by sight and can do them out of sequence. Deuteronomy stresses the Biblical Method of Education of learning to listen and having things written on the heart before printing. Introduction to learning to listen at an earlier age is a logical, easy way to get a student ready to learn to print with success. He has something in his mind and in his heart that he can now learn to print. Learning to listen and learning to print simultaneously is hard and confusing for some students.

5.4 Student Learns Single Letter Phonograms out of Sequence

  1. Once the student recognizes all the printed symbols and their sounds in order, let him recognize and pronounce the sound when the phonograms cards are out of order. This demonstrates mastery.
  2. If the student can hold a pencil properly and is able to form a circle correctly, he may be ready to learn how to print.

5.5 Pre-printing (tracing) phonograms for 3 year olds

  1. Even though a 3 year old is usually not ready to learn to print, he may be ready and willing to trace the phonograms. This will help him learn to differentiate b,d,p,n and u.
  2. First the PT needs to teach the student to hold a pencil correctly found in section 6.3 "Printing Readiness" following steps 1-5.
  3. Then teach the student to invert the pencil so the rubber eraser, not the pencil lead, touches the phonogram card.
  4. Turn to section 6.4 and follow the directions for learning to print clock letters and section 6.5 for directions for learning to print line letters .
  5. The 3 year old is just tracing the letters, but he must learn how to do this by forming them as correctly and as diligently as he would if he were older and learning to print on the paper.
  6. Do not follow the directions for using paper, vertical and horizontal spacing

5.6 Pre-printing (tracing) numbers for 3 year olds

Many 3 year olds can count from 1-10. If so, the following steps may be used to trace numbers. The PT will need to use the numbers on p. 80-81 of WRTR or use flash cards or numbers from an old calendar. Just be sure they are large and similar to the Spalding numbers found on p. 80-81.

  1. Using the pencil/eraser method for tracing the phonograms, now follow the directions for teaching a student to print numbers (7.1).
  2. Teach the student to start each number in the correct place corresponding to the clock.

6.0 Adding Printing
(Still age 3-4-5)

6.1 Getting Ready to Teach Printing

  1. It is time to order paper which is marked correctly (dotted half space) for beginning printers. See the summary called, SPALDING METHOD OVERVIEW for complete price list. Some local distributors may have the paper. Ask for 4/8 inch spaced lines with a dotted half space. This paper doesn't have holes punched in it.
  2. PT may wish to follow the structured sewn notebook of the Spalding method. If so, order notebooks from Spalding Education Foundation for $2.50 including postage. Purple and white spelling book (grades K-2). Older students (Grade 3 and above) order black and white spelling notebooks for $3.00 including postage.
  3. PT may prefer a less expensive alternative. Office Max sells "Wireless Neatbooks" from the Mead Corporation in a package of 6 for $5.92 plus tax; or the "Dennison Composition Book" for $1.97. Both have more and larger pages than those mentioned above. However, neither have dotted half spaces. This is an excellent alternative for grade 3 and above when the formal instruction of the Spelling Rules Notebook must be dictated and correctly printed into a "reference" notebook.
  4. PT may wish to purchase
    1. A thee-ring binder to keep the student's work orderly.
    2. A single hole punch or three-hole punch so papers can be kept in a three-ring binder.
    3. whole reinforcers just in case an important page gets ripped accidentally.
This binder and its pages may become the student's Spelling Rules Notebook and should be of such durability that it can last throughout his whole lifetime, especially through high school. Grade 3 (not age 3!) is the time to diligently teach rules for note keeping in all subjects. We use an outline for notebooks from A Guide to American Christian Education for the Home and School (Principle Approach red book) by James B. Rose. The outline is on pages 142-143.

6.2 Review of Spalding Method for Teaching Student to Print

  1. The student hears the sound externally (voice of PT or cassette tape).
  2. The student repeats the sound he hears.
  3. The student sees the printed phonogram on the flash card. This is the symbol or letter he has been seeing when he learned to pronounce sounds correctly so it is not a "new" thing for him. The only "new" skill he is learning now is how to make the sound he hears appear on the paper in front of him with the pencil he is holding in his hand by printing the letter symbol. There are a few discrepancies between the self-printed letter symbol and that made by a printer, but the student accepts this information easily. Those who use the RI's cards have both the printer's phonograms and the self-made phonograms on the front of the flash card.
  4. The PT dictates specific directions for forming the phonograms while demonstrating it to the student on a piece of paper or chalk board.
  5. The student prints the phonogram he hears on his paper while pronouncing it.
  6. The student sees (reads) the self-printed phonogram on his paper and compares it to the phonogram he sees on the flash card,
  7. The student reads what he has printed on his paper.

6.3 Printing Readiness
Please note that children mature at different rates. One child may be ready to print well at age 3 and another at age 7 just as one child learns to walk at 6 months and another learns to walk at 18 months. Just as the child who walks at a later age is not an inferior walker, a child who is ready to print at a later age is not "dumb" or inferior in any way. God makes each child differently for His purposes! With that in mind, use the following test to determine printing readiness.

  1. The PT must determine if student is right-handed or left-handed. (Most parents have already observed which hand the student prefers when eating, doing home chores, playing with toys, etc.)
  2. The PT must determine if student can hold his pencil correctly. The following is taken from How to Tutor by Samuel L. Blumenfeld pp.143-144.

    The first thing we do is introduce him to a comfortable and correct way of sitting and holding the writing instrument. The instrument is held about an inch above the writing tip by three fingers: the first joint of the middle finger supporting the instrument from the bottom, the thumb holding it from the left, the index finger holding it from the top right. If you turn your hand and look directly at the pencil point, you will notice that it emerges from a triangular opening made by the three fingers. The pencil is supported in this triangular opening by the three fingers, which apply the necessary subtle pressure to move the pencil point in the direction the writer wants it to go. The upper part of the pencil rests in the arc made by the thumb and index finger. The fourth and fifth fingers, somewhat curled, support the writing fingers with the rest of the hand, which rests on the desk, and contribute to the hand's movement and position. This instrument-holding position is both comfortable and natural. It does not require a tight grip.

    WRTR has photographs to show proper positions for left-handed and right-handed students.

  3. The PT and student sit at a large table side by side. The student should sit at the right of the PT if the PT is right-handed. The student should sit at the left of the PT if the PT is left-handed. Depending upon the student's hand preference, the paper should be appropriately slanted for ease of printing. Right-handed printers slant their paper left to right (\). Left-handed printers slant their paper right to left (/).
  4. The PT must check to see that the student's feet are flat on the floor or resting on phone books for support. His hips should sit against the back of his chair with his back straight and his head erect. Teach him that his spinal column was designed by God to hold up his head. When each vertebrae is straightly sitting on top of the one beneath it, the head is comfortably supported. The student's hands are to be used for printing not for holding up his head. Be sure his forearms lie comfortably on the edge of the table with his elbows just off the edge.
  5. The student uses one hand to hold the paper in the proper position while he prints with the other hand.
  6. If the student is young, insecure, immature, or prone to rebillion, the PT may let the student sit on the PT's lap so the PT can easily place a guiding hand on the student's hand to avoid unnecessary frustration (Col 3 :21). This may be necessary for the student to feel the motion and direction of printing the phonograms.
  7. The PT draws a large circle (a model of an analogue clock) on plain white paper and neatly prints the numbers of the clock inside the circle. Then the PT prints the numbers 2,4,8,10, in their appropriate positions outside the circle. Be sure the student understands clearly where the 2,4,8,10 are located.
  8. The PT shows the student how to draw a small circle on the dotted printing paper starting at the same place where he sees a 2 on the analogue clock. PT says, "Place your pencil at 2 on the clock below the dotted line, go up to 12 touching the dotted line, go down around to 11, and then down to 9, and then down to six touching the base line, and then go up the circle of the clock, go past 5, go past 4, then go past 3, and stop at 2 to close the circle. We move our pencil just far enough from the red margin line to leave room to make our circle." Be sure the student understands the meaning of the words "below," "go up," "under," "go down, "circle," "stop," "close, and "red margin line." Be sure student understands where the dotted line, the base line and the top line can be located. (The directions for printing this sound can be found in WRTR on the page which describes how to form clock letters, specifically an "o", or on the back of the phonogram card for "o" published by RI.) While the PT shows the student the correct way to form the letter "o" on the tutor's paper, repeat the following sentence, "This is how the sound of "ah" "o" "oo" is printed. Now you try to print an "ah" "o" "oo".
  9. The PT says, "Place your pencil just far enough from the red margin line to leave room to make your circle. Place your pencil at 2 on the clock below the dotted line, go up to 12 and touch the dotted line, go down around to 11, and then down to 9, and then down to six touching the base line, and then go up the circle of the clock, go past 5, go past 4, then go past 3, and stop at 2 to close the circle."
  10. The PT then shows the student how to skip a line on the tutor's paper.
  11. The PT then directs the student to skip a line on his paper. Be sure the student understands what is meant by skipping a line.
  12. The PT then shows the student how to place his pencil right next to the red margin line but not on top of it and says,"This is the place where we will begin to write most of our phonograms." This is done on the tutor's paper.
  13. The PT then directs the student to place his pencil right next to the red margin line but not on top of it and says,"This is the place where we will begin to write the phonograms." The student must be able to find the red margin line on his own paper.
  14. The PT then shows the student on the tutor's paper how to "draw a straight vertical line by touching the bottom of the dotted line and moving straight down to stop and rest on the base line." This looks like an un-dotted "i". (Directions for this stroke can be found in WRTR under line letters, specifically "i" or on the back of the RI's phonogram card for "i".)
  15. The student must be able to follow the directions to "draw a straight vertical line by touching the bottom of the dotted line and moving straight down to stop and rest on the base line," on his own paper.
  16. The PT then shows the student on the tutor's paper how to draw a straight line by moving down from under the top of the base line but not touching it to rest and stop on the bottom of the next base line. This is an "l". (Directions for forming this stroke can be found in WRTR under line letters, specifically "l" or on RI's phonogram cards for "l".
  17. The PT directs the student to skip a line and place his pencil next to the base line but not on top of it. PT asks the student, " Why?" The student should answer, "This is the place where we will begin to write our phonograms."
  18. PT says, "Skip a line on your paper. Find the red margin line and draw a straight line moving down from under the top of one base line but not touching it to stop and rest on the bottom of the next base line."
  19. The PT then shows the student on the tutor's paper how to draw the straight line of a "p" by touching the dotted line and moving down through the base line stopping to rest just before the top of the next dotted line.
  20. PT says, "Skip a line on your paper. Find the red margin line and draw a straight line by touching the dotted line and moving down through the base line to stop and rest just before the top of the next dotted line." (Directions for forming this stroke can be found in WRTR under line letters, specifically "p" or on the back of the Rigg's phonogram card for "p".
  21. PT then shows the student on the tutor's paper how to draw a slanted line by touching the dotted line and moving down diagonally in the direction we print to stop and rest on the bottom of the base line. This is a backwards slash \.
  22. PT says, "Skip a line on your paper. Find the red margin line and draw a slanted line by touching the dotted line and moving down diagonally in the direction we print. Stop and rest on the bottom of the base line."
  23. PT then shows the student on the tutor's paper how to draw a horizontal short, straight line starting just above the dotted line and moving in the direction we print and stop and rest. This stroke looks like this -.
  24. PT says, "Skip a line on your paper. Find the red margin line and draw a horizontal short, straight line starting just above the dotted line and moving across in the direction we print and stop and rest."
  25. PT then shows the student on the tutor's paper how to draw a slanted line touching the bottom of the base line and moving up diagonally in the direction we print and stop and rest just as it touches the above dotted line. This stroke looks like this /.
  26. PT says, "Skip a line on your paper. Find the red margin line and draw a slanted line starting at the bottom of the base line and moving up diagonally in the direction we print. Stop and rest just as it touches the above dotted line."
  27. The student must be able to follow these verbal directions and perform these strokes before actual printing of the phonograms can begin.
  28. PT repeats the directions of each of these seven strokes once more and allows the student to make these strokes on the student's paper without seeing the PT make them. The PT corrects errors of the student's strokes by drawing them on the tutor's paper and repeating all the specific directions and then allows the student to correct his mistakes by erasing his errors, and starting the stroke again as the PT dictates the appropriate directions for making the stroke. Some students get less frustrated if the PT offers to erase the mistake. Some students appreciate the help. Others get angry and upset if the PT offers to erase. The PT must discern what is most beneficial for the student. Erasing is a Biblical Method of Education that shows what God does with our "repentant mistakes or sins." An American Christian invented the six-sided lead pencil with an attached eraser.
  29. Some students like to use a red lead pencil to mark their errors. Let them mark them or erase them but the student must always make the complete stroke correctly. PT must not let the student fix just the part that is not formed correctly.
  30. PT then shows the student how to print the same strokes horizontally on the line.
  31. PT shows the student on the tutor's paper where the "ah" "o" "oo" should sit next to the red line by repeating the specific directions for printing "ah" "o" "oo" and doing so on the tutor's paper. Horizontal spacing is a very important foundation skill for printing and for the transition to reading words in a book.
  32. PT then says, "Place your pencil just far enough from the red margin line to leave room to make the circle. Place your pencil at 2 on the clock below the dotted line, go up to 12 and touch the dotted line, go down around to 11, and then down to 9, and then down to six touching the base line, and then go up the circle of the clock, go past 5, go past 4, then go past 3, and stop at 2 to close the circle."
  33. PT then shows the student on the tutor's paper where to place the un-dotted "i" on the line by repeating the specific directions for printing this stroke.
  34. PT says, "Place your pencil far enough from the un-dotted "i" so that the next stroke won't touch it, but not as much space as you needed to make the "ah" "o" "oo". Let your pencil touch the dotted line and move straight down toward the base line to stop and rest on the base line. Now you try." (un-dotted i).
  35. PT says, "Place your pencil far enough from the un-dotted "i" so that the next stroke won't touch it, but not as much space as you needed to make the "ah" "o" "oo". Let your pencil touch the dotted line and move straight down toward the base line to stop and rest on the base line. (un-dotted i).
  36. PT then shows the student on the tutor's paper where to place the "l" on the line next to the un-dotted "i" by saying, "Place your pencil far enough from the last stroke so that the new stroke won't touch it, but not as much space as you need to make an "ah" "o" "oo". Place your pencil just underneath the top base line but do not touch it. Move your pencil down through the dotted line to stop and rest on the next base line." (l).
  37. PT says, "Place your pencil far enough from the last stroke so that the new stroke won't touch it, but not as much space as you need to make an "ah" "o" "oo". Place your pencil just underneath the top base line but do not touch it. Move your pencil down through the dotted line to stop and rest on the next base line." (l).
  38. PT then shows the student on the tutor's paper where to place the straight line of a "p" next to the "l" by saying, "Place your pencil far enough from the last stroke so that the new stroke won't touch it, but not as much space as you need to make an "ah" "o" "oo". Let your pencil touch the dotted line and move straight down through the base line and stop and rest just above the next dotted line."
  39. PT then says, "Place your pencil far enough from the last stroke so that the new stroke won't touch it, but not as much space as you need to make an "ah" "o" "oo". Let your pencil touch the dotted line and move straight down through the base line and stop and rest just above the next dotted line." (straight line of a p).
  40. PT then shows the student on the tutor's paper where to place the slant diagonal line \ next to the straight line of the "p" by saying, "Place your pencil far enough from the last stroke so that the new stroke won't touch it, but not as much space as you need to make an "ah" "o" "oo". Let your pencil touch the dotted line and move down diagonally in the direction in which we print and read to stop and rest on the base line."
  41. PT then allows the student to form the stroke on his paper by saying, "Place your pencil far enough from the last stroke so that the new stroke won't touch it, but not as much space as you need to make an "ah" "o" "oo". Let your pencil touch the dotted line and move down diagonally in the direction in which we print and read to stop and rest on the base line." (\).
  42. PT then shows the student on the tutor's paper how to draw the - stroke by saying, "Place your pencil far enough from the last stroke so that the new stroke won't touch it, but not as much space as you need to make an "ah" "o" "oo". Place your pencil just above the dotted line and moving in the direction we print and read, stop. Now you try on your paper."
  43. PT says, "Place your pencil far enough from the last stroke so that the new stroke won't touch it, but not as much space as you need to make an "ah" "o" "oo". Place your pencil just above the dotted line and moving in the direction we print and read, stop." (-).
  44. PT then shows the student on the tutor's paper where to place the slant diagonal line / next to the - stroke by saying, "Place your pencil far enough from the last stroke so that the new stroke won't touch it, but not as much space as you need to make an "ah" "o" "oo". Let your pencil touch the bottom base line and move up diagonally in the direction in which we print and read, stop and rest on the dotted line."
  45. PT then allows the student to form the stroke by saying, "Place your pencil far enough from the last stroke so that the new stroke won't touch it, but not as much space as you need to make an "ah" "o" "oo". Let your pencil touch the bottom base line and move up diagonally in the direction in which we print and read, stop and rest on the dotted line." (/).
  46. If the student can easily follow the directions of the PT and do as directed, he is ready to learn to print his phonograms according to the following order: a,c,d,f,g,o,s, qu.

6.3.1 Points to Remember

A beginning printer may get writer's cramp. The PT must be very sensitive but not pampering. A new muscular skill may get tense and cramp if too much is done too quickly.

6.4 Child Learns to Print 8 Clock Letters

6.4.1 Child Learns to Print the 8 Clock Letters Vertically.

  1. PT uses WRTR or RI's phonogram cards to teach the clock letters. Clock letter means the student uses the circle motion of the clock to begin to form the letter symbol (a,c,d,f,g,o,s,qu).
  2. PT reads how to form the letter and any spelling rule that accompanies that letter, a, c, g, o, qu. ie. /c/ before e, i or y says 's'.
  3. PT teaches the letter symbols vertically to teach the student how to form them correctly when hearing and seeing them.
  4. PT teaches the child to fold his paper in half and in thirds to conserve paper when he needs practice hearing, seeing and printing the single letter phonograms. The paper is folded vertically when a second column is needed. The fold gives the child a side margin as a guide to know where to begin forming the phonogram when the red margin line can not be seen.
  5. PT teaches the student to place each letter under the last one that was printed. This teaches the student how to print vertically and keep a straight line or column. This is a very valuable foundational skill and a good habit can be formed now.

6.4.2 Reasons for Teaching Vertical Spacing (VS)

  1. VS allows the student's eye to see each phonogram separately and give him space to think about the letter symbol; it gives his mind the space needed to match and print the correct form to the sound he is hearing by itself on one line.
  2. VS gives the student the skill and practice he will later need for printing his spelling words.
  3. VS gives the student the practice he will later need for folding his paper in his Spelling Notebook.
  4. VS gives the student the skill and practice in spacing that he will eventually need to do to have legible, neat math papers, and for all other printed work.

6.4.3 Child Learns to Print the 8 Clock Letters Horizontally

  1. PT uses WRTR or RI's cards to explain the necessity to move the pencil away from the last formed letter to allow the space to make the face of the clock.
  2. PT also reads how to form the phonogram and any spelling rule that accompanies that phonogram. For example, 'q' is always followed by 'u', but the 'u' is not a vowel here.

6.4.4 Reason for Teaching Horizontal Spacing (HS)

  1. HS allows the student's eyes to estimate the correct spacing needed to print letter symbols together and apart to form words in a sentence.
  2. HS teaches the student's mind to decide and then coordinate his hand to the correct place on the paper to form the phonogram for neatness and legibility
  3. HS lets the student's eye practice seeing phonograms sitting closer together on a line. This is a progressive step to reading lines of print in a book.

6.4.5 Points to Remember (Procedures)

  1. PT must be sure the child can form these phonograms by hearing the sound, seeing the phonogram and printing the letter symbols he hears.
  2. Once the sequential order has been mastered by the student, the PT can dictate the phonograms out of order.
  3. If the student can print the 8 clock letters by dictation only and doesn't need to see the phonogram cards, he is ready to orally learn the spelling rules that accompany the phonograms.
  4. PT dictates the phonograms in initial sequential order and reads the rule while the student prints the letter symbol of the phonogram and repeats the spelling rule that he is hearing.
  5. Spelling rules are found in WRTR and on the back of RI's phonogram cards. You need to keep copy of the short form of spelling rules found in RI or Sanseri. Keep a copy with you as you teach the phonograms and when you teach the Ayres List of spelling words. Be very patient!!! A lot of learning is going on at this time. Do not push the student. Allow him to progress at his own pace.
  6. PT must not go on to a new phonogram until the previous one has been successfully recognized by sound, pronounced correctly, formed correctly on the paper, and can be repeated with the correct spelling rules.
  7. Once the student has mastered forming these in sequence, the PT can then dictate them to the student out of order to check his mastery before proceeding to the line letters.
  8. Some students like to learn the clock numbers at this point. The PT needs to be very flexible and flow with the student's motivation if the desire is present. See :hdref refid=printnum. .

6.4.6 Points to Remember (Attitudes)

  1. PT must monitor pronunciation of phonograms and their formation very carefully, consistently and accurately. This is the Biblical Method of Teaching diligence, perseverance and TRUTH.
  2. Rebellion will be exposed at this point, and the teacher must depend upon the Lord's wisdom to distinguish rebellion from frustration. Frustration occurs when the student doesn't remember how to form the letter. Frustration can be lessened by asking, "Do you remember where to start a 'b'?" A yes or no will help the teacher to discern what is really going on within the student. When the PT insists upon the student meeting the "standard" for making the phonogram, the foundation is being laid for the Biblical principle of absolute truth . God's standard never changes.
  3. Open rebellion is easy to discern: refusal to form the letter or make an attempt; posture deteriorates (student lies down, holds pencil incorrectly, etc.); says he can't do it. The student will do this many times to test the PT to see if the PT will always correct him properly. If the PT's voice isn't obeyed, stricter discipline may be necessary to assure the student that the love of the PT will never fail to administer loving discipline. The PT sets an example of diligence and perseverance for the student.
  4. Internal rebellion is not so easy to discern. The student will purposely make the letter incorrectly to test the PT to see if he will be made to do the letter again. The PT must never allow the student to form a phonogram incorrectly. The PT must be very diligent in this matter as this will teach the student diligence by the PT's positive example. The PT must be very firm and consistent and must insist on the correct formation of the letter every time. It doesn't matter how many times the letter has to be erased and made again. The goal is to have the letter made correctly. This exercise teaches the student perseverance .
The following is taken from Building Christian English grade 5 by Rod and Staff publishers, p.29-30.

Perseverance has three great obstacles. They are lack of purpose, lack of diligence and allowing for exceptions. If we lack a purpose for doing our work we will also lack enthusiasm and will likely give up before it is finished. We may have a good reason for doing our work, but if we are not diligent in our purpose we will become discouraged and weary and give up. Never allow for unnecessary exceptions such as `I am in too great a hurry today,' or `I am too tired today. Tomorrow I will have more time or not be so tired.' Some circumstances may cause necessary exceptions, but they are very rare!

Learn to overcome every obstacle to perseverance. First overcome the lack of having a good purpose. Working for earthly rewards or fun is not a good purpose. Do not work for these reasons. If you do, you will give up when you do not find pleasure or receive a reward. Working only because it is right is a good purpose. Stick to the lessons until they are finished correctly, with all the ability God has given you.

A lack of perseverance causes sorrow, while perseverance results in unspeakable joy.

6.5 Student Learns the 18 Line Letters

  1. The 18 line letters are b,e,h,i,j,k,l,m,n,p,r,t,u,v,w,x,y,z. Use WRTR or RI's phonogram cards to teach the line letters. Line letters means the letter symbols which must be formed by making a line first.
  2. PT reads how to form the phonogram and any spelling rule that accompanies that phonogram. For example, e, i, u, y have rules that must be read.
  3. PT must remember to teach the line letters vertically first. PT follows the same procedure for folding the paper, placement of each letter symbol under the one above to form neat straight column as was used with the clock letters.
  4. When the student masters the line letters vertically and with proper alignment, the PT can dictate the line letter horizontally and teach proper placement on the line. Use WRTR to dictate correct spacing on the line.
  5. If the student mastered the clock numbers, teach line numbers now. See :hdref refid=printnum. .

6.6 Student Learns Phonograms in Sequence of the Alphabet

  1. The PT teaches alphabet phonograms in alphabetical sequence but does not teach the names of the alphabet yet. PT teaches vertically first, then horizontally to teach correct spacing on the line.
  2. The student must have mastery here before going on; phonograms of the alphabet will be out of initial learning sequence. This is a good check of student's mastery of the phonograms by sight and sound rather than his dependence upon the sequence in which he originally learned them.

6.7 Student Learns to Print Upper Case Phonograms

  1. The PT now dictates directions for forming upper case single phonograms. Use WRTR. There are no cards for the upper case single letter phonograms.
  2. The PT must read the spelling rules for all the uppercase letters as the student forms the phonograms. Ask question first. Some students will remember more than PT.
  3. The PT dictates 5 clock letters (p. 78 in WRTR) - C,G,O,Qu,S - vertically to teach the student the correct formation of the letter symbols. Be sure student repeats the spelling rule for the Q and has a lower case u beside it.
  4. The PT dictates 5 clock letters horizontally to teach correct spacing on the line.
  5. The PT dictates the line letters (p. 79 in WRTR) - A,B,D,E,F,H,I,J,K,L,M,N,P,R,T,U,V,W,X,Y,Z - vertically to teach the student the correct formation of the letter symbols. When the student can correctly print the upper case letter symbols out of sequence, he is ready to learn the upper case symbol letters in alphabetical order.
  6. PT dictates the upper case phonograms in alphabetical order vertically until the student can do it himself from memory.
  7. PT dictates the upper case phonograms in alphabetical order horizontally until the student can do it himself from memory.
  8. PT dictates phonograms that spell God. Be sure the student understands why he is to use a capital "G". God is found in section N of the Ayres list. PT must read spelling rule 26 (p. 121 in WRTR).
  9. PT dictates capital phonogram of student's first name.
  10. PT dictates capital phonogram of student's middle name.
  11. PT teaches capital phonogram of student's last name.
  12. PT teaches student the phonograms that spell his whole name. Student begins to print his name on the upper left hand corner of his paper Some students may want to write their whole name. Some may not. The PT must decide what is best, but at least the printing of the first name on the paper should become a daily habit. The first letter is uppercase; all others are lower case. Teach truth .
  13. PT reviews upper and lower case phonograms in alphabetical order until the student can print all the letter symbols of both upper and lower case side by side from memory. PT must be careful to monitor correct formation and correct spacing.
  14. PT must read the spelling rules even though the student may not be able to repeat them yet. Remember that the Biblical Method of Education is learning to listen first .

7.0 Introducing Arithmetic

(still age 3-4-5)

Numbers occur naturally when using the Spalding method in two ways.

This section describes how to take advantage of this natural occurrence and usage of numbers to teach simple arithmetic.

7.1 Student Learns to Print Numbers

  1. PT now dictates directions for forming number symbols. PT uses the directions in WRTR for all dictation of number symbols. There are no number cards.
  2. PT dictates numbers starting at 2 on the clock - 8,9,0 vertically. When the student can form these number symbols correctly by pronouncing the name as he forms the symbol, he is ready to learn the line number symbols (p. 80 in WRTR).
  3. PT dictates the formation of the line number symbols - 1,4,5,6,7 vertically. When the student can form these line number symbols correctly by pronouncing the name correctly as he forms the symbol, he is ready to learn horizontal spacing of the number symbols starting at 2 on the clock (p. 80 in WRTR).
  4. PT dictates the number symbols starting at 2 on the clock - 8,9,0 horizontally. PT must monitor carefully the correct spacing of the numbers. This skill will be very valuable when formal arithmetic lessons begin. When the student has mastered this skill by pronouncing the name as he forms the number symbol, he is ready to learn horizontal spacing of the line number symbols.
  5. PT dictates the formation of the line number symbols - 1,4,5,6,7 horizontally. When the student has mastered this skill by placing the number symbols next to each other with proper spacing, he is ready to learn the number symbols starting at 10 on the clock.
  6. PT dictates the formation of the number symbols starting at 10 on the clock - 2,3 vertically. When the student can form these number symbols starting at 10 on the clock correctly by pronouncing the name as he forms the number symbol, he is ready to learn the horizontal spacing of the numbers starting at 10 on the clock (p. 81 in WRTR).
  7. PT dictates the formation of the number symbols starting at 10 on the clock - 2,3, horizontally.
  8. Once the student has learned the correct formation of all the number symbols correctly by pronouncing the name as he forms the number, he is ready to learn the number symbols in proper counting sequence.
  9. PT dictates the correct formation of all the number symbols in proper counting sequence - 1,2,3,4,5,6,7,8,9,10 - vertically.
  10. PT must be sure the child pronounces each number symbol as it is formed. When the child has mastered this skill, he is ready to print the number symbols horizontally.
  11. PT dictates the number symbols in counting sequence horizontally. PT must carefully monitor spacing to be sure the student leaves enough space to form the clock number symbols and doesn't leave too much space for the line number symbols. This is necessary to teach correct placement of numbers sitting next to each other i.e. when place value is taught.
  12. PT checks to see if the student can count 1-10 orally without printing the number symbols. If each step has been mastered before proceeding, the student should be able to do the oral counting with no problems. If there is a problem, PT dictates 1-5 and lets the student learn to count 1-5 first, then add 6, then add 7 up to 10.

    The following lessons incorporate math into the daily lessons. The Spalding Method is being used to teach the math sentences so the student is still learning listening skills which is the Biblical Method of Education . However, review of phonograms and the math lessons must be dictated daily. This is very important and each step must not be overlooked. If the PT follows the outlined procedure, the student will be introduced to his "second" school subject with very little stress.

    Also the PT must notice that the math equations (sentences) have an extra space when 6 is introduced.i.e. 6 = ..... . This is to lay the foundation of multiplication and working in sets. Some children may learn that 5x2=10 by just seeing the math equation (sentence) presented on the page. The PT may point this out, but it doesn't have to be "taught" or "caught" at this time. Always presenting the student with truth whenever it is possible, is a Biblical Method of Education . Truth doesn't have to be overly complicated. The simple truth will always bear fruit in due season.

7.2 Student Learns Math Equations (Sentences)

PT should take the time now to "organize" or teach counting. The student needs to understand what the number symbols represent. Remember the Biblical Method of Education stated by Jesus in Matthew 13 :19

Matthew 13:19
19. "When anyone hears the word of the kingdom, and does not understand it , the evil {one} comes and snatches away what has been sown in his heart. This is the one on whom seed was sown beside the road.

7.3 Lessons in Arithmetic

What follows is a set of lessons in arithmetic using methods just like those used in learning printing. Each lesson has one new principle and is followed by a Review. Each lesson should be taught and then reviewed using the review shown after the lesson. The student should master one lesson before moving onto the next lesson. Be patient and remember that if the student seems to hit a "roadblock" and cannot do a lesson, the student may not yet have the maturity to master that lesson. Just as you checked for "printing readiness" earlier, be prepared to slow down here and wait for the student to mature.

A lesson is not the same as a session. Some students will be able to complete a lesson in one session; some may take more sessions to complete one lesson. A lesson can be divided into a morning session and an afternoon session. Some lessons may take more time than one day to be mastered. The PT must know the student's maturity and frustration level to set the correct pace. Do not skip reviews. They are important for mastery. Review lessons get longer and longer. This helps the student adjust to longer learning sessions which is necessary for formal school subjects when they are older. Review lessons are "taught" to be sure the lesson was "caught" before a new lesson is introduced.

7.3.1 Lesson 1

PT dictates "number one equals one dot" and shows the student what that math equation (sentence) looks like. 1 = . Student repeats the math sentence and then prints this math sentence (equation) 10 times on his paper vertically. The student's equation should look like this 1 = .

7.3.1.1 Review - lesson 1

  1. PT then reviews all the letter phonograms that have been learned up to this point. Dictate phonograms in order they were initially learned - consonants first, then vowels.
  2. PT dictates, "number one equals one dot."

7.3.2 Lesson 2

  1. PT dictates "number two equals two dots" and shows the student what that math equation (sentence) looks like. 2 = .. Student repeats the math sentence and then prints this math sentence (equation) 10 times on his paper vertically. The student's equation should look like this 2 = ..

7.3.2.1 Review - lesson 2

  1. PT dictates phonograms in lower case alphabetical order.
  2. PT dictates, "number one equals one dot." "number two equals two dots."

7.3.3 Lesson 3

  1. PT dictates "number three equals three dots" and shows the student what that math equation (sentence) looks like. 3 = ... Student repeats the math sentence and then prints this math sentence (equation) 10 times on his paper vertically. The student's equation should look like this 3 = ...

7.3.3.1 Review - lesson 3

  1. PT dictates phonograms in upper case in alphabetical order.
  2. PT dictates, "number one equals one dot." "number two equals two dots." "number three equals three dots."

7.3.4 Lesson 4
PT dictates "number four equals four dots" and shows the student what that math equation (sentence) looks like. 4 = .... Student repeats the math sentence and then prints this math sentence (equation) 10 times on his paper vertically. The student's equation should look like this:

7.3.4.1 Review - lesson 4

  1. PT dictates phonograms in initial order they were learned - consonants first, then vowels.
  2. PT dictates, "number one equals one dot." "number two equals two dots." "number three equals three dots." "number four equals four dots."

7.3.5 Lesson 5

  1. PT dictates "number five equals five dots" and shows the student what that math equation (sentence) looks like. 5 = ..... Student repeats the math sentence and then prints this math sentence (equation) 10 times on his paper vertically. The student's equation should look like this:

7.3.5.1 Review - lesson 5

  1. PT dictates phonograms in lower case alphabetical order.
  2. PT dictates, "number one equals one dot." "number two equals two dots." "number three equals three dots." "number four equals four dots." "number five equals five dots."
  1. PT must repeat this procedure until the student can do this on paper vertically without any verbal dictation. When the student can print the five math equations listed above correctly and in order, then he is ready to have them dictated out of sequence.
  2. PT dictates the number equations out of order until the student can do them correctly every time he hears them dictated. No matter what order he hears them dictated, he must print correctly what he hears dictated. When the student can do this correctly, he is ready for the math equations (sentences) 6-10.

Use the above procedure of reviewing letter phonograms daily with new lessons and with number sentence review. PT needs to be sure the student still remembers how to count orally 1-10.

7.3.6 Lesson 6

  1. PT then dictates "number six equals six dots" and shows the student what that math equation (sentence) looks like. 6 = ..... . Student repeats the math sentence and then prints this math sentence (equation) 10 times on his paper vertically. The student's equation should look like this 6 = ..... . The PT must point out the reason for this extra space. i.e. to learn to count by 5's and to begin to recognize sets or a pattern to counting. Counting by 5's is essential for learning to tell time on an analog (face) clock.

7.3.6.1 Review - lesson 6

  1. PT dictates the letter phonograms in the order they were learned - consonants first, then vowels.
  2. PT dictates, "one equals one dot." "Two equals two dots." "Three equals three dots." "Four equals four dots." "Five equals five dots." "Six equals six dots."

7.3.7 Lesson 7
PT then dictates "number seven equals seven dots" and shows the student what that math equation (sentence) looks like. 7 = ..... .. Student repeats the math sentence and then prints this math sentence (equation) 10 times on his paper vertically. The student's equation should look like this 7 = ..... ..

7.3.7.1 Review - lesson 7

  1. PT dictates the lower case letter phonograms in alphabetical order.
  2. PT dictates,"one equals one dot." "Two equals two dots." "Three equals three dots." "Four equals four dots." "Five equals five dots." "Six equals six dots.""Seven equals seven dots."

7.3.8 Lesson 8

  1. PT then dictates "number eight equals eight dots" and shows the student what that math equation (sentence) looks like. 8 = ..... ... Student repeats the math sentence and then prints this math sentence (equation) 10 times on his paper vertically. The student's equation should look like this 8 = ..... ...

7.3.8.1 Review - lesson 8

  1. PT dictates the upper case letter phonograms in alphabetical order.
  2. PT dictates,"one equals one dot." "Two equals two dots." "Three equals three dots." "Four equals four dots." "Five equals five dots." "Six equals six dots." "Seven equals seven dots." "Eight equals eight dots."

7.3.9 Lesson 9

  1. PT then dictates "number nine equals nine dots" and shows the student what that math equation (sentence) looks like. 9 = ..... .... Student repeats the math sentence and then prints this math sentence (equation) 10 times on his paper vertically. The student's equation should look like this 9 = ..... ....

7.3.9.1 Review - lesson 9

  1. PT dictates the letter phonograms in the order they were learned - consonants first, then vowels.
  2. PT dictates,"one equals one dot." "Two equals two dots." "Three equals three dots." "Four equals four dots." "Five equals five dots." "Six equals six dots." "Seven equals seven dots." "Eight equals eight dots." "Nine equals nine dots."

7.3.10 Lesson 10

  1. PT then dictates "number ten equals ten dots and shows the student what that math equation (sentence) looks like. 10 = ..... ..... " Student repeats the math sentence and then prints this math sentence (equation) 10 times on his paper vertically. The student's equation should look like this 10 = ..... ..... Some students will understand that 10=5+5 is the same as saying 10=5x2 (2 sets of 5 dots). The PT can use the fingers on the students hand to show 10=5+5. The PT must not push, but it is fine to present the truth of these math facts. Some students will grasp it now; some will not.

7.3.10.1 Review - lesson 10

  1. PT dictates the upper case letter phonograms in alphabetical order.
  2. PT dictates,"one equals one dot." "Two equals two dots." "Three equals three dots." "Four equals four dots." "Five equals five dots." "Six equals six dots." "Seven equals seven dots." "Eight equals eight dots." "Nine equals nine dots." "Ten equals ten dots."

7.3.11 Points to Remember

  1. Only the PT can assess what the student has been "taught" and what the student has "caught". The PT must decide if more or less practice is needed for each new lesson and/or for each review lesson. There is no hurry. A tremendous amount of learning is happening, so the PT must be very patient.
  2. PT can use other visuals if needed to help the student understand the math concept he is able to print. Use fingers, beads, buttons, bottle caps, etc.
  3. PT must be consistent in dictation.
  4. PT must expect and receive correct formation of letters and numbers, spaced correctly on the paper.

7.3.12 The Student Learns Counting 1-26 (lesson 11)

Punctuation of list items can easily be introduced at this point and counting up to the number 26. PT dictates a number for each letter of the alphabet.

  1. The PT dictates, "Number one, print the phonogram a." and prints this for the student to see. 1. a The student repeats what he has heard and prints what he is pronouncing.
  2. The PT dictates, "Number two, print the phonogram b." and prints this for the student to see. 2. b The student repeats what he has heard and prints what he is pronouncing.
  3. The PT says, "Count 1,2." and points to the phonograms on the student paper. The student repeats what he has heard and also points to the phonograms he has printed on his paper.
  4. The PT dictates, "Number three, print the phonogram c." and prints this for the student to see. 3. c The student repeats what he has heard and prints what he is pronouncing.
  5. The PT says, "Count 1,2,3" and points to each phonogram on the student's paper. The student counts 1,2,3 and points to each phonogram printed on the paper.
  6. Ten will be the student's first two digit number. PT says, "Number ten, print the phonogram j." PT must help student correctly space the two digit numbers.

7.3.13 Student Understands the Concept of Addition (lesson 12)

  1. The PT says, "We are adding one phonogram at a time to the list."
  2. The PT follows this procedure of dictation, printing by example, pointing to each phonogram and allowing the student to do the same, until all 26 letters of the alphabet have been added one by one.
  3. The PT must decide how many numbers to add daily until all 26 are learned. Some students will want to add all 26 in one day! Others may not be able to learn one new number a day. The PT must know the student well and adjust the schedule accordingly.

7.3.14 Student Learns the Math Equations for 1-26 (lesson 13)

The PT can use the same procedure used for teaching the number sentences up to 26 if student is ready and willing.

  1. The PT follows the exact procedure used for number sentences 1-10.
  2. The PT says, "Eleven equals eleven dots" and prints 11 = ..... ..... .
  3. The Student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  4. Some students may be ready to learn place value here. The PT must know his own student.
  5. Some will see that 11 = 10 + 1.

7.3.14.1 Review - lesson 13

  1. The PT dictates all number sentences 1-11.
  2. The PT dictates upper case letters of the 26 phonograms as a review.

7.3.15 Lesson 14

  1. The PT says, "Twelve equals twelve dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 12 = 10 + 2.

7.3.15.1 Review - lesson 14

  1. The PT dictates all number sentences 1-12.
  2. The PT dictates lower case phonograms in the order they were first learned.

7.3.16 Lesson 15

  1. The PT dictates "Thirteen equals thirteen dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 13 = 10 + 3.

7.3.16.1 Review - lesson 15

  1. The PT dictates all number sentences 1-13.
  2. The PT dictates all upper case phonograms in the order they were first learned.

7.3.17 Lesson 16

  1. The PT dictates "Fourteen equals fourteen dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 14 = 10 + 4.

7.3.17.1 Review - lesson 16

  1. The PT dictates all number sentences 1-14
  2. The PT dictates all lower case phonograms in alphabetical order.

7.3.18 Lesson 17

  1. The PT dictates "Fifteen equals fifteen dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 15=10+5 or 15=5+5+5 or 15=5x3.

7.3.18.1 Review - lesson 17

  1. The PT dictates all number sentences 1-15.
  2. The PT dictates all upper case phonograms in alphabetical order.

At this point it is possible to teach some children to count by fives because they have been seeing the sets of five, printing them and reading sentence equations. Counting by fives is foundational for being able to tell time on an analogue clock.

7.3.19 Lesson 18

  1. The PT says, "We count by fives this way, 5, 10, 15, and points to the three groups of five on the student's paper for:

  2. The student repeats what he has heard and also points to the three groups of five.
  3. The student needs to count by ones to see how we arrive at 15.
  4. Fingers on the hand can also be used to count by fives.
  5. Some students will see that 15 = 5 + 5 + 5 or 15 = 5 x 3. The PT can point this out but do not push.
  6. Some students will see that 15 = 10 + 5.

7.3.19.1 Review - lesson 18

  1. The PT dictates all number sentences 1-15
  2. The PT dictates all lower case phonograms in alphabetical order.
  3. The student counts orally by fives to 15 while printing what he is saying on his paper.
  4. The student counts orally by ones to 15 while printing what he is saying on his paper.

7.3.20 Lesson 19

  1. The PT dictates "Sixteen equals sixteen dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 16 = 10 + 6 or 16 = 15 + 1.

7.3.20.1 Review - lesson 19

  1. The PT dictates all number sentences 1-16
  2. The PT dictates all upper case phonograms in the order they were first learned.
  3. The student counts orally by fives to 15 while printing what he is saying on his paper.
  4. The student counts orally by ones to 16 while printing what he is saying on his paper.

7.3.21 Lesson 20

  1. The PT dictates "Seventeen equals seventeen dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 17 = 10 + 7 or 17 = 15 + 2.

7.3.21.1 Review - lesson 20

  1. The PT dictates all number sentences 1-17.
  2. The PT dictates all upper case phonograms in the order they were first learned.
  3. The student counts orally by fives to 15 while printing what he is saying on his paper.
  4. The student counts orally by ones to 17 while printing what he is saying on his paper.

7.3.22 Lesson 21

  1. The PT dictates "Eighteen equals eighteen dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 18 = 10 + 8 or 18 = 15 + 3.

7.3.22.1 Review - lesson 21

  1. The PT dictates all number sentences 1-18.
  2. The PT dictates all lower case phonograms in the order they were first learned.
  3. The student counts orally by fives to 15 while printing what he is saying on his paper.
  4. The student counts orally by ones to 18 while printing what he is saying on his paper.

7.3.23 Lesson 22

  1. The PT dictates "Nineteen equals nineteen dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 19 = 10 + 9 or 19 = 15 + 4.

7.3.23.1 Review - lesson 22

  1. The PT dictates all number sentences 1-19.
  2. The PT dictates all upper case and lower case phonograms in the order they were first learned. PT says,"Print the upper case phonogram you hear me say; then print the lower case phonogram of the same sound next to the upper case phonogram.
  3. The student counts orally by fives to 15 while printing what he is saying on his paper.
  4. The student counts orally by ones to 19 while printing what he is saying on his paper.

7.3.24 Lesson 23

  1. The PT dictates "Twenty equals twenty dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 20 = 10 + 10 or that 20 = 15 + 5. Some may see that 20 = 5 x 4 or 20 = 5 + 5 + 5 + 5.

7.3.24.1 Review - lesson 23

  1. The PT dictates all number sentences 1-20.
  2. The PT dictates all upper case and lower case phonograms in the order they were first learned. PT says,"Print the upper case phonogram you hear me say; then print the lower case phonogram of the same sound next to the upper case phonogram.
  3. The student counts orally by fives to 20 while printing what he is saying on his paper.
  4. The student counts orally by ones to 20 while printing what he is saying on his paper.
  5. Some students may see the need for learning place value now.

7.3.25 Lesson 24

  1. The PT dictates "Twenty-one equals twenty-one dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 21 = 20 + 1 or 20 = 10 + 10 + 1.

7.3.25.1 Review - lesson 24

  1. The PT dictates all number sentences 1-21.
  2. The PT dictates all upper case and lower case phonograms in the order they were first learned. PT says,"Print the upper case phonogram you hear me say; then print the lower case phonogram of the same sound next to the upper case phonogram.
  3. The student counts orally by fives to 20 while printing what he is saying on his paper.
  4. The student counts orally by ones to 21 while printing what he is saying on his paper.

7.3.26 Lesson 25

  1. The PT dictates "Twenty-two equals twenty-two dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 22 = 20 + 2 or 20 = 10 + 10 + 2.

7.3.26.1 Review - lesson 25

  1. The PT dictates all number sentences 1-22.
  2. The PT dictates all upper case and lower case phonograms in alphabetical order. PT says,"Print the upper case phonogram you hear me say; then print the lower case phonogram of the same sound next to the upper case phonogram.
  3. The student counts orally by fives to 20 while printing what he is saying on his paper.
  4. The student counts orally by ones to 22 while printing what he is saying on his paper.

7.3.27 Lesson 26

  1. The PT dictates "Twenty-three equals twenty-three dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 23 = 20 + 3 or 20 = 10 + 10 + 3.

7.3.27.1 Review - lesson 26

  1. The PT dictates all number sentences 1-23.
  2. The PT dictates all upper case and lower case phonograms in alphabetical order. PT says,"Print the upper case phonogram you hear me say; then print the lower case phonogram of the same sound next to the upper case phonogram.
  3. The student counts orally by fives to 20 while printing what he is saying on his paper.
  4. The student counts orally by ones to 23 while printing what he is saying on his paper.

7.3.28 Lesson 27

  1. The PT dictates "Twenty-four equals twenty-four dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 24 = 10 + 4 or 20 = 10 + 10 + 4.

7.3.28.1 Review - lesson 27

  1. The PT dictates all number sentences 1-24.
  2. The PT dictates all upper case and lower case phonograms in alphabetical order. PT says,"Print the upper case phonogram you hear me say; then print the lower case phonogram of the same sound next to the upper case phonogram.
  3. The student counts orally by fives to 20 while printing what he is saying on his paper.
  4. The student counts orally by ones to 24 while printing what he is saying on his paper.

7.3.29 Lesson 28

  1. The PT dictates "Twenty-five equals twenty-five dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 25 = 20 + 5 or 25 = 5 + 5 + 5 + 5
    or 25 = 5 x 5.

7.3.29.1 Review - lesson 28

  1. The PT dictates all number sentences 1-25.
  2. The PT dictates all upper case and lower case phonograms in alphabetical order. PT says,"Print the upper case phonogram you hear me say; then print the lower case phonogram of the same sound next to the upper case phonogram.
  3. The student counts orally by fives to 25 while printing what he is saying on his paper.
  4. The student counts orally by ones to 25 while printing what he is saying on his paper.

7.3.30 Lesson 29

  1. The PT dictates "Twenty-six equals twenty-six dots" and prints:
  2. The student repeats what he has heard and prints what he has seen 10 times vertically on his own paper.
  3. Some students may see that 26 = 20 + 6 or 26 = 25 + 1.

7.3.31 Review - lesson 29

  1. The PT dictates all number sentences 1-26.
  2. The PT dictates all upper case and lower case phonograms in alphabetical order. PT says,"Print the upper case phonogram you hear me say; then print the lower case phonogram of the same sound next to the upper case phonogram.
  3. The student counts orally by fives to 25 while printing what he is saying on his paper.
  4. The student counts orally by ones to 26 while printing what he is saying on his paper.
  5. The student then counts orally and prints the corresponding number (1-26) vertically in front of each phonogram he has printed.

7.3.32 Review of Current Skills

The student is now able

  1. to hear, print and read the twenty-six letter phonograms of the English language.
  2. to hear, count, print and read the numbers 1-26.
  3. to hear, count, print and read by sets of five up to 25 - 5,10,15,20,25.
  4. to hear, print and read the number sentences that give concrete meaning to the abstract numbers he has learned to print and read.

7.3.33 Points to Remember - Arithmetic Lessons

Some students are not ready to print at this early age and should not be pushed to print. However, most are quite capable of learning all the sounds that accompany the alphabet and should be encouraged to do so.

Some students are not ready for math concepts at this early age and should not be pushed to learn them. However, most are quite capable of learning to count to ten orally by visuals and should be encouraged to do so.

Some students may want to learn to tell time at this point. Only those who have learned to count by fives will have the foundational skills to move into this new area of learning. Student learns to tell time on an analog clock.

The PT follows the same procedure used to teach the student the concepts and numbers 1-26.

  1. Student must hear the PT dictate all the numbers 1-60 and print the sentence equations that gives the concrete understanding of these abstract numbers. Student must be able to count orally and print by ones the numbers 1-60.
  2. The PT must use the same procedure used for counting by fives to 25 to teach the student counting by fives up to 60. The student must be able to count orally and print by fives the numbers 5-60.
  3. Some students will learn that multiplication (60=5x12) is a short way to add 1+1+1+ etc.= 60.
  4. PT can orally teach the phrases used to tell time (five after one, ten to 12) only after the student can hear, print and read and understand the numbers he is using.
  5. Some students can learn the oral meanings of half past, quarter till etc. if the PT wants to take the time to teach it now. Some students will find this very difficult at this stage. Only the PT can decide what to do when with his particular student.

8.0 Proceeding - Other Phonograms

(still 3-4-5)

8.1 Readiness Check for Preceding to Other Phonograms

The PT should only proceed with the following outline for the student who

  1. can recognize the 26 phonograms of the alphabet by sight and orally pronounce the sounds correctly.
  2. can print the phonograms by dictation with proper horizontal spacing by hearing only (not seeing the cards).
  3. can print them vertically with proper numbering and correct punctuation from simple dictated directions. (PT says, "Number one is "d", number two "l" etc.
  4. can print the upper and lower case alphabet phonograms horizontally, side by side with proper spacing as PT dictates them or by memory.

8.2 Recognizing Multi-Letter Phonograms

  1. PT now teaches the multi-letter phonograms up to the "oa" of boat. Use WRTR or RI's phonograms cards. Be sure spelling rules are read at the same time. Phonograms must be printed, but the rules are only orally repeated at this stage.
  2. PT uses the same procedure that was used for teaching the consonants and vowels. The student prints vertically. Then the student prints horizontally.
  3. PT must be very diligent to monitor the student's formation and spacing of the phonograms when placed horizontally on the line. Each new multi-letter phonogram must have the space of an "o" before the next one can be printed next to it. The PT should take the time now to teach the student not to have too much space or too little space.
  4. PT teaches the student to recognize the 5 different phonograms of the sound "er" by teaching the student the nonsense sentence: "Her first church worships early" or "Her first nurse works early."
  5. PT says, "the er of her". " Her first church worships early."
  6. PT and student say, "the er of her".
  7. PT shows the phonogram card which shows the written symbols which spell this "er".
  8. PT and student repeat "the er of her" while student prints the phonogram.
  9. PT says, "the ir of first". "Her first church worships early."
  10. PT and student say, "the ir of first".
  11. PT shows the phonogram card which shows the written symbols which spell this "ir".
  12. PT and student repeat "the ir of first" while student prints the phonogram.
  13. PT says, "the ur of church". "Her first church worships early."
  14. PT and student say, "the ur of church".
  15. PT shows the phonogram card which shows the written symbols which spell this "ur".
  16. PT and student repeat "the ur of church" while student prints the phonogram.
  17. PT says, "the or of worships". "Her first church worships early."
  18. PT and student say, "The or of worships".
  19. PT shows the phonogram card which shows the written symbols which spell this "or" and reads the spelling rule.
  20. PT and student repeat "the or of worships" while student prints the phonogram and repeats the rule.
  21. PT says, "the ear of early". "Her first church worships early ."
  22. PT and student say, "the ear of early".
  23. PT shows the phonogram card which shows the written symbols which spell this "ear".
  24. PT and student repeat "the ear of early" while student prints the phonogram.
  25. Follow this pattern of PT and student dialogue until student can repeat the sounds and spelling rules which accompany all the multi-letter phonograms up to the "oa" of boat. To check mastery the student must be able to recognize and pronounce sounds and say spelling rules for all phonograms up to the "oa" of boat and must be able to print them by dictation out of sequence.

8.2.1 Points to remember

  1. Paper must always be positioned correctly.
  2. Formation of phonograms must be reinforced continually. Ask student if he remembers how to form them. If not, remind him where the letter begins on the clock or that it is a line letter.

8.3 Student Continues to Learn Math Concepts

PT must remember to teach the numbers with each new phonogram so the student doesn't lose the arithmetic concepts he has learned. PT uses the same procedure used to teach counting by ones, by fives and to print the sentence equations that teach the concrete understanding of the number symbols. The numbering up to "oa" of boat is 54.

9.0 Spelling and the Ayres List

9.1 Ayres List A-G and the Spelling Notebook

WRTR tells the PT when to start the spelling words from the Ayres List, when to incorporate the Spelling Rules Notebook and gives full page examples of how the notebook pages should look. Spelling Rules aren't dictated by PT and printed by student in student Spelling Rules Notebook until grade 3 (remember that "grade 3" refers to a certain place in the Ayres List, not the age at which all students will be learning this material). PT prints the headings and so forth for grades 1 and 2. However, PT does read the spelling rules every time WRTR mentions them in the Ayres List for grades 1 and 2. The student learns by hearing first - Biblical Method of Education.

The PT must be very careful to make or have an outline of "what to do, when to do it and how to do it" to be sure the student receives adequate explanation and direction.

  1. PT can formulate his own outline by carefully reading WRTR 2-3 times.
  2. PT's who have money to purchase the Rigg's Institute
    Training Manual with Annual Lesson Plans will enjoy the daily detail, the illustrations of notebook pages, etc. but PT's will also notice that the Rigg's instruction isn't "exactly" like WRTR.
  3. Some PT's may find the SMALL VENTURES little outline book an easy, inexpensive reference book which can serve as a quick check list to know that everything is being covered.
  4. Some PT's may find the SMALL VENTURES supplement book
    Teaching to Read at Home by Wanda Sanseri a less expensive alternative to the Rigg's training manual, but it isn't "exactly" like WRTR.
  5. FHC recommends that the PT go through the Ayres List and print rules into the WRTR. This will teach the PT the rule rather than the number of the rule and will facilitate teaching the daily lesson.
  6. We have found that Webster's 1828 edition of the dictionary is useful for its crisp, Biblically based definitions of words.

9.1.1 Points to remember

  1. Paper must always be positioned correctly.
  2. Formation of phonograms must be reinforced continually. Ask student if he remembers how to form them. If not, remind him where the letter begins on the clock or that it is a line letter.
  3. Every word that is dictated by PT must be used in a sentence to teach understanding in context. This is an excellent opportunity to teach Biblically. The PT simply repeats verses or Biblical principles that the Holy Spirit brings to your remembrance. Read :hdref refid=bmethw. item :liref refid=bmethw3 page=no.

9.2 Student Learns "God" First

The following section is an example of incorporating the Biblical Method of Education into the Ayres List.

  1. The PT dictates the phonograms for "God" before dictating "me" from the Ayres List. The word "God" is found in section N of the Ayres list.
  2. PT says, "Make a upper case "G", make an "ah" "o" "oo", make a "d". These phonograms say "God". We put an upper case "G" to show this is God's name. An upper case phonogram is called a "capital letter". PT can read Rule 26 to the student if he so chooses.
  3. PT now quotes the word "God" in Biblical context by reading or quoting a scripture verse that has been researched or whatever the Holy Spirit brings to remembrance. John 14 :26 says,

    John 14:26
    26. "But the Helper, the Holy Spirit, whom the Father will send in My name, He will teach you all things, and bring to your remembrance all that I said to you.

    This is a good time to discuss with the student who God is. John 3 :16, Genesis 1 :1, I John 4 :8 are a few scriptural examples.

    John 3:16
    16. "For God so loved the world, that He gave His only begotten Son, that whoever believes in Him should not perish, but have eternal life.

    Genesis 1:1
    1. In the beginning God created the heavens and the earth.

    I John 4:8
    8. The one who does not love does not know God, for God is love.

  4. God is dictated before "me" to demonstrate to the student that God must have first place in all that a person does.

9.3 Student Learns to Print and Read the Words on the Ayres List

  1. PT dictates the Ayres List A-G as directed in WRTR.
  2. The method of using a Bible verse and/or Biblical principle of the word from the Ayres List in Biblical context allows the Holy Spirit to help the PT share God's point of view concerning that word.
  3. This method allows the Biblical definition of the word from the Ayres List to have first place in the student's mind. Webster's Dictionary of the American Language, 1828 edition, is very helpful for this instruction. It is available from Foundation for American Christian Education. See address list at end of chapter.
  4. Other definitions of the word can be discussed after the Biblical definition has been discussed. The Biblical Method of Education is to give time for discussion, questions, and answers concerning the subject. When applied to vocabulary, spelling, and reading, the extra time taken for discussion will bear good fruit later. A love of learning can be instilled if the PT is lead by the Holy Spirit.
  5. When student is able to print and read the words through G, the PT checks the Bible Word List to add any Biblical words that are not on the Ayres List but are necessary to begin reading an adult Bible. (See Section 9.9) Follow WRTR's procedure for teaching phonograms, underlining etc. when dictating the Bible words. PT will know how to do this by now and will gain practice in using the Spalding Method of dictating phonograms rather than names of letters for all words the student wants to know how to spell.
  6. PT can give student his first diagnostic spelling test now. A good set of spelling tests are the Morrison-McCall tests available through Spalding Education Foundation for $2.50 which includes shipping. Morrison-McCall supplies a set of lists of equal overall difficulty. Each list contains words ranging from very easy to very difficult. As the student learns more rules, he will be able to spell more words successfully. The lists come with a scoring key to indicate the grade level equivalent of the student's score, based upon 1920s norms.

9.4 H on the Ayres List

  1. A Composition Notebook is added when the student begins H on the Ayres List.
    1. The student prints his name at the top left corner of the page.
    2. The student numbers each sentence to incorporate counting.
    3. PT must allow student to compose his own sentences from the day's new words.
    4. PT may incorporate month, day, and year as record keeping by dictating the phonograms of those words at the beginning of each composition lesson and having the student print the date at the top right corner of the page. This teaches how to space properly. For some students, the names of the months of the year may be too difficult at this time. If this is the case, just use numeric dates. For example, instead of September 20, 1991, use 9/20/91.
    5. The student's speaking vocabulary far exceeds his spelling ability, so don't be surprised by the words he chooses to compose his sentences. Just help him print them so he can easily read what his mind is capable of thinking and his voice pronouncing.
    6. PT must pronounce all phonograms the student needs to hear to correctly spell the words he wishes to put into his sentences. PT may have to print the student's sentence himself on PT's paper before the PT can confidently dictate the phonograms. This is good practice for the PT to learn the Spalding Method well.
    7. Student reads aloud the sentence he has written.
    8. Composing two sentences a day is sufficient.
    9. Sometimes one long sentence can be made from the day's new words and that is a fun activity.
  2. Daily spelling review of words from previous days will help the PT determine if learning is occurring or if the pace of learning is correct. The purpose of the review/test is for the PT evaluation of what needs to be "re-taught" because it was not "caught" or learned correctly by the student. Spalding recommends a review of all words A-H when section N is completed. This seems too late for review and is time consuming. Daily or weekly review is better. Home educators know what the student does or does not know. This is a classroom or structure problem, not an educational problem.
  3. The spelling words that were not "caught" reappear on the next day's test/review. Once they are spelled correctly on the test/review, don't review them until the end of the section.
  4. Test/review words need to be kept in a separate section of the notebook or in a completely different notebook.
  5. Phonogram cards and rules may need to be reviewed for these words. This is more important than "memorizing" the spelling word.

9.4.1 Points to Remember

  1. Some students will react negatively to this review/test if they see they are making errors. This means they are insecure and striving for perfection. Use this situation as a lesson in the truth about "mistakes." Be very patient because our Heavenly Father is very patient with our "mistakes."
  2. Wherever WRTR, RI or SV mentions a "wall chart", it is possible to do the same thing on a much smaller scale for the student. He may even "begin" his own Spelling Rules notebook with the PT doing it all for him. The important thing is to have the "chart" or "notebook" page as a ready reference when the words appear and need to be "printed" in the appropriate place to learn the application of the spelling rule.

9.5 Student Continues to Learn Math Concepts

  1. PT also dictates math equation sentence in words when a number word appears in the Ayres List. For example: PT dictates, "5 = ..... or five equals five dots." PT may have to demonstrate on paper what he expects of the student.
  2. Student pronounces what he has hears, prints it on his paper and reads it aloud. The student should practice this 10 times.
  3. PT must decide what other math concepts need to be reviewed.
  4. The above procedure for math words is used every time a mathematical word occurs in the Ayres List.
  5. If the PT follows the Spalding Method of dictating and printing for spelling, reading and math, the student will be ready to move into Grade 1 text books very quickly. He should have very little stress when more formal instruction is introduced.

9.6 Student Begins Reading Books

PT may prefer to finish all phonograms (70) before beginning reading. PT must know the student. Let him try reading when he is ready.

For the student who is ready to read, he should be able to do so quite easily now. There should not be much turmoil or frustration. Be sure the books only have one or two lines to a page and most words are one or two syllables. The student will quickly move onto much more difficult material if he is confident and secure at this foundation level. Rod and Staff publish excellent readers for the beginner because they are only the WORD OF GOD. This is the Biblical Method of Education stated in Joshua 1 :8 which says,

Joshua 1:8
8. "This book of the law shall not depart from your mouth , but you shall meditate on it day and night, so that you may be careful to do according to all that is written in it; for then you will make your way prosperous, and then you will have success.

See address list at the end of chapter for the address of Rod & Staff.

If Rod and Staff readers are used,

  1. Do not purchase their phonics workbook or use their phonics method.
  2. Use Spalding phonics method of dictating phonograms for all new spelling words listed at the beginning of each reading lesson in the R&S readers.
  3. The student prints these new words from PT's dictation.
  4. The student reads aloud the new words he has just printed.
  5. The PT monitors and corrects his pronunciation, spelling and formation of the phonograms.
  6. The student reads the day's lesson from the reader without stumbling because he has heard, spelled and read all the new words he has never seen before.
  7. Do not test/review the R&S new spelling words.
  8. Do not worry about retention of those spelling words. Retention will come with maturity and practice.
  9. Do not ask student to memorize lists of words.
  10. The main goal is proficiency in attack skills which are necessary to read easily.
  11. R&S comprehension workbooks may be used as a check for comprehension of the daily lesson, but PT must be very careful to cross out any phonics exercises that will cause confusion to the student. For example:
    1. Words purposely misspelled or scrambled.
    2. R&S uses phonetic terms, diacritical markings, etc. that are found in most dictionaries. As the student progresses, he will easily learn all of these marks from what he has "observed" in the R&S workbooks. Do not ask him to learn these. If he learns them effortlessly from his own curiosity, he will be more than ready for dictionary phonetic markings.
    3. PT should not expect a student to do the comprehension workbook by himself. PT must be willing to have much patience and be willing to spend time teaching the student how to follow written instructions, make decisions about size of printing to fit allotted space etc. Diligence and perseverance learned at this point will bear good fruit later.
If Mott Media ORIGINAL McGUFFEY readers are used, the above rules apply. The Eclectic Primer and the Pictorial Eclectic Primer can be used interchangeably in the beginning stages. See address list at end of chapter for the address of Mott Media.
  1. PT dictates McG's word list from the beginning of each lesson exactly following the Spalding Phonics Method of dictating individual phonograms.
  2. The student prints what he hears.
  3. The student reads aloud what he has written.
  4. PT monitors student's pronunciation and checks formation and spelling of phonograms for accuracy.
  5. The student then reads the daily reading lesson without frustration because he has heard, printed and read the "new" words.

9.7 I on the Ayres List

9.7.1 Student Learns Remaining Phonograms

The student now learns the rest of the phonograms :"ey" to "ough".

  1. PT follows the directions for teaching these in WRTR, or from RI cassette.
  2. PT pronounces phonograms and reads rule that accompanies phonogram.
  3. Student sees the phonogram.
  4. Student and PT pronounces the phonogram together.
  5. Student prints what he hears.
  6. Student checks to see if what he has printed matches the flash card.
  7. Once the student has mastered the recognition of the phonogram sounds and printed letter symbols, the PT may want to discuss "tch" and "augh" become familiar with Mrs. Spalding's explanations of "tch" and "augh".
  8. "tch" explanation is found under Section L of WRTR. RI has a card for this phonogram. FHC agress with Mrs. Spalding's explanation to avoid "tch".
  9. "augh" is explained under Section P for the word "daughter" and "laugh". FHC prefers to teach this as a separate phonogram with two sounds. PT dictates, "a" "aw" this four letter phonogram can say "a" or "aw".
  10. PT dictates all the phonograms adding four each day, with review of all other phonograms that have been learned until student knows them all (70) in sequential order. PT must be sure to also dictate numbers 1-70 to accompany each phonogram.

9.7.2 The Student Learns to Print and Number all Phonograms Vertically

  1. The PT dictates all numbers and phonograms to the student.
  2. The student prints what he hears dictated.
  3. When the student can hear, print, spell and pronounce all the 70 phonograms vertically, he also can count and print by one's up to 70. This is a great accomplishment for the student.
  4. Once sequential order of 70 phonograms has been mastered, PT dictates all phonograms out of order vertically using numbers 1-70.
  5. Once the student can hear, print, spell and read phonograms vertically and keep proper alignment, he is ready to do the same horizontally.

9.7.3 The Student Learns to Print All Phonograms Horizontally

  1. The PT dictates all the phonograms in sequential order of learning.
  2. The Student prints what he hears dictated.
  3. The PT must be very diligent to monitor the student's formation and spacing of these phonograms when placed horizontally on the line. Each new multi-letter phonogram must have the space of an "o" before the next one can be printed next to it. The PT must continually remind the student not to have too much space or too little space.

The practice teaches the student's mind to see the more complicated phonograms on a line with just a small space between each one. This will allow his brain to train his eyes to see these phonograms and thus prepare him for reading more complicated words and smaller print.

9.8 Student Continues to Learn Math Concepts

PT must remember to teach the numbers with each new phonogram so the student doesn't lose the arithmetic concepts he has learned. PT uses the same procedure used to teach counting by ones, by fives and to print the sentence equations that teach the concrete understanding of the number symbols.

When number 21 must be printed in a number sentence or equation, remember to dictate it this way, "21 = ..... ..... ..... ..... . or twenty-one equals twenty-one dots."

PT must be sure to dictate the hyphen so that the student knows which number words have a hyphen between them and which do not.

If this is done consistently each day, by the time the student learns all of his phonogram sounds by dictation and can spell and read what he prints, he will also be able

  1. to count orally by one's to 70,
  2. to count orally by five's to 70,
  3. to print by one's to 70,
  4. to print by five's to 70,
  5. to print number sentences and word sentences that describe what number symbols mean in a concrete example. 70 = ..... ..... ..... ..... ..... seventy equals seventy dots,
  6. to know which number words must have hyphens in them.
  7. to understand sets and multiplication (short form of addition).

PT can teach the student to count and print number symbols and sentence equations up to 100 by using the Biblical Method of Education.

9.8.1 Points to Remember:

  1. PT must continue to pay close attention to be sure wall charts or pages of Spelling Rules Notebook are being completed at the proper places within the Ayres List. The pages of the Spelling Rules Notebook are dictated and learned as the rule naturally occurs with a word on the Ayres List. Where WRTR gives the rule number, PT must read the actual spelling rule.
  2. PT must be sure he always reads the spelling rule if one accompanies a phonogram. If this is done, the student should also be able to understand, explain and/or repeat the spelling rule.
  3. Both RI and Sanseri have a shortened Spelling Rules list.

9.9 The Biblical Method of Learning Bible Word List

FHC offers a supplementary list of Biblical words based on the frequency of word usage found in the New American Standard Bible for the PT who wants the student to easily move into an adult Bible reading level. This list will probably also do well for the PT who uses the NKJ. This list can be used by

  1. placing it next to the Ayres List and adding the Bible vocabulary word when the phonograms and syllabication are at the same learning level. The Bible Word List indicates which section in the Ayres List the Bible Word should be added.
  2. The PT adds the Bible Words after the Ayres Section is completed.
  3. The PT can either look up the Biblical word in an exhaustive concordance to find the Biblical context of the word and read that verse to the student or simply share a verse or principle the Holy Spirit brings to your remembrance. (John 14 :26) This Biblical method (Deuteronomy 6:1-9) works quite well for Sections A-R (end of Grade 2).
  4. As the student progresses through the Spalding method and learns to read easily, he can look up the word in the concordance, find it in his Bible and read it in his Bible for himself. This teaches dictionary and reference skills that are important for self-education all through a Christian's life. The 1828 edition of Webster's dictionary is best for this.

This method instills a Biblical view or understanding of many words used in the English language. PT's who have access to a Bible program on the computer can use this tool to compile a personal Bible reader print out composed of words from the Ayres List and the Bible. By Grade 3 most students have the necessary communication skills to begin reading such an exhaustive set of verses and begin to formulate what the Word of God is saying about certain words or subjects. This is known as a "Topical Word Study". At this Grade 3 level, it is best to just "talk" about what the student is reading/learning. Do not violate the Biblical Method of Education by forcing him to write down everything he is learning. Reread Deuteronomy 6 :7; Another principle of learning found in the Biblical Method of Education is found in Ephesians 6 :4 and Colossians 3 :21.

Ephesians 6:4
4. And, fathers, do not provoke your children to anger; but bring them up in the discipline and instruction of the Lord.

Colossians 3:21
21. Fathers, do not exasperate your children, that they may not lose heart.

9.10 Address List

Rod & Staff Hwy 172 Crockett, KY 41413 Mott Media 1000 East Huron Street Milford, MI 48042 Phone: 800-521-4350 F.A.C.E. (Foundation for Christian Education) 2946 25th Ave. San Francisco, CA 94132

10.0 Training Kings
A Biblical Method

This section describes the Biblical Method of Education we call "Training Kings." FHC publishes a pamphlet by this title which gives the Biblical basis of this method of education.

When the student gets to page 5 dictation (p. 165 in WRTR or after section K has been completed) in the Spelling Rules Notebook (learning the rules for adding endings to root words), he may be ready to "Copy God's Law". If student is not ready after section K, try Biblical dictation after section L, M, or N. Most students should be able to handle Biblical dictation after section N is completed. The student needs to have Bible dictation from an adult reading level Bible (e.g. New American Standard, New King James) before he can successfully read and comprehend the Bible for himself.

Copying God's Law

This is the Biblical Method of Education (kings of Israel were commanded to do so) which teaches reading and writing skills and at the same time allows the parent and the Holy Spirit to instruct the student. Beginning with the book of Genesis, the PT dictates the verses, word by word with all punctuation until the student is able to copy the Word of God for himself. Most students are ready to copy by Grade 5 and/or after the Ayres List is finished.

10.1 Grade 1

  1. The PT dictates one phrase or two phrases (no more) along with every punctuation mark. Student learns punctuation as it presents itself.
  2. The student "reads" aloud what he has printed. ( Grade 1).
  3. The PT checks for formation of letters, correct spacing, etc. Be sure the student's printing is legible, distinct, correctly formed. This teaches love for others because the student's written work is easy to read.
  4. The PT looks and listens for absolute accuracy ( truth ) in pronunciation, spelling, punctuation and capitalization. This teaches God's absolute standard is His Word.
  5. The PT allows the student the time to ask questions about what he is "reading" in his self-printed Bible. Jesus presented TRUTH to evoke questions from His hearers.
  6. As the Holy Spirit directs, the PT asks appropriate questions and takes time for explanation and discussion. Jesus asked questions to promote understanding.
  7. At the end of section N before dictating words in section O, most students are now ready to read an adult level Bible (see p. 189-190 of WRTR). (FHC recommends Rod & Staff Bible based readers and their comprehension note books at the end of section H. It is not necessary to use their phonics instructions in the teacher's manual or to purchase an extra phonics workbook.)
  8. The book of Psalms may be read to introduce the student to poetry.
  9. The book of Proverbs may be read to introduce the student to God's practical wisdom which replaces myths and fairy tales which are not true and cause confusion in discerning reality (or truth) from lies.
  10. A Beka science books and health books (grade 2) can also be introduced as readers as this point, but should not be studied as formal school subjects.

10.2 Grade 2

As student matures in age and progresses in the Ayres List method, the dictation lesson gets longer. When the student learns cursive (preferably during the summer months between Grade 1 and Grade 2), all Bible dictation must be written in cursive not in printing.

  1. The PT dictates one sentence or one verse with all accompanying punctuation marks.
  2. The student "reads" what he has written (Grade 2).
  3. The PT must be sure the student's cursive is legible, distinct, and correctly formed.
  4. When the student learns cursive, this exercise serves as his daily penmanship lesson for the rest of his school career.
  5. The PT continues to check for absolute accuracy (TRUTH) in pronunciation, spelling, punctuation and capitalization.
  6. The PT points out rules for punctuation as the punctuation presents itself in the verses.
  7. The PT also points out simple nouns, verbs, prepositional phrases, adjectives, adverbs, etc.
  8. The PT discusses or asks appropriate questions to make sure the student understands what our GOD is "saying" to us.
  9. The PT needs to take turns with student when student reads aloud. This always gives the student a good example of correct pronunciation and expression. This is the Biblical Method of Education .

Cursive is taught in the summer months as a great way to keep up phonogram review and learn cursive when other subjects may be laid aside for the summer season. PT may use Mrs. Spalding's method to teach cursive which is included in WRTR. FHC prefers the methodical, logical approach of Spenserian Penmanship which uses vertical as well as horizontal lined spaces to train the student's eye and hand to coordinate and form the letters consistently on the page. A "c" is a bit complicated and the less complex Palmer "c" may be substituted. Some of the upper case letters are quite ornate and the PT may wish to simplify some of those as well. Many students love the distinctiveness that this 19th century style gives their handwriting. Others find it complicated and tedious. As always, the PT must know each student well and adapt as necessary. Spenserian Penmanship booklets including instructions and practice pages are available from Mott Media. Rod & Staff provide adequate penmanship workbooks ( Penmanship for Christian Writing ).

10.3 Grade 3

By Grade 3 (Section R) the student can assimilate at least two - three verses a day dictated to him by the PT. The size of the verse determines whether two or three should be dictated and written. The PT continues the same procedure used for Grades 1 and 2. Penmanship practice must be monitored carefully and consistently by PT.

The PT who uses Rod and Staff readers will notice that the Grade 3 reader spelling word list begins to give all the proper names within each reading lesson with very few words.

The PT must remember to dictate the Rod and Staff word list before the student reads the daily lesson. Some students can do this orally and won't need to print the list before they read the daily selection. Others may still need to print the words first and then read the lesson. The PT must decide what is best for the student. Learning to spell orally using the names of the letters is a necessary skill that can be easily practiced now.

Section R is usually the place where a student can learn to use a Bible concordance (preferably STRONG's). PT &/or student chooses one or more words from the daily list as a topical research project. The student looks up the word or words in the concordance and then reads them in his Bible. His composition sentences should incorporate this knowledge and reflect what he has read and learned written in his own words. The PT needs to check all composition sentences for punctuation, capitalization, grammar accuracy and for clear communication to the reader.

Families who have a computer with a Bible program may incorporate computer research skills to do this after the concordance skills are learned and mastered. The skills with the book concordance provide the necessary practice with alphabet skills that are necessary for dictionary and encyclopedia research skills which should be foundational before using the technology of the computer to do it for him.

10.4 Grade 4

Bible dictation should continue until all the words on the Ayres List are finished (Grade 4-5). The PT can add more verses as the student is able to hear and write them without too much frustration. The dictation length may be determined by paragraphs, concept discussed, etc. The dictation length may very from day to day. The PT must be sure a minimum amount is done each day. Most students at Grade 4 level are now capable of handling 5-6 sentences or verses.

Some students may want to choose the book of the Bible they wish to have dictated. We recommend not allowing this until at least Genesis 1-11 has been completed. However, the PT needs to be sensitive to the Holy Spirit to the Lord's guidance of the student in this area. Proverbs is especially good for dictation because it teaches practical wisdom and exposes the folly of foolish and wicked choices. It helps the student see the blessing of choosing the fear of the Lord, His will and His ways.

10.5 Grade 5-12

After the Ayres List is no longer necessary, PT can continue to dictate words from the Bible Word List if there are any left that haven't been dictated and studied.

  1. The student continues to copy the Bible for 15-30 minutes a day. The PT no longer dictates the verses. This penmanship practice of copying the verses needs to be checked daily by the PT. The PT checks the student's written copy while the student reads the verses from the Bible. This provides a wonderful opportunity for the PT and student to discuss the Word of God and bring it into practical reality in the student's life. The main purpose is obedience to the Word of God and to give the student a disciplined quiet time when he can hear the voice of the Holy Spirit speaking to him personally through the written Word of God.
  2. The student should then learn to incorporate a "Knowing God Chart" for use for the rest of his adult life as he reads, copies and meditates in God's Word.
  3. Some students may desire to copy Proverbs, James or other books of the Bible. The PT must decide what the will of the Lord is for each student and be flexible.

For those who wish to learn more about this Biblical Method of Education , write to us for a copy of "Training Kings" and a copy of "Knowing God".

This Biblical Method of Education is again being introduced into the schools of modern day Israel. "Modern Hebrew educators have a goal that a graduating senior will have read the Pentateuch (the first five books of the Old Testament) and the Prophets 8 times during his school career." A quote from Christian radio.

11.0 Conclusion
It is our prayer that this manual will help you lay a proper foundation for your student's life and school subjects. If the PT will take the time to be patiently consistent, diligent and persevering, to use the Biblical Method of Education with the Writing Road to Reading and with Math, your student will have the proper foundation on which all other subjects can be confidently placed.

I Thessalonians 5:14
14. And we urge you, brethren, admonish the unruly, encourage the fainthearted, help the weak, be patient with all men.
15. See that no one repays another with evil for evil, but always seek after that which is good for one another and for all men.
16. Rejoice always;
17. pray without ceasing;
18. in everything give thanks; for this is God's will for you in Christ Jesus.
19. Do not quench the Spirit;
20. do not despise prophetic utterances.
21. But examine everything {carefully}; hold fast to that which is good;
22. abstain from every form of evil.
23. Now may the God of peace Himself sanctify you entirely; and may your spirit and soul and body be preserved complete, without blame at the coming of our Lord Jesus Christ.
24. Faithful is He who calls you, and He also will bring it to pass.
25. Brethren, pray for us.

Contents


1.0 Comparison - Phonics Programs
2.0 Introduction
3.0 The Reason for Phonics
3.1 Brief Explanation of the Spalding Method
3.2 God's Truth about Language
3.3 The Need for Excellent Speech
3.4 Teaching Correct Pronunciation
3.5 The Priority of God's Word and God's Presence
4.0 Basic Outline - Child age 2-3
5.0 Child is age 3-4-5
5.1 "Organizing" or Teaching Sight Recognition
5.2 Review Simple Outline of Spalding Method
5.3 Student Learns Consonants and Vowels
5.3.1 Points to Remember
5.4 Student Learns Single Letter Phonograms out of Sequence
5.5 Pre-printing (tracing) phonograms for 3 year olds
5.6 Pre-printing (tracing) numbers for 3 year olds
6.0 Adding Printing
6.1 Getting Ready to Teach Printing
6.2 Review of Spalding Method for Teaching Student to Print
6.3 Printing Readiness
6.3.1 Points to Remember
6.4 Child Learns to Print 8 Clock Letters
6.4.1 Child Learns to Print the 8 Clock Letters Vertically.
6.4.2 Reasons for Teaching Vertical Spacing (VS)
6.4.3 Child Learns to Print the 8 Clock Letters Horizontally
6.4.4 Reason for Teaching Horizontal Spacing (HS)
6.4.5 Points to Remember (Procedures)
6.4.6 Points to Remember (Attitudes)
6.5 Student Learns the 18 Line Letters
6.6 Student Learns Phonograms in Sequence of the Alphabet
6.7 Student Learns to Print Upper Case Phonograms
7.0 Introducing Arithmetic
7.1 Student Learns to Print Numbers
7.2 Student Learns Math Equations (Sentences)
7.3 Lessons in Arithmetic
7.3.1 Lesson 1
7.3.1.1 Review - lesson 1
7.3.2 Lesson 2
7.3.2.1 Review - lesson 2
7.3.3 Lesson 3
7.3.3.1 Review - lesson 3
7.3.4 Lesson 4
7.3.4.1 Review - lesson 4
7.3.5 Lesson 5
7.3.5.1 Review - lesson 5
7.3.6 Lesson 6
7.3.6.1 Review - lesson 6
7.3.7 Lesson 7
7.3.7.1 Review - lesson 7
7.3.8 Lesson 8
7.3.8.1 Review - lesson 8
7.3.9 Lesson 9
7.3.9.1 Review - lesson 9
7.3.10 Lesson 10
7.3.10.1 Review - lesson 10
7.3.11 Points to Remember
7.3.12 The Student Learns Counting 1-26 (lesson 11)
7.3.13 Student Understands the Concept of Addition (lesson 12)
7.3.14 Student Learns the Math Equations for 1-26 (lesson 13)
7.3.14.1 Review - lesson 13
7.3.15 Lesson 14
7.3.15.1 Review - lesson 14
7.3.16 Lesson 15
7.3.16.1 Review - lesson 15
7.3.17 Lesson 16
7.3.17.1 Review - lesson 16
7.3.18 Lesson 17
7.3.18.1 Review - lesson 17
7.3.19 Lesson 18
7.3.19.1 Review - lesson 18
7.3.20 Lesson 19
7.3.20.1 Review - lesson 19
7.3.21 Lesson 20
7.3.21.1 Review - lesson 20
7.3.22 Lesson 21
7.3.22.1 Review - lesson 21
7.3.23 Lesson 22
7.3.23.1 Review - lesson 22
7.3.24 Lesson 23
7.3.24.1 Review - lesson 23
7.3.25 Lesson 24
7.3.25.1 Review - lesson 24
7.3.26 Lesson 25
7.3.26.1 Review - lesson 25
7.3.27 Lesson 26
7.3.27.1 Review - lesson 26
7.3.28 Lesson 27
7.3.28.1 Review - lesson 27
7.3.29 Lesson 28
7.3.29.1 Review - lesson 28
7.3.30 Lesson 29
7.3.31 Review - lesson 29
7.3.32 Review of Current Skills
7.3.33 Points to Remember - Arithmetic Lessons
8.0 Proceeding - Other Phonograms
8.1 Readiness Check for Preceding to Other Phonograms
8.2 Recognizing Multi-Letter Phonograms
8.2.1 Points to remember
8.3 Student Continues to Learn Math Concepts
9.0 Spelling and the Ayres List
9.1 Ayres List A-G and the Spelling Notebook
9.1.1 Points to remember
9.2 Student Learns "God" First
9.3 Student Learns to Print and Read the Words on the Ayres List
9.4 H on the Ayres List
9.4.1 Points to Remember
9.5 Student Continues to Learn Math Concepts
9.6 Student Begins Reading Books
9.7 I on the Ayres List
9.7.1 Student Learns Remaining Phonograms
9.7.2 The Student Learns to Print and Number all Phonograms Vertically
9.7.3 The Student Learns to Print All Phonograms Horizontally
9.8 Student Continues to Learn Math Concepts
9.8.1 Points to Remember:
9.9 The Biblical Method of Learning Bible Word List
9.10 Address List
10.0 Training Kings
10.1 Grade 1
10.2 Grade 2
10.3 Grade 3
10.4 Grade 4
10.5 Grade 5-12
11.0 Conclusion