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Biblical Intensive Phonics
and Arithmetic
Using the Biblical Method of Education
with Writing Road to Reading
by
Diane Rodd
June 1996
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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.
-
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.
-
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.
-
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).
-
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)
-
-
The CHILD
: 1) hears (0-1�) 2) repeats (1�-3) 3) sees (3-4) 4)
spells (prints) by age 4-6.
-
Phonograms include "gh" which only occurs once in the Ayres List.
-
Card sequence - consonants first, then vowels, then multi-letter
phonograms.
-
Child writes clock letters, then line letters.
-
Ayres List is in sequential order of learning.
-
Spelling Rules list is wordy.
-
RI (Start when child is able to form printed letters)
-
-
The STUDENT 1) hears 2) repeats 3) sees 4) spells (prints) - All at
age 4-6.
-
Phonograms - "gh" eliminated and "tch" substituted. Section "L" of
the Ayres list in WRTR
explains why "tch" causes confusion.
-
Card sequence - clock letters, line letters - vowels/consonants combined.
-
Ayres List is in alphabetical order.
-
Spelling Rules list is simplified to one or two lines.
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
-
Reading WRTR at least three (3) times before starting.
-
Jotting down your own outline as you read through the book.
-
Ignoring a nine month schedule.
-
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:
-
It is too expensive.
-
A strength of the system in schools is the emphasis on following the
entire program which is designed to work as a whole. This makes it very
cumbersome for home schools. One of the
strengths for schools is the way the system can keep 5 and 6 year olds busy
for an entire day, whereas home schooling parents do not need to keep 25
children busy
6 hours a day.
-
The system is aimed at children who are often too young to be learning to
read. This is necessary for schools who have no choice but to try to do
something with 5 and 6 year olds. Many children are not ready for
formal instruction in phonics (and printing)
at this age. We believe that an older child would find some aspects of the
program very tedious.
-
The greatest weakness of the program is teaching incorrect
spelling by teaching only 42 "phonemes". It teaches only one way to
spell each sound. This leads to spellings such as "elefant" or "vas". It is
claimed that children will eventually change to normal English spelling
through reading, both in school and day to day reading of
signs etc. In our view, however,
it does not take that much more effort to learn all the phonograms required to
spell
correctly from the start. The research results confirm this weakness.
The program also leaves grammar (e.g.
capitalization) to be picked up gradually just by reading. We believe that
this emphasis on simplified spelling is only necessary because the program is
designed to use with such young children. Since WTR is only a K-1 program,
it is not intended to address grammar.
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.
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
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
2.0 Introduction
The following chapters are presented
-
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.
-
to give the practical instructions necessary to do so successfully.
-
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:
-
to hear the spoken sounds (phonograms) of the English language.
-
to pronounce the spoken sounds of the English language correctly, clearly
and distinctly.
-
to recognize the printed letter symbols that correspond to the
sounds of the English language.
-
to print the combined sounds heard in spoken English words.
-
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.
-
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.
-
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.
-
PT listens and learns to pronounce correctly the 70 phonograms from a
cassette tape of the oral recording of the 70 phonograms.
-
PT makes a small wall chart of the 70 phonograms for parental reference.
-
PT places wall chart over the baby's changing table.
-
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.
-
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.
-
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".
-
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.
-
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).
-
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.
-
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.
-
As part of the
Biblical Method of Education
.
-
To develop the habit of teaching in the PTs and to start to develop
teaching skills in the PT.
-
To develop language skills in the student.
-
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
-
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.
-
Reread WRTR two more times.
-
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).
-
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.
-
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
-
Student hears the sounds externally (PT's voice or that on the tape).
-
Student sees the letter or combination of letters on the flash card that
correspond to the sound he is hearing.
-
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.
-
PT teaches consonants first; then vowels.
-
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.
-
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.
-
PT displays the phonogram card (letter symbol) that represents the
sound(s) that is being heard.
-
PT is diligent to be sure the student is pronouncing sound(s) correctly.
-
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.
-
PT must not go to the next phonogram card until the student can
recognize the phonogram and pronounce the correct corresponding sound(s).
-
When 4 cards have been learned in order, add the next phonogram (letter
symbol)
-
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.
-
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.
-
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
-
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.
-
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.
-
Teach the sounds in the order of the phonogram cards until all
26 letters and their sounds are learned.
-
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."
-
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.
-
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.
-
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
-
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.
-
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
-
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.
-
First the PT needs to teach the student to hold a pencil correctly found
in section 6.3 "Printing Readiness" following steps 1-5.
-
Then teach the student to invert the pencil so the rubber eraser, not the
pencil lead, touches the phonogram card.
-
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
.
-
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.
-
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.
-
Using the pencil/eraser method for tracing the phonograms, now follow the
directions for teaching a student to print numbers (7.1).
-
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
-
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.
-
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.
-
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.
-
PT may wish to purchase
-
A thee-ring binder to keep the student's work
orderly.
-
A single hole punch or
three-hole punch so papers can be kept in a three-ring binder.
-
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
-
The student hears the sound externally (voice of PT or cassette tape).
-
The student repeats the sound he hears.
-
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.
-
The PT dictates specific directions for forming the phonograms while
demonstrating it to the student on a piece of paper or chalk board.
-
The student prints the phonogram he hears on his paper while pronouncing
it.
-
The student sees (reads) the self-printed phonogram on his paper and
compares it to the phonogram he sees on the flash card,
-
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.
-
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.)
-
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.
-
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 (/).
-
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.
-
The student uses one hand to hold the paper in the proper position while
he prints with the other hand.
-
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.
-
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.
-
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".
-
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."
-
The PT then shows the student how to skip a line on the tutor's paper.
-
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.
-
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.
-
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.
-
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".)
-
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.
-
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".
-
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."
-
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."
-
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.
-
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".
-
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 \.
-
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."
-
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 -.
-
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."
-
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 /.
-
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."
-
The student must be able to follow these verbal directions and
perform these strokes before actual printing of the phonograms can begin.
-
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.
-
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.
-
PT
then shows the student how to print the same strokes horizontally on the line.
-
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.
-
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."
-
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.
-
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).
-
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).
-
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).
-
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).
-
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."
-
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).
-
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."
-
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."
(\).
-
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."
-
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." (-).
-
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."
-
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." (/).
-
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.
-
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).
-
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'.
-
PT teaches the letter symbols vertically to teach the student how to
form them correctly when hearing and seeing them.
-
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.
-
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)
-
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.
-
VS gives the student the skill and practice he will later need for
printing his spelling words.
-
VS gives the student the practice he will later need for folding his
paper in his Spelling Notebook.
-
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
-
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.
-
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)
-
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.
-
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
-
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)
-
PT must be sure the child can form these phonograms by
hearing the sound, seeing the phonogram and printing the letter symbols he
hears.
-
Once the sequential order has been mastered by the student, the PT can
dictate the phonograms out of order.
-
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.
-
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.
-
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.
-
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.
-
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.
-
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)
-
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.
-
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.
-
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.
-
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
-
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.
-
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.
-
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.
-
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.
-
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
-
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.
-
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
-
The PT now dictates directions for forming upper case single phonograms.
Use WRTR. There are no cards for the upper case single letter phonograms.
-
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.
-
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.
-
The PT dictates 5 clock letters horizontally to teach correct spacing on
the line.
-
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.
-
PT dictates the upper case phonograms in alphabetical order vertically
until the student can do it himself from memory.
-
PT dictates the upper case phonograms in alphabetical order horizontally
until the student can do it himself from memory.
-
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).
-
PT dictates capital phonogram of student's first name.
-
PT dictates capital phonogram of student's middle name.
-
PT teaches capital phonogram of student's last name.
-
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
.
-
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.
-
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.
-
The student learns to print numbers in the same way as he learns to
print letters.
-
Numbers are used to number written work (e.g. number problems or
questions).
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
-
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.
-
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).
-
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).
-
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.
-
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.
-
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).
-
PT dictates the formation of the number symbols starting at 10 on the
clock - 2,3, horizontally.
-
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.
-
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.
-
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.
-
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.
-
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
-
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.
-
PT dictates, "number one equals one dot."
7.3.2 Lesson 2
-
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
-
PT dictates phonograms in lower case alphabetical order.
-
PT dictates, "number one equals one dot." "number two equals two dots."
7.3.3 Lesson 3
-
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
-
PT dictates phonograms in upper case in alphabetical order.
-
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
-
PT dictates phonograms in initial order they were learned - consonants
first, then vowels.
-
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
-
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
-
PT dictates phonograms in lower case alphabetical order.
-
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."
-
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.
-
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
-
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
-
PT dictates the letter phonograms in the order they were learned - consonants
first, then vowels.
-
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
-
PT dictates the lower case letter phonograms in alphabetical order.
-
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
-
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
-
PT dictates the upper case letter phonograms in alphabetical order.
-
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
-
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
-
PT dictates the letter phonograms in the order they were learned -
consonants first, then vowels.
-
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
-
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
-
PT dictates the upper case letter phonograms in alphabetical order.
-
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
-
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.
-
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.
-
PT must be consistent in dictation.
-
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.
-
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.
-
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.
-
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.
-
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.
-
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.
-
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)
-
The PT says, "We are adding one phonogram at a time to the list."
-
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.
-
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.
-
The PT follows the exact procedure used for number sentences 1-10.
-
The PT says, "Eleven equals eleven dots" and prints 11 = ..... ..... .
-
The Student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may be ready to learn place value here. The PT must know his
own student.
-
Some will see that 11 = 10 + 1.
7.3.14.1 Review - lesson 13
-
The PT dictates all number sentences 1-11.
-
The PT dictates upper case letters of the 26 phonograms as a review.
7.3.15 Lesson 14
-
The PT says, "Twelve equals twelve dots" and prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 12 = 10 + 2.
7.3.15.1 Review - lesson 14
-
The PT dictates all number sentences 1-12.
-
The PT dictates lower case phonograms in the order they were first
learned.
7.3.16 Lesson 15
-
The PT dictates "Thirteen equals thirteen dots" and prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 13 = 10 + 3.
7.3.16.1 Review - lesson 15
-
The PT dictates all number sentences 1-13.
-
The PT dictates all upper case phonograms in the order they were first
learned.
7.3.17 Lesson 16
-
The PT dictates "Fourteen equals fourteen dots" and prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 14 = 10 + 4.
7.3.17.1 Review - lesson 16
-
The PT dictates all number sentences 1-14
-
The PT dictates all lower case phonograms in alphabetical order.
7.3.18 Lesson 17
-
The PT dictates "Fifteen equals fifteen dots" and prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 15=10+5 or 15=5+5+5 or 15=5x3.
7.3.18.1 Review - lesson 17
-
The PT dictates all number sentences 1-15.
-
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
-
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:
-
The student repeats what he has heard and also points to the three groups
of five.
-
The student needs to count by ones to see how we arrive at 15.
-
Fingers on the hand can also be used to count by fives.
-
Some students will see that 15 = 5 + 5 + 5 or 15 = 5 x 3. The PT can point
this out but do not push.
-
Some students will see that 15 = 10 + 5.
7.3.19.1 Review - lesson 18
-
The PT dictates all number sentences 1-15
-
The PT dictates all lower case phonograms in alphabetical
order.
-
The student counts orally by fives to 15 while printing what
he is saying on his paper.
-
The student counts orally by ones to 15 while printing what
he is saying on his paper.
7.3.20 Lesson 19
-
The PT dictates "Sixteen equals sixteen dots" and prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 16 = 10 + 6 or 16 = 15 + 1.
7.3.20.1 Review - lesson 19
-
The PT dictates all number sentences 1-16
-
The PT dictates all upper case phonograms in the order they
were first learned.
-
The student counts orally by fives to 15 while printing what
he is saying on his paper.
-
The student counts orally by ones to 16 while printing what
he is saying on his paper.
7.3.21 Lesson 20
-
The PT dictates "Seventeen equals seventeen dots" and prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 17 = 10 + 7 or 17 = 15 + 2.
7.3.21.1 Review - lesson 20
-
The PT dictates all number sentences 1-17.
-
The PT dictates all upper case phonograms in the order they
were first learned.
-
The student counts orally by fives to 15 while printing what
he is saying on his paper.
-
The student counts orally by ones to 17 while printing what
he is saying on his paper.
7.3.22 Lesson 21
-
The PT dictates "Eighteen equals eighteen dots" and prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 18 = 10 + 8 or 18 = 15 + 3.
7.3.22.1 Review - lesson 21
-
The PT dictates all number sentences 1-18.
-
The PT dictates all lower case phonograms in the order they
were first learned.
-
The student counts orally by fives to 15 while printing what
he is saying on his paper.
-
The student counts orally by ones to 18 while printing what
he is saying on his paper.
7.3.23 Lesson 22
-
The PT dictates "Nineteen equals nineteen dots" and prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 19 = 10 + 9 or 19 = 15 + 4.
7.3.23.1 Review - lesson 22
-
The PT dictates all number sentences 1-19.
-
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.
-
The student counts orally by fives to 15 while printing what
he is saying on his paper.
-
The student counts orally by ones to 19 while printing what
he is saying on his paper.
7.3.24 Lesson 23
-
The PT dictates "Twenty equals twenty dots" and prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
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
-
The PT dictates all number sentences 1-20.
-
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.
-
The student counts orally by fives to 20 while printing what
he is saying on his paper.
-
The student counts orally by ones to 20 while printing what
he is saying on his paper.
-
Some students may see the need for learning place value now.
7.3.25 Lesson 24
-
The PT dictates "Twenty-one equals twenty-one dots" and prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 21 = 20 + 1 or 20 = 10 + 10 + 1.
7.3.25.1 Review - lesson 24
-
The PT dictates all number sentences 1-21.
-
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.
-
The student counts orally by fives to 20 while printing what
he is saying on his paper.
-
The student counts orally by ones to 21 while printing what
he is saying on his paper.
7.3.26 Lesson 25
-
The PT dictates "Twenty-two equals twenty-two dots" and prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 22 = 20 + 2 or 20 = 10 + 10 + 2.
7.3.26.1 Review - lesson 25
-
The PT dictates all number sentences 1-22.
-
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.
-
The student counts orally by fives to 20 while printing what
he is saying on his paper.
-
The student counts orally by ones to 22 while printing what
he is saying on his paper.
7.3.27 Lesson 26
-
The PT dictates "Twenty-three equals twenty-three dots" and
prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 23 = 20 + 3 or 20 = 10 + 10 + 3.
7.3.27.1 Review - lesson 26
-
The PT dictates all number sentences 1-23.
-
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.
-
The student counts orally by fives to 20 while printing what
he is saying on his paper.
-
The student counts orally by ones to 23 while printing what
he is saying on his paper.
7.3.28 Lesson 27
-
The PT dictates "Twenty-four equals twenty-four dots" and
prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 24 = 10 + 4 or 20 = 10 + 10 + 4.
7.3.28.1 Review - lesson 27
-
The PT dictates all number sentences 1-24.
-
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.
-
The student counts orally by fives to 20 while printing what
he is saying on his paper.
-
The student counts orally by ones to 24 while printing what
he is saying on his paper.
7.3.29 Lesson 28
-
The PT dictates "Twenty-five equals twenty-five dots" and
prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
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
-
The PT dictates all number sentences 1-25.
-
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.
-
The student counts orally by fives to 25 while printing what
he is saying on his paper.
-
The student counts orally by ones to 25 while printing what
he is saying on his paper.
7.3.30 Lesson 29
-
The PT dictates "Twenty-six equals twenty-six dots" and
prints:
-
The student repeats what he has heard and prints what he has seen 10
times vertically on his own paper.
-
Some students may see that 26 = 20 + 6 or 26 = 25 + 1.
7.3.31 Review - lesson 29
-
The PT dictates all number sentences 1-26.
-
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.
-
The student counts orally by fives to 25 while printing what
he is saying on his paper.
-
The student counts orally by ones to 26 while printing what
he is saying on his paper.
-
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
-
to hear, print and read the twenty-six letter phonograms of
the English language.
-
to hear, count, print and read the numbers 1-26.
-
to hear, count, print and read by sets of five up to 25 - 5,10,15,20,25.
-
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.
-
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.
-
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.
-
Some students will learn that multiplication (60=5x12) is a short way
to add 1+1+1+ etc.= 60.
-
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.
-
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
-
can recognize the 26 phonograms of the alphabet by sight and orally
pronounce the sounds correctly.
-
can print the phonograms by dictation with proper horizontal
spacing by hearing only (not seeing the cards).
-
can print them vertically with proper numbering and correct
punctuation from simple dictated directions. (PT says, "Number one is "d",
number two "l" etc.
-
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
-
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.
-
PT uses the same procedure that was used for teaching the consonants
and vowels. The student prints vertically. Then the student prints
horizontally.
-
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.
-
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."
-
PT says, "the er of her". "
Her
first church worships early."
-
PT and student say, "the er of her".
-
PT shows the phonogram card which shows the written symbols which
spell this "er".
-
PT and student repeat "the er of her" while student prints the phonogram.
-
PT says, "the ir of first". "Her
first
church worships early."
-
PT and student say, "the ir of first".
-
PT shows the phonogram card which shows the written symbols which
spell this "ir".
-
PT and student repeat "the ir of first" while student prints the
phonogram.
-
PT says, "the ur of church". "Her first
church
worships
early."
-
PT and student say, "the ur of church".
-
PT shows the phonogram card which shows the written symbols which
spell this "ur".
-
PT and student repeat "the ur of church" while student prints the
phonogram.
-
PT says, "the or of worships". "Her first church
worships
early."
-
PT and student say, "The or of worships".
-
PT shows the phonogram card which shows the written symbols which
spell this "or" and reads the spelling rule.
-
PT and student repeat "the or of worships" while student prints the
phonogram and repeats the rule.
-
PT says, "the ear of early". "Her first church worships
early
."
-
PT and student say, "the ear of early".
-
PT shows the phonogram card which shows the written symbols which
spell this "ear".
-
PT and student repeat "the ear of early" while student prints the
phonogram.
-
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
-
Paper must always be positioned correctly.
-
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.
-
PT can formulate his own outline by carefully reading WRTR 2-3 times.
-
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.
-
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.
-
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.
-
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.
-
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
-
Paper must always be positioned correctly.
-
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.
-
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
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9.2 Student Learns "God" First
The following section is an example of incorporating the
Biblical Method
of Education
into the Ayres List.
-
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.
-
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.
-
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.
-
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
-
PT dictates the Ayres List A-G as directed in WRTR.
-
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.
-
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.
-
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.
-
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.
-
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
-
A Composition Notebook is added when the student begins H on the Ayres
List.
-
The student prints his name at the top left corner of the page.
-
The student numbers each sentence to incorporate counting.
-
PT must allow student to compose his own sentences from the day's new
words.
-
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.
-
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.
-
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.
-
Student reads aloud the sentence he has written.
-
Composing two sentences a day is sufficient.
-
Sometimes one long sentence can be made from the day's new words and that
is a fun activity.
-
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.
-
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.
-
Test/review words need to be kept in a separate section of the notebook or
in a completely different notebook.
-
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
-
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."
-
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
-
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.
-
Student pronounces what he has hears, prints it on his paper and reads it
aloud. The student should practice this 10 times.
-
PT must decide what other math concepts need to be reviewed.
-
The above procedure for math words is used every time a mathematical word
occurs in the Ayres List.
-
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,
-
Do not purchase their phonics workbook or use their phonics method.
-
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.
-
The student prints these new words from PT's dictation.
-
The student reads aloud the new words he has just printed.
-
The PT monitors and corrects his pronunciation, spelling and formation of
the phonograms.
-
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.
-
Do not test/review the R&S new spelling words.
-
Do not worry about retention of those spelling words. Retention will
come with maturity and practice.
-
Do not ask student to memorize lists of words.
-
The main goal is proficiency in attack skills which are necessary to read
easily.
-
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:
-
Words purposely misspelled or scrambled.
-
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.
-
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.
-
PT dictates McG's word list from the beginning of each lesson
exactly
following the Spalding Phonics Method of dictating individual phonograms.
-
The student prints what he hears.
-
The student reads aloud what he has written.
-
PT monitors student's pronunciation and checks formation and spelling of
phonograms for accuracy.
-
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".
-
PT follows the directions for teaching these in WRTR, or from RI cassette.
-
PT pronounces phonograms and reads rule that accompanies phonogram.
-
Student sees the phonogram.
-
Student and PT pronounces the phonogram together.
-
Student prints what he hears.
-
Student checks to see if what he has printed matches the flash card.
-
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".
-
"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".
-
"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".
-
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
-
The PT dictates all numbers and phonograms to the student.
-
The student prints what he hears dictated.
-
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.
-
Once sequential order of 70 phonograms has been mastered, PT
dictates all phonograms out of order vertically using numbers 1-70.
-
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
-
The PT dictates all the phonograms in sequential order of learning.
-
The Student prints what he hears dictated.
-
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
-
to count orally by one's to 70,
-
to count orally by five's to 70,
-
to print by one's to 70,
-
to print by five's to 70,
-
to print number sentences and word sentences that describe what
number symbols mean in a concrete example. 70 = ..... ..... ..... ..... .....
seventy equals seventy dots,
-
to know which number words must have hyphens in them.
-
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:
-
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.
-
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.
-
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
-
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.
-
The PT adds the Bible Words after the Ayres Section is completed.
-
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).
-
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
-
The PT dictates one phrase or two phrases (no more)
along with every punctuation mark.
Student learns punctuation as it presents itself.
-
The student "reads" aloud what he has printed. ( Grade 1).
-
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.
-
The PT looks and listens for absolute accuracy (
truth
) in
pronunciation, spelling, punctuation and capitalization.
This teaches God's absolute standard is His Word.
-
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.
-
As the Holy Spirit directs, the PT asks appropriate questions and takes
time for explanation and discussion. Jesus asked questions to promote
understanding.
-
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.)
-
The book of
Psalms
may be read to introduce the student to
poetry.
-
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.
-
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.
-
The PT dictates one sentence or one verse with all accompanying
punctuation marks.
-
The student "reads" what he has written (Grade 2).
-
The PT must be sure the student's cursive is legible, distinct, and
correctly formed.
-
When the student learns cursive, this exercise serves as his daily
penmanship lesson for the rest of his school career.
-
The PT continues to check for absolute accuracy (TRUTH) in pronunciation,
spelling, punctuation and capitalization.
-
The PT points out rules for punctuation as the punctuation presents
itself in the verses.
-
The PT also points out simple nouns, verbs,
prepositional phrases, adjectives, adverbs, etc.
-
The PT discusses or asks appropriate questions to make sure the
student understands what our GOD is "saying" to us.
-
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.
-
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.
-
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.
-
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