Teaching Reading Made Easy: A Step-by-Step Guide to Help your Child Learn to Read

This step-by-step guide makes teaching reading easy. Each day during the 120 day program, Mrs. Karle tells you word for word what you can do and say to help your child to reading success. Each day takes 15 minutes to teach. Students gain confidence as they learn new sight words and phonics each day. From day one, students are reading, and are excited to come back for more. 
Sample Day 1 LessonNew words for todayGood
MorningConcepts:Upper case 'G' and 'M' 
Concept of word 
Left to Right Reading
Dialogue for Illustration for Day 1Teacher:  Asks questions about the picture such as:
§  Where are these children? (in the bedroom, at home etc.)
§  Can you tell whose room it is? (the boy's)
§  Why do you think it is the boy's room? (children may name things in room like a rocket, dinosaur, etc.)
§  Could a girl have a room like this? (answers will vary)
§  What are the children doing? (reading, looking at books, etc.)
§  Do you think these children already know how to read? (answers will very)
§  If they don't know, do you think they would like to learn how to read?
§  Why? Would you like to learn how to read? (hopefully the answer is yes.)
§  Let's look at the words on the cover of the book the girl is reading. (Teacher points to the title Good Morning on the cover.)
§  The title of her book is "Good Morning" .(Teacher points to each word as she reads it.) 
Do you see these same words, "Good Morning" (teacher reading, point again) any where else on this page? (Hopefully some one will say, they are the big words under the picture. If not, you can say,)
§  Here they are.   (Reading, pointing to the large Good Morning at top of the text page.)

Dialogue for Text for Day 1. 
Teacher: Using a pointer, point to each word on the easel:  Good Morning and, at the same time, read aloud - Good Morning. 
Absolutely use a pointer, left to right, every time you are reading.  

Teacher reads again: Good Morning  (pointing, of course)
§  Can you read this with me? (Remember, always use a pointer as you read)
§  Good Morning  
§  Very good.
*Praise, praise, praise -always praise children after they have read. 

Teacher says,
§  How many words do you think are up here? (Two)
§  Let's count them. (Point one, two)
§  Let's read them again. (Reading:  "Good Morning")
§  What is this first word? (good)
§  How many letters in the word 'Good'? (four)
§  Can we count them together? ( Point and count. one, two, three, four)
§  Does anyone know the first letter in the word Good? (Point to 'G')
§  You are right, 'G', this is a big 'G' or another word for it is capital 'G' or upper case 'G'.

*It is extremely important that the children understand that Capital letters, big letters and upper case letters are one and the same. It is just another way of saying the same thing. This concept is very confusing to children. The Sight and Sound Reading Alphabet which visually teaches the lower case/upper case, little/capital, and consonant/vowel concepts and the very confusing printed "a", "g" and "t" can certainly help your students understand the confusing details of the alphabet.  
Teacher:
§  What is this second word?  (Point to 'Morning', on the chart.)
§  How many letters are in the word, 'Morning'? (seven)
§  Can we count them together? ( Point and count. one, two, three, four, five, six, seven)
§  Does anyone know the name of the first letter (Point to 'M' ) in the word Morning? 'M' -super!
§  This is a big 'M', or, we sometimes call it capital 'M'. Some people even call it an upper case 'M'.
 
Teacher should enhance the dialogue at any time by involving the children. The Sight and Sound Reading Program Is for children participation.
Have a child come up and point to something.
Have a child write something.
Have a child act out something.