The word pink has in it a root sound: ink. Because of this, I attempted to teach pink the way I had taught the word for. After all, for and its companion or had great reception at our house, and little A. thought it was magical for or to be inside of for that way.

However, comma.

Sometimes, we hit a brick wall. We did in regard to pink. My student just is not ready to think about ink being inside of pink, and I made it worse by bringing up the word sink.

I would still encourage attempting this. If the child is ready, he will latch onto the idea and all will be well. If he is not ready, you can do what I did…and pretend you never said any of that stuff. You can still continue to underline the root in the word so that the student is absorbing the concept of identifying the roots. But don’t push it! The author made pink a sight word precisely because the students aren’t ready for the concept yet. Testing the waters is one thing; giving lectures on pink sinks is another, and I for one am against it.

Wish I had a smiley face icon sometimes…

Ahem.

As I was saying: introduce pink in a way that is most comfortable for your student.

The end.