This is first set of lessons for Daughter A. She is definitely the slowest starter of the three students I’ve been documenting. I like detailing different students so that you all can get a feel for what it looks like to adjust the lessons to a student’s ability, or even to a student’s day. We spent many days on the first book. It just goes like this sometimes. I almost wondered if I was starting her too soon {about a month out from turning 5}, but she was asking for lessons, and now that we have done almost 200 days of lessons, I can say that she is doing just fine.
Lesson One
Introduce new sounds: a, m, s and t Build words: Mat, sat, Sam. Read Set 1, Book 1 (“Mat”) pp. 1-4.
Lesson Two
Introduce sounds: o and n Review sounds: a, m, s and t Build words: on, not, am. Read Set 1, Book 1 (“Mat”) pp. 5-6.
Lesson Three
Review sounds: a, m, n, o, s and t Build words: sat, on. Read Set 1, Book 1 (“Mat”) pp. 7-8.
This is going to be a lot of review, even more review than I would normally plan. This is because, even though I’m posting this all in a single post, there was actually a two-week gap between Lesson Four and Lesson Five due to Advent and Christmas. But, that is life. We don’t stop life because of lessons…we simply adjust. You may wonder why I starter her if I was only going to be able to get in four lessons before the holidays, and the answer is simple: because she asked.
So, here we go…
Lesson Four
Review sounds: a, m, n, o, s and t Build word: Mom. Read Set 1, Book 1 (“Mat”) pp. 1-5.
Lesson Five
Review sounds: a, m, n, o, s and t Build a word: man. Read Set 1, Book 1 (“Mat”) pp. 1-4.
Lesson Six
Review sounds: a, m, n, o, s and t Build words and sentences: sat, on; Sam sat on the man. Mom sat. The man sat.
We ran out of time playing with words and sentences, so no book reading this day.
Lesson Seven
Review sounds: a, m, n, o, s and t Build word: man Read Set 1, Book 1 (“Mat”) pp. 4-8.
I don’t know that Daughter A. was completely ready to begin Book 2, but treading water was getting us nowhere, so we moved on. I think stretching her a bit actually helped her connect the things that she was stumbling over in Book 1. I find that sometimes when I don’t know if a child is ready to progress or not, I just move forward (slowly, of course) and see what happens. In handling Book 2 as well as she did, she confirmed that moving on was the right decision.
____________________________
Read More:
–Days 1-3 with Neighbor M.
–Lessons with the Easily Overwhelmed Student
–“A” is not for Apple
–A Tip on The
Get My Free Binder Guide!
The Teaching Reading with Bob Books method uses a special binder system in order to simply and easily tailor the frequency of review to the needs of each individual child. This free guide explains exactly what you need and how to build the TRwBB Binder so that you can get started teaching right away.
