Instructions for teaching the ‘home’ vocabulary:
At this time, one’s child would have a reading vocabulary of twenty words. Reviewing over words might become boring for one’s child, so the lesson format will change to no more than five words to review. In addition, the size of the print has changed to 2 inches high on cards 3 inches high. The words should be written in red using lower-case letters.
The home vocabulary is divided into family, objects, possessions and doing. A suggested vocabulary Is listed below and one will need to make deletions and additions to these lists, especially to the one involving family. If one’s child does not have a brother, a cat or a fish, these words should not be introduced. If, on the other hand, the child does have a sister, a dog and a bird, these words should be printed.
Family: mommy, daddy, brother, sister, dog, cat, fish, bird, baby
Objects: chair, table, door, window, wall, bedroom, bathroom, kitchen, refrigerator, tv
Possessions: plate, cup, shoes, orange, dress, spoon, hat, ball, pants, pajamas
Doing: sitting, standing, running, laughing, climbing, creeping, walking, jumping, throwing, reading
In addition, one separate cards, print the proper names of family members (including pets), such as Mary, Rover and Pete, as well as the child’s name. Proper names should begin with a capital letter. It is not necessary to discuss the capital letter with one’s child, unless he/she knows the alphabet and questions it.
All words are taught singly as before, but as each word is taught, point to the person or animal being named.
A blank lesson plan is available for one to make additional copies as needed. Simply fill-in-the-blanks with the word one wishes to teach. Begin in the order the groups were listed above. When filling in the section for review words, use the last five words from lesson twenty-five. Remove one word at a time as one’s child begins to build the home vocabulary. Remember only one word per day.
After one’s child learns the home vocabulary, there are several more steps to follow. These steps are sentence-structure vocabulary, structured phrases and sentences, reading a real book and the alphabet.
Baby Kids Can Read: Teaching Home Vocabulary
Materials:
Word ____________ written on a white card. Dimensions are 3 inches high, approximately 12 inches long, in red, lower-case letters 2 inches high.
Session One:
3. Introduce the word ____________.
4. Make the word meaningful to your child.
5. Repeat saying ____________ again.
6. Make the word meaningful to your child.
7. Hold up the word ____________.
8. Say, “This is ____________.”
9. DO NOT ELABORATE! Allow him/her to see the card no more than ten seconds.
10. Now play with your child. Give him/her your complete attention for a minute or two.
11. Present the word again for the second time.
12. Allow him/her to see it for ten seconds.
13. DO NOT ASK HIM/HER WHAT IT IS!
14. Say, “This says ____________.”
15. Play with him/her again for two minutes.
16. Present the word for the third time.
17. Allow him/her to see it for ten seconds.
18. DO NOT ASK HIM/HER WHAT IT IS!
19. Say again, “This says ____________.”
Repeat Session One two more times before following the steps listed under Next Session. All sessions should be at least thirty minutes apart.
Next Session:
1. Hold the word ____________ up to the child.
2. Say, “What is this?”
3. Mentally count to ten slowly.
4. If your child says, ____________. Then make a big fuss. Tell your child you are very proud of him/her. It is wise to hug your child and express your love for him/her physically.
At this time, one’s child would have a reading vocabulary of twenty words. Reviewing over words might become boring for one’s child, so the lesson format will change to no more than five words to review. In addition, the size of the print has changed to 2 inches high on cards 3 inches high. The words should be written in red using lower-case letters.
The home vocabulary is divided into family, objects, possessions and doing. A suggested vocabulary Is listed below and one will need to make deletions and additions to these lists, especially to the one involving family. If one’s child does not have a brother, a cat or a fish, these words should not be introduced. If, on the other hand, the child does have a sister, a dog and a bird, these words should be printed.
Family: mommy, daddy, brother, sister, dog, cat, fish, bird, baby
Objects: chair, table, door, window, wall, bedroom, bathroom, kitchen, refrigerator, tv
Possessions: plate, cup, shoes, orange, dress, spoon, hat, ball, pants, pajamas
Doing: sitting, standing, running, laughing, climbing, creeping, walking, jumping, throwing, reading
In addition, one separate cards, print the proper names of family members (including pets), such as Mary, Rover and Pete, as well as the child’s name. Proper names should begin with a capital letter. It is not necessary to discuss the capital letter with one’s child, unless he/she knows the alphabet and questions it.
All words are taught singly as before, but as each word is taught, point to the person or animal being named.
A blank lesson plan is available for one to make additional copies as needed. Simply fill-in-the-blanks with the word one wishes to teach. Begin in the order the groups were listed above. When filling in the section for review words, use the last five words from lesson twenty-five. Remove one word at a time as one’s child begins to build the home vocabulary. Remember only one word per day.
After one’s child learns the home vocabulary, there are several more steps to follow. These steps are sentence-structure vocabulary, structured phrases and sentences, reading a real book and the alphabet.
Baby Kids Can Read: Teaching Home Vocabulary
Materials:
Word ____________ written on a white card. Dimensions are 3 inches high, approximately 12 inches long, in red, lower-case letters 2 inches high.
Session One:
- Show the cards ____________, ____________, ____________, ____________, ____________
3. Introduce the word ____________.
4. Make the word meaningful to your child.
5. Repeat saying ____________ again.
6. Make the word meaningful to your child.
7. Hold up the word ____________.
8. Say, “This is ____________.”
9. DO NOT ELABORATE! Allow him/her to see the card no more than ten seconds.
10. Now play with your child. Give him/her your complete attention for a minute or two.
11. Present the word again for the second time.
12. Allow him/her to see it for ten seconds.
13. DO NOT ASK HIM/HER WHAT IT IS!
14. Say, “This says ____________.”
15. Play with him/her again for two minutes.
16. Present the word for the third time.
17. Allow him/her to see it for ten seconds.
18. DO NOT ASK HIM/HER WHAT IT IS!
19. Say again, “This says ____________.”
Repeat Session One two more times before following the steps listed under Next Session. All sessions should be at least thirty minutes apart.
Next Session:
1. Hold the word ____________ up to the child.
2. Say, “What is this?”
3. Mentally count to ten slowly.
4. If your child says, ____________. Then make a big fuss. Tell your child you are very proud of him/her. It is wise to hug your child and express your love for him/her physically.