Monday, December 10, 2012

Usborne Very First Reading - More Printables and Teaching Tips

I have been continuing homeschool using the Usborne Very First Reading Set (and the extra UK only expansion) with Michael on his reading. I am still very pleased with the sets and the extras available online.

We finished the six books on my first progress chart so I needed to make another one. I just made the full set while I was at it. If you have any need for them, here they are.



I continue to fine tune the implementation of the reading program. This is what I'm doing right now.

Preparation

  1. Print progress charts in this post.
  2. Go to the Very First Reading Resource Page (US) and download and print the activity sheet for each book and the word bank for each book.
  3. If you have the UK expansion set for levels 1-7, go to the Very First Reading Resource Page (UK) and download and print the activity sheet for the extra level 1-7 books. (If you're teaching UK English, just print everything from this page.)
  4. Cut out the word bank cards.
  5. (Optional: Pre-print child's name and answers to activity sheet questions on clear labels. Use a simple font in a light grey color. You can place these labels on the activity sheet for the child to trace if you're still working on handwriting/letter formation with the child.)

Teaching

Modify this to suit your needs. This is just what we do with the books and materials. We do this over three-four different days. Since we homeschool twice a week right now, it takes us 1-2 weeks to do each level.

Day 1 (and sometimes an extra day)
  1. Read the book with the child. You read the words in the smaller font. The child reads the words in the larger font.
  2. Do the first activity in the back of the book with the child.
  3. Practice the word bank cards sorting into a "fast" and "slow" pile. Teach the words in the "slow" pile. Keep those pile separated for future use.
  4. Do the activity sheet for the book with the child. I use my pre-printed labels and work on Michael's handwriting during this activity.
  5. Put stickers in the appropriate spots on the progress chart.

Day 2
  1. Review the word bank cards. I review both piles and move any cards Michael's learned from the slow pile to the fast pile.
  2. Read the book a second time.
  3. Do the second activity in the back of the book.
  4. Put stickers in the appropriate spots on the progress chart.

Day 3
  1. Review the word bank cards. I review both piles and move any cards Michael's learned from the slow pile to the fast pile. (Usually he's learned all the word bank cards at this point. If not, I sneak any leftover "slow" cards into the set for the next level.)
  2. Read the book a third time.
  3. Do the third activity in the back of the book.
  4. Put stickers in the appropriate spots on the progress chart.


Notes

I am particularly pleased with the word bank cards. The "rule breaker" words (words that "break" the regular phonics rules) are outlined in red. High frequency words are outlined in green. The rest of the words are words chosen because they do follow the phonics rules introduced in that level's book(s).

Reading the books multiple times is essential for developing reading fluency and confidence. The multiple activities in the back of each book and additional materials online keep the child interested in multiple readings. Once they've learned the book, have them read it with an older sibling or a grandparent for additional practice and so they can proudly show off their reading.

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