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Help with Delightful Reading
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I began using a different Kindergarten curriculum when my son was 5 years old before switching over to a Charlotte Mason Approach. He will be turning 7 next month. We recently started using the Delightful Reading material and have been working on word building. The basic three letter words are easy for him to recognize. However, when we started with long vowels and then blends, he seems to understand when we are doing the lesson, but he does not recognize the word later. For example, he reads ‘sing’ a couple of times during our lesson, but the next day he does not remember this word at all. I am wondering if I am introducing too many words during a word building lesson that he doesn’t have enough practice seeing it or since he understands how word building works, if I should go ahead and begin the formal reading lessons with the poem ‘Rain.’ I guess I am a little unsure to know how many and what kind of words he should easily recognize before moving on? Thanks!
Perhaps consider trying Word Mastery just for supplement? It’s a free download available online. It’s based on Word Families.
It’s hard to say without knowing all the details, Tina. It could be that you’re introducing too many too quickly. You may want to back off a bit. Maybe introduce a word and see if he can figure out one or two other related words (e.b., gate, hate, late). Then next time review those first. If he remembers them and can read them, move ahead; if he doesn’t remember them, though, stop with the review or add one or two more related words that reinforce the “ate” combination.
Here are some milestones that might help you know when to move on to the reading lessons.
Move on to reading lessons if . . .
- “Words are no longer unfamiliar, perplexing objects, when [he] meets with them in a line of print” (Home Education, p. 203).
- He can read most of these words from the 100 Most Commonly Used Words list: as, was, has, had, up, her, him, way, may, day, did, use, make, time, more, made.
- He is reading words on his own during Reviews and is not having to re-learn them or does not need excessive prompting.
- He can build word families. When you ask him to make all the words he can out of an ending, such as -en, he is able to make several on his own, such as hen, Ben, men.
- He is able to build a word from memory after studying it.
Sonya, Thank you so very much for your time in answering my question. I do think I have been trying to do too many words at one time. I guess I have been feeling a little behind in teaching my son to read and wanting to hurry on to the formal reading lessons. However, from your response, I understand that the word building exercises are not just for the student to understand the concept of word building, but they allow the student to become very familiar with the words being built so that they can read them upon seeing them again. In essence, this is very important and should not be rushed. Up until now, I have been doing reading 3 times a week and trying to get through a list of new words, but if we go down to only 2-3 new words a day, should I work on reading every day? Thanks again!
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