Go A to Z! cards

Found in the LaK program.

La1 schedules them "if you have them." Since some people using LA1 have used LAK and have the cards, SL schedules activities using the cards. But, you don't have to use them and can make your own letter cards as you need them.

For example, Phonics Activity #2 from Week 1 instructs the parent to "either create letter flash cards. . . or pull the cards from the Go A to Z! pack, if you have them."

Phonics Activity #3 in week 2 also suggests pulling out some of the Go A to Z! cards and having the child form words from these cards. If the parent doesn't have the cards, she can make letter cards to be able to use the activity.

You could also suggest she use letter tiles, magnetic letters or any such item she has around the house. But it isn't difficult to make letter cards from 1/2 or 1/4 index cards.

Language and Thinking for Young Children is

scheduled in: LA K IG, LA 1 IG (for Core K users only), and Science K IG included in packages: CoreUltra K, CorePlus K, and LA K (KL) required resource: for LA 1 when used with Core K.

Match Language Arts IG to the Readers. If a strong or voracious reader requires more age-appropriate Language Arts instruction, additional reading can be added in rather than using one level LA and a higher level Readers.

It is important to match a student in the phonics stage (K through 2-Intermediate) to a LA level that will be a good fit for that student regardless of Core program or combining with other students.

K Readers are Scheduled in LA K IG under "Activities" [4.5.06]

The level K LA IG does include the reader schedule, but it is listed under the "Activities" row. There is no separate row for readers in the K LA IG. (K Readers are also scheduled in the K Reader Schedule/Study Guide.)

LA K through 2 Adv IGs 5-day schedules [4.29.06]

Because we state in the catalog, that kids in levels K - 2 Adv should be reading 5 days per week, the corresponding LA IGs have 5-day schedules only.

Clarification:Any LA IG's in K through Grade 3 - 5 which have 4 day reader schedules--- the 4 day reader schedule will be removed next year.

Location of Vowel and Consonant Sheets

10.1.05 The blank vowel and consonant sheets are in LA1 (Beginning to Read) and are in Appendix 3 (along with the filled in versions).

LAK has vowel activity sheets that take the place of the pre-ETC books on the weeks where the student is learning vowels. They look like the ETC book activities. This is not the same thing as the vowel and consonant sheets in LA1.

Using K LA with the various handwriting ability levels [11.05]

I think the biggest thing to remember with the K LA issues is that the handwriting programs don't introduce letters in the same order or speed as the phonics programs which don't introduce the letters in the same order or speed of the dictation program.

The phonics portion introduces one letter a week -- following the order of the Ready... Set... Go for the Code series (remember this was a necessary part of the curriculum up to a few years ago). This portion is very Ruth Beechick/CM friendly.

Then we have the dictation. Totally different. They write their name, then address, then phone number. That kind of thing. Many, many kids are totally ready for that. Others haven't ever written a letter before so they need to JUST do the one letter a day they learn in the handwriting program. We have recommended the parent write the name/address with a highlighter and the child then just traces inside the highlighter.

There is no easy way to line the phonics up with the handwriting (or vice versa). HWT (for example) teaches letters in groups, based on how the letter is formed. The 'c' letters -- c, o, g, d, a -- all formed by first making the c, are taught together (not in the same day, still one letter a day). I don't encourage people to work on writing the letter the same day they work on the phonic sound of that letter. Slowly, once they get halfway through the year or less, it won't be an issue anymore because they will have learned how to form all 26 letters (usually) and then can begin to practice both writing and the phonics sound at the same time.

So, the root of my recommendation -- skip the dictation or use the highlighter/tracing method if you need to and don't worry about learning how to write the letter which you are learning in phonics. Just follow the handwriting program as intended.

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Generally, people recommend following whatever their handwriting program does for letter writing. In other words, it's okay to skip the letter writing practice in the ETC books or in the LA IG. When you are studying the letter F, concentrate on the sound, recognition, etc., but not necessarily writing it. Some people go ahead and do both - their handwriting program and the LA IG practice.

But, of course, everyone is different. For example, I don't use any of the handwriting programs SL sells. I don't start with a handwriting book until about first grade. Before that, I simply teach the letters and proper formation as it comes up. So, I can use LA K without making accomodations for the order the letters are introduced. I can have my child practice writing F when the curriculum suggests it.

At the same time, some kids aren't ready to write at all while they are ready to learn to read. So, then, just skip all the writing and work on the other portions.

As for the dictation at the very beginning, I say to skip it. If your child isn't ready to write that much at the time, skip it. I take the time to familiarize my students with their name, address, and phone number. I might have them trace it, but I probably wouldn't. If you use LAK with an older student or a student who is able to write already, by all means, practice writing your address and phone number if it's appropriate.

After the first few weeks, the dictation is more about the specific letters the student has learned and simple words the student is learning to read. Again, if a student is ready to trace, copy, or take dictation, fine. If not, the student can still practice letter sounds, beginning reading, rhyming, and other concepts that the dictations and activity sheets are designed to practice.

I'm using LAK with a 4yo right now. My dd is more than ready to learn letter and sounds and learn to read. But, as much as she wants to learn to write, she isn't able to write much at the moment. So, we are talking about the letters. We are making the letters in the air with our fingers. She's tracing the letters with a pencil, with a crayon, with her finger, or whatever works that day. She can "draw" the letters in sand or cornmeal and such. But she doesn't actually practice writing the letter on handwriting paper. She can recognize her name - so I'm happy. She'll learn to write it soon enough. We'll practice that when the time is right. I'm teaching her our phone number and address, but I won't expect her to write them any time soon. There's time for that. What this means is that we don't do everything in the LA K. And, we don't do exactly as written all the parts we do use. I pick and choose. My dd is still getting lots of practice with letter formation, letter sounds, and beginning blending.

When I used LAK a few years ago, I did the same thing I'm doing now. At the time, my son was ready to practice his letters with pencil and paper. So, we did. But I still didn't have him write the address and phone number. He practiced his name all the time.

2TLN - new edition [11.05]

We are sending NEW 2TLNs to those whose order shipped on or after 9/16/05. If we receive calls regarding this issue, the easiest way to tell if they have the incorrect one is to look at week 8 of the schedule.

If under "CREATIVE EXPRESSION" it states

"Turn to Appendix 1, Unit 6 (pp 30-33) for creative writing instructions"

IT IS THE WRONG VERSION OF 2TLN and we will need to ship them a new one.