Learning to Read **Making Progress**

 

Asalaam ‘Alaikum:

In the past I have mentioned having problems with using “Teaching Your Child to Read in 100 Easy Lessons.”  I spoke recently with a friend who has used that program to teach all of her children.  It seems she forgot to mention that at least one or more of her children had the same problem.

What was the problem?  Essentially, my daughter had become flustered and frustrated when looking at all those words in the book.  She then announced “I don’t like doing this and don’t want to do it anymore.”  So, we put it on hold (for quite a long while).  Well, my friend gave me a few ideas and they have actually worked, alhumdulilah.  Essentially, my daughter still uses the book when working on the sounds, rhymes, etc.  However, whenever we go over the “word reading” section, I take out a notebook and write the words (exactly as they are written in the book) for her one at a time as we go over them.  For some reason, this doesn’t overwhelm her as much as seeing all those words already on the page.

We have done this for a few lessons and I am surprised at her abilities, masha’Allah.  She is even now sometimes able to read a word without sounding it out - and she is learning the sounds better.  Anyway, just thought I’d share this insight with you other mothers - if you are using this book - as it has been a frustrating time trying to find something else that would work (and I really like this book).

For those of you who actually use this book, you may notice that this lesson (above picture) includes some words that are not in the book (mat and sat, for example).  During our lesson, my daughter kept making the mistake of pronouncing the ‘d’ sound as ‘t’ (even though when I asked her what sound the ‘d’ and ‘t’ made, she knew the difference.  So, I decided to write out the other word that is similar, but sounded different to show her the difference visually and it seemed to help.

Essentially, we are still using Montessori methods as well.  I have been following the “Montessori Read & Write” book by Lynne Lawrence and I do really recommend it.  My daughter doesn’t seem to mind these short learning sessions with “How to Read in 100 Easy Lessons”, but she enjoys using the Montessori methods and will “play” with them for an extended period and consider it fun.  Insha’Allah it will benefit her.

PS:  A while ago I posted our Montessori based tool - similar to “Classified cards”.  Please see here.  Subhan’Allah, in my frazzled state of mind I made these previously all in capital letters without a thought.  Thankfully, someone posted that they should be made in small letters - as this helps with letter recognition when reading (most letters are small case except the beginning of sentences, etc.)  Anyway, I did fix this but never got around to posting the new pictures.  So, for those of you who are interested, I have posted the new pictures here.  I also wanted to mention that I actually made my new cards with the “Montessori font” that is available on the web for free download.  I wish I could remember where I found it - but I am sure if you do a search on “Montessori font” you should eventually find one (if you are interested).
Asalaam ‘Alaikum,

Sumayyah Umm Sadiqah wa Asma

Home-Made Reading Materials

Asalaam ‘Alaikum:

Well, since I have found that my oldest is more of a tactile / hands-on learner, I decided to make different learning materials to help her be more familiar with different words and letters.  So, I created some cards based on “Classified Cards” for the Montessori Method but altered my expectations of how to use the cards.

HOW TO MAKE THE CARDS:

To make the cards, I simply did a search on Yahoo and Google to see what pictures I could find (I searched under images).  Thus, if I was looking for a picture of a house, I would search under images for “house.”  I decided to make all of these pictures black and white so I clicked on black and white images to find what I wanted.  After finding them, I copied the image and pasted it into Powerpoint onto the card size I wanted (drew boxes) and put the name of the item below.  If this is too much for you, simply cut and paste the picture into a document and make a different document for the word label.  Then I would print off two copies of each page on normal paper - cut them out and tape them to a large index card.  I made sure to put the label exactly at the bottom of the card to ensure the labels were all starting at the same point (thus, the same size).  Then, on one copy of each card I would cut off the labels.

HOW TO USE THE CARDS (FIRST METHOD):

When I printed off the cards, I made two of each card.  Then, on one of the cards I would cut off the label and set it aside.  Give your child a few cards that have the label and those cards that match with their separate labels.  Have your child place the label that goes with the appropriate card using the card with the label attached as a way to help check their work.  (This method is shown in the picture above.)  I’m hoping that this will help my daughter be more familiar with the names of certain items and what those names look like written out.  In the future I hope to make more cards that are actually classifications of items - such as transportation, fruits, vegetables, etc.

I figure that at some point - when she is able to read - we can adjust the use of these cards by having her match the label with the appropriate card without using another card to ensure accuracy (instead trying to see if she can remember the label name, read it and place it appropriately).  I also intend to make a set of cards like these, but in the Arabic language, insha’Allah.

 

HOW TO USE THE CARDS (SECOND METHOD):

My daughter has been completely enthralled with learning how to write words.  She is always asking me how to write a word - any word - so she can practice and write it in a notebook.  So, I thought we could use these cards a second way.  With this method, I will use just the cards that have the labels attached to the card.  Then, using her movable alphabet, she can find the letters that she needs to make the words and then put them in order based on what she sees on the label.  Perhaps later, she can also do this without the movable alphabet - instead just writing the names on slips of paper or in her notebook.  I’m just hoping this will get her more actively involved in this process as I have found that most methods of learning reading and writing are not working for her - but this interests her.  I also intend, insha’Allah to make these cards in Arabic so she can practice with her Arabic Movable alphabet as well.

Asalaam ‘Alaikum,
Sumayyah Umm Sadiqah wa Asma