FAQ

We have an easy-to-read transition chart to help.  Click here for the chart.

Initially, you should spend five or ten minutes glancing through the daily lesson to familiarize yourself with the teaching patterns. Because the same type phonics exercises are used throughout the lessons, once you get used to them you will probably skip a lot of the word-for-word “Say …” instructions. As a time-saver, we recommend highlighting the word examples in the Phonics Art, Jacob’s Phonics Ladder, Blend (or Word) Search, and Vowel Lane Spelling exercises (which include word examples for “Advanced Students”).

K4 refers to a four-year-old who would do better by being taught Phonics Level A (item 001) for just twenty minutes or so two or three days per week. An Advanced K4 student is an older four who is ready for our full Beginning-to-Read Program (Level B – item 002). K5 is a traditional term for a five-year-old kindergartner; an Advanced K5 student is one who can keep pace with a Beginning 1st grader (B1st — one not schooled previously). An Advanced 1st (A1st) grader is a student who has finished Phonics Levels A and B and is ready for Level C (item 003).

With the exception of Level A, the Christ-Centered Phonics and Math Programs were designed for a 180-day school year. If your state requires that home schools teach a specific number of hours per day (usually fewer hours than state schools), you may wish to school the same days as the public schools in your area. However, since some states don’t require children under age six or seven to be in school, if you’re teaching a younger child you have flexibility on the amount of days you teach per week. For example, if you’re teaching a young four-year-old, you may prefer to teach for short periods just a couple of days per week. For older four-year-olds, we recommend at least four days per week so that what is being taught is more readily retained. Kindergartners, B1st, and older students should be taught on a Monday—Friday schedule. (Consistency is a key to success.)

For a young four, the Level A phonics lessons and workbook should take about twenty minutes. In the beginning, the Level B:1 phonics lessons (item 205) should take no more than twenty to twenty-five minutes (including the daily phonics drills). However, as the lessons become more complex, twenty-five to thirty minutes is the norm. Seatwork activities (workbook pages, spelling lessons, writing practice) usually take fifteen to twenty minutes initially—depending on whether your student is an “eager beaver” (works fast, but not always carefully), a “perfectionist” who must get everything right, or a “slowpoke” who loves to dawdle. As workbook assignments become more difficult, these can take twenty to twenty-five minutes. Ideas for how to develop godly character during seatwork sessions appear in “How to Build Godly Character Through Seatwork Activities” on pages iii–viii of the Christ-Centered Phonics Workbook Instructions & Answer Key: Level B:1 (item 205AK). This same article also appears under the “Helpful Articles” link at the top of the page. Click here.

The primary purpose of the daily drills is rote memorization—one of the key ways children learn. DAILY PHONICS DRILLS put needed information into children’s long-term memory banks to be drawn upon when the parent-teacher presents each of the Beginning-to-Read lessons.

Initially, drills take a little longer during the poll-parrot phase: Say a drill/child repeats it. However, as soon as your student is capable of saying a drill with you, the DAILY PHONICS DRILL should take no more than five to seven minutes per day. If your drills take longer, perhaps you’re taking extra time to discuss the rhyme or verse on the phonics flashcards. If so, we recommend asking the Lord to help you focus on the purpose of the drills—rote memory, not understanding. (All of the spiritual and phonics information will be fully introduced in the lessons according to the numerical sequence of the Christ-Centered Phonics Flashcards 1–118 Master Set (item 201).

Yes, on page viii of Christ-Centered Phonics Lessons for Flashcards 1–31: Level B:1 (item 204) are some suggestions for ways to vary the drills.

On pages xi-xiii of Phonics Lessons 1-31 are suggestions for “Meeting the Special Needs of Large Families.”

First, we recommend reading “How to Help a Struggling Reader.” Click here for the article.

Sometimes, one of the following reasons may also apply: (1) inconsistency due to large gaps between schooling; (2) lessons not taught properly; (3) “picking and choosing” which exercises to teach and thus unknowingly leaving out important parts; (4) choosing a level that is either too advanced—or not advanced enough; (5) due to family stresses, perhaps a negative spirit has been “caught” by your child; or (6) it may not be your child’s God-given timetable for everything to “click” and he or she just needs more time.

To resolve such situations, pray fervently for wisdom (James 1:5; 5:16b) plus empowerment to correct whatever is needed. Since God is the One “who teaches man knowledge” (Psalm 94:10), pray that He will open your child’s understanding. In the meantime, be an encourager by passing on the joy of learning.