Support > Curricula > How does Little Stories for Little Folks compare to other phonics based programs?


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Home > Support > Curricula > How does Little Stories for Little Folks compare to other phonics based programs?

Question:

Hello. My second grader learned to read using Teach Your Child to Read in 100 Easy Lessons. I am using the same program for my Kindergartner. The system was very effective, and my 8 year old is reading and comprehending well (for ex. Childhood of Famous Americans, Voyage of the Dawn Treader, D'Aulaires Greek Myths). This year we began using Sound Beginnings, and our 3rd grade syllabus uses Starting a Spelling Notebook along with The Writing Road to Reading. However, I am concerned about advancing in the Spalding method next year. I like that it is supposed to build reading and thinking skills along with the spelling, but our use of Sound Beginnings has my son dreading school. Groups of phonograms were introduced along with all of their sounds, but only some of the phonograms were practiced throughout the week in words. Most often, they were added to the growing list of those already introduced, and these were called out daily for memorization and recognition but rarely put into use. I think the approach has been too abstract for him. I do not know if the method of teaching remains the same moving on, but I feel the need for a change. Not only does he fight me every time I mention "phonics", I find that his spelling needs improvement. Our adviser recommended All About Spelling, and then I thought about CHC. Since he will be going into 3rd grade, I wonder if he has missed the window to get started using your spelling and language materials. If not, I am not sure where I would start him. Also, I cannot get a real sense of your methodology. From reading your website, I gather that CHC uses a phonics/phonetics approach, that phonograms are introduced using word families, and that new words are reinforced in various ways before moving on. However, how many phonograms are taught all together? When and how are they introduced? Do the children learn phonetic markings? How are the letter tiles used? This information will also help me decide whether or not to continue with 100 Easy Lessons when my Kindergartner goes into 1st grade in the coming school year or to switch to CHC. I really need some details about your phonics approach to better understand how it compares to these other phonics based programs. I thank you for your time and any elaboration of details that you can provide.

Answer:

AMDG+

Dear Parent;

First, you have done a wonderful job of teaching your son to read, as evidenced by the books he is reading. Isn't it rewarding to see him reading, and enjoying reading?

You ask some insightful, thoughtful questions. Perhaps the best way to begin answering them is to give you a quick visual tour of Little Stories for Little Folks and the related handwriting and spelling workbooks, which reinforce the phonics learned in LSLF. My explanations will likely make more sense if you can take the tour first.

For this tour, please would you check out each of these links? The first introduces LSLF.

http://www.chcweb.com/catalog/LittleStoriesforLittleFolksCatholicPhonicsReaders/product_info.html

The following link connects you with the first grade Interactive Guide, where you can see a bit of the LSLF program, along with the first grade speller and handwriting/phonics reinforcement workbook.

https://chcweb.cld.bz/Interactive-Catalog-and-Grade-Guides/Interactive-Guide-Grade-1/8/

To continue: Little Stories for Little Folks: Catholic Phonics Readers uses a completely different approach to reading from TYCR100, and carries the student about a year beyond the reading level of TYCR100.

LSLF doesn't introduce phonogram study as separate from reading words, precisely because the end result is often children who balk and then begin to dread reading. Instead, phonograms are studied within the context of word families, which children understand, rather than bits of sound to be memorized, which children often find pointless and painful. Both approaches give children the tools to analyze words, but the former method is generally more easily grasped than the latter.

I don't know if you are familiar with the seventy-two Orton phonograms that represent the common spelling patterns of most sounds used in the English language, but when added to the twenty-nine Spalding spelling rules, around 90% of the English language can be analyzed phonetically. What this means is that, after studying seventy-two phonograms and twenty-nine rules, about 10% of the words in the English dictionary aren't going to fit any of the rules. That's one word out of ten! [This is what happens when a language borrows heavily from Latin, German, Spanish, French, among others, and then calls itself English.]

The approach used by LSLF bears some similarity to Rosetta Stone's approach to teaching foreign language. That is, as infants we didn't learn speech by conjugating endless columns of words. Rather, we learned verbs within the context of speech. LSLF teaches phonics within the context of word families, and does not use phonetic markings, as phonetic markings aren't encountered in the books children read.

For example, one of the most commonly encountered constructions for long vowels is the long vowel with 'signal e' pattern, e.g., Mike, bike, hike; bake, cake, rake. With the Name Game used in LSLF, children learn to recognize this pattern and many others, within the context of words. Using this method, by the time the student has mastered the LSLF program in first grade his reading level will be at least at the end of second grade.

I should also mention that short vowels are taught first along with consonants via alphabet flash cards. When basic vowel and consonant sounds have been mastered, then the child is taught to blend these sounds into simple words. When the child has caught on to the idea of blending sounds to make simple words, he is ready to read the first story, which consists primarily of short vowel a words. [Instructions are found in the LSLF Parents' Guide.]

Letter tiles are used as one of many means to practice spelling words. The more exposure a child has to the spelling words, through hearing, seeing, and touching, the greater degree of success.

I've heard good things about All About Spelling, but have not seen the program. Since spelling skills usually lag reading skills by at least a year; most second graders have some difficulty with spelling, as they haven't been reading that long. [It sounds as if you are doing a great job and are right on top of his education, so I wouldn't worry too much at this juncture.]

However, if you wish to try CHC's spelling program, you may want to begin with My Catholic Speller A, which is phonics based, and generally used in second grade. If your son begins to struggle after a few lessons, you will have an idea where to begin work; if the book is below his level, he can move through it fairly quickly, which should boost his confidence. [Please be sure to do the practice suggested in the introduction, as well as the daily work, for maximum success.]

Again, congratulations on your teaching skills. Isn't homeschooling a gift? [Not unlike assembling that bicycle at Christmas: a gift that comes with a bit of work, but a gift nonetheless.]

May Our Lord bless you as you homeschool to your son's benefit and to the glory of God.

Nancy Nicholson