Aprenda a leer desde jardín de infantes hasta primer grado: fonética y palabras frecuentes para decodificar palabras y leer historias.

Is your little learner ready to learn how to read (ready to put known alphabet sounds together)?
Does your little learner need help blending together letter sounds to read words (choppy, out of order, or forgotten)?
Does your little learner struggle to sound out and identify the sounds and letters in spoken words (such as writing and spelling)?

This class meets 3x per week to create reading independence for readers in Kindergarten to 1st grade (can be review for 2nd grade). We will use phonemic awareness (sound-letter correspondence) strategies to enable students to follow their grade level's reading progression. 

⭐ Prior to enrollment, please ensure students are able to recognize and write the letters of the alphabet and know *most of the phonetic sounds. 

*I understand that some students may enroll with common mistakes such as: 
> mistaking a b and d
> mistaking a p and q
> confusing the sounds that vowels make, especially the letter u
> pronouncing some sounds unclearly (e.g. improper placement of tongue or lips)
*These are common challenges readers face when learning to read and write. Students who make these common mistakes are encouraged to enroll as we will also work to address these common reading challenges.

⭐ Structure:
In each class session, we will start by learning and practicing the letter sounds of the alphabet. 
We will blend letter sounds and new reading patterns each week, recognize vowels and consonants, begin to recognize word families, and follow a progression similar to the Wonder's Foundational Reading model. 
We will also learn and practice a new set of high-frequency sight words weekly. 

(Sight words are high frequency words found in each grade level's literature that must be memorized because they cannot be sounded out based on learned English reading patterns. These words must become as automatically recognizable as possible to assist with reading fluency at grade level. I encourage every student to participate in creating a list of sight words to keep and check-off as they learn.) 

✍ Students will use the provided: 
lessons, slides, pictures, activities, online resources, and optional* printouts to learn and practice foundational reading skills.

✅ Students may enroll or cancel at any time in this ongoing (3x/week) learn-to-read class. 
Classes are Tuesday, Wednesday, Thursday. If you select weekend sessions Sat. & Sun., then your section only meets 2x/week, but will still cover the same content.

⇢Week 1 (meet 3x) April 30th, May 1, May 2
     Letter focus: m, s, p, t (preview n, d, h)
     Skill: short a, (short i) VC blends: am, an, at
     +high frequency word list: I*, the*, is*

⇢Week 2 (meet 3x) May 7, 8, 9
     Letter focus: n, d, h, c (preview f, r)
     Skill: short i, (short o) VC blends: it, if, in
     +high frequency word list: we*, see*, are*, that*

⇢Week 3 (meet 3x) May 14, 15, 16
     Letter focus: , f, r (preview b)
     Skill: short o, (short e) VC blends: on, off, odd (preview double letters)
     +high frequency word list*:  (long o) no*, for*, of*, or*, 

⇢Week 4 (meet 3x) May 21, 22, 23
     Letter focus: b, l, k (preview g)
     Digraph: ck
     Skill: short e, CVCC blends: neck, deck
         > introduction to CVCC words: pack, pick, back, lock
    +high frequency word list*: long e: me*, he*, she*, be*

⇢Week 5 (meet 3x) May 28, 29. 30
     Letter focus: g, w, x (preview j)
     Digraph: ck, double letters (gg, ss, ll, ff, zz,)
     Skill: short u, VC blends, CVC, VCC, and CVCC words: up, egg, tell, will
     +high frequency word list: saw*, *was, were*

⇢Week 6 (meet 3x) June 4, 5, 6
     Letter focus: v, j, q, y, z (go over all sounds)
     Digraph: sh
     Skill: review short vowels, intro. to long vowels (w/ silent e) CCVC, CVCC, VCe, CVCe
     +high frequency word list: have*, as*, has*

⇢Week 7 (meet 3x) June 11, 12, 13
     Letter focus: long vowel a, introduction to pairs and patterns of vowels
     Digraph: ch
     Skill: long vowel a + final e/silent e (a_e)
     +high frequency word list: you*, more*, what*

⇢Week 8 (meet 3x) June 18, 19, 20
     Letter focus: long vowel i
     Digraph: wh, review sh and ch
     Skill: long vowel i + final e/silent e (e_e, i_e)
     +high frequency word list: my*, like*, his*, hers*

⇢Week 9 (meet 3x) June 25, 26, 27
     Letter focus: long vowel u
     Digraph: th, review wh, sh, ch
     Skill: long vowel u + final e/silent e (o_e)
     +high frequency word list: *they, *this, *there, them*

⇢Week 10 (meet 3x) July 2, 3 (No class July 4th) *Discussion is open for a make-up date.*
     Letter focus: long vowel o, long vowel e
     Digraph: review th, wh, sh, ch
     Skill: long vowel o (long e, ee) + final e/silent e (u_e)
     +high frequency word list: hi*, school*, go* (do*, to*)

*Our studies will go from reading short vowel VC and CVC words to reading four and five letter words with silent e and digraphs. 
**This 30-class sequence will repeat in a loop for learners to join or exit at any time. 
I have had students need help in some areas/certain weeks but not all. 
Please feel free to ask questions!

✅ Students may enroll or cancel at any time in this ongoing learn-to-read class.

All students are encouraged to participate throughout the class but discussions are optional as great listeners are always welcomed too!