Phonics Lessons for Flashcards 1-31. K4 (four-year-olds) and K5/B1st (five-year-olds and beginning first graders) should begin at this level. The next year, K4's should review the 1-31 lessons as they go through Phonics Workbook: Level B:1. By that time, present K5/B1st students will be Advanced 1st or 2nd graders (A1st/2nd) and should begin with Phonics Lessons for Flashcards 32-66.

Important Note: The Christ-Centered Phonics program intentionally overlaps lessons. As students repeat lessons in subsequent years, they add knowledge "line upon line; precept upon precept." When going through a lesson plan book the second time, focus on areas which need strengthening. Concepts already mastered should be reviewed only occasionally. Advancement in learning will occur through increased challenges in the Phonics Workbooks by following this sequence: A:1, A:2 (K4's only); then B:1, B:2, and B:3 (K5/B1st); and finally C:1, C:2, and C:3 (A1st/2nd grades). Caution: Occasionally, parents become confused and want to jump from A:1 to B:1 to C:1. This is an improper sequence. Please complete each series sequence before going on to the next.

The 44 elementary speech sounds are divided as follows:

Note: We are unable to reproduce the sound, symbols and diacritical marks for this web site. however, the are included in the introduction to Phonics Lessons for Flashcards 1-31.

The second little reader, The Fall: GOD LOVES ME, offers practice on both the ONE and TWO VOWEL RULES. Some children may require extra practice on one vowel words before proceeding to this reader.

Note: For a recommended reading sequence which includes supplemental readers, click on About Early Readers.

General information will provide an overview of each personality type plus their learning styles. Then we'll look at the three modalities which affect how children remember best. The purpose is to hopefully provide a few additional insights into how God designed the personalities in your family C your "Family Zoo," as author Jim Brawner terms it.

Like Gary Smalley and John Trent in The Two Sides of Love, Mr. Brawner explains the basic human personality traits by relating them to the behavioral characteristics of a Lion, Beaver, Golden Retriever, and Otter. Brawner gave this comical introduction to the common differences between the four types. He writes:

"If all four personality types fell off the Empire State Building, they would all experience the same event. But because of their unique personalities, they would have four unique reactions as they fell.

OTTERS.

Common Characteristics. These playful, bundles of perpetual motion, are friendly, steady talkers C real people-persons. They are eager to please, self-motivators, who focus on the future. Otters have a low level of organization, are easily distracted, and normally don't handle disapproval well. Otters usually respond to Christ early.

Dynamic Learners. Otters think: "What could this become? How could I change it?" In a learning environment, Otters prefer a fun approach with lots of variety and movement. They may try to monopolize the conversation, even to the point of being loud and boisterous. "High Otters" may have trouble working (or playing) alone. Otters are flexible, curious, facilitators, stimulators, energizers of others, imaginative, and experimenters. They fear deadlines, are rarely good students, like to dawdle, and have short attention spans. Otters often forget rules (and consequences). They take criticisms of schoolwork personally and therefore discourage easily. They are usually responsive to spiritual instruction, but need help being consistent.

LIONS.

Common Characteristics. These born leaders like to organize others and activities. They are very decisive, will make decisions quickly, and rarely back down even when wrong. Their communication is brief, to the point. Lions are not afraid of pressure or confrontation. They have high energy levels and thrive on accomplishments with immediate results. Lions tend to be hard drivers and are often unreasonable in their demands upon others. Lions need to learn to yield to the Lord early in life.

Common Sense Learners. Lions think: "How does it work?" In a learning environment, Lions are so leadership oriented that they may resist teaching (control) and want to tell you how things should be done. Lions are step-by-step thinkers who love logical sequence. Because they are extremely competitive, Lions have difficulty with being out-performed. They like getting the facts. They have no room for fuzzy thinking, and therefore require clear instructions. Lions are realistic, and are sensitive to equality and justice. Lions, who are overly honest, often use blunt, sarcastic speech. They are self-motivated, goal/task oriented, and thrive on challenges and overcoming obstacles. Due to being so self-sufficient and self-confident, they often lack a teachable heart. Lions need to learn to yield to the Lord's direction early in life.

BEAVERS.

Common Characteristics. Beavers are orderly, hardworking, perfectionists. They are perhaps the most gifted of the temperaments. Beavers are sensitive, artistic, knowledge-oriented, highly organized, and very conscientious. They thrive on structure and live by "Let's do this right." They have a concern for the long range, fear making mistakes and consequent possible criticisms. Beavers are often highly devoted to the Lord.

Analytical Learners. Beavers think: "What does this actually say?" They are brilliant, creative, deep thinkers who like using analytical skills to solve problems, They enjoy clearly defined tasks which require precision and complex details. Beavers are inflexible, observors, cautious (will take longer to try new things). They view their work as part of themselves and are therefore easily affected by how they think they are being perceived by others. The Beavers' need for perfection causes them to take more time than usual for tasks to get it just right. They strive for A+'s and get discouraged when they fall short of the mark. Beavers love being a teacher's helper. They are normally very responsive to spiritual instruction, but their walk with the Lord is often performance-based.

GOLDEN RETRIEVERS.

Common Characteristics. Retrievers are extremely loyal, self-sacrificing people-pleasers who love steady, secure, close relationships. They thrive on daily patterns and consistent familiar surroundings. Retrievers are naturally quiet, easy-going, laid back, and not very expressive personally. Retrievers have strong convictions (will hold stubbornly to what they believe is right) and are loyal to the Lord.

Innovative Learners. Retrievers think: "Why? Why not?" In a learning environment, they usually have very teachable hearts, are friendly, sociable, creative, and ministry-oriented. Although they can be easily hurt, Retrievers rally well. They love overviews ("the big picture"), and are good listeners (can be great storytellers). Retrievers do not adjust well to quick change; they need time to mull things over first. They are natural slow pokes, forgetful, and continual procrastinators. Retrievers need to reorganize over and over (particulars are not that important to them). Due to a chronic case of "roundtuitism," Retrievers need spiritual instruction and discipline established early in life.

Like to touch pictures, and hold the book themselves.

Note: For phonics, may need to touch sandpaper letters (or rubber, flannelgraph, or masonite letters); drawing the shape of a letter on their backs can be helpful.

Another technique is to write large letters and numbers on a piece of posterboard (cover with clear contact paper). Have the child trace the letter or number with his finger three times, then trace over each with a washable magic marker.

Let a hands-on learner write with chalk, crayon, felt pen, washable overhead tansparency pen, dry erase marker (different "feel" to each)

Have child(ren) see how many columns of blends or words can be accomplished while standing on only one foot.
Note: Ask your creative little Otters for ideas on new ways to vary the drill times. Once mastery in any area occurs, discontinue that portion of the daily drills and review periodically.

Otters: After presenting the spiritual application on the back of a card, when introducing the upper/lower case letters, rather than writing them on the board, have child trace flannelgraph (or sandpaper) letters with a finger.

All Temperaments: For Listening Exercises, follow the regular instructions, which will include the Jack-in-a-Box game (pop out of box when hearing a word that does not start with the phonics sound of the day).

Vary this by having a child touch his toes, reach for the sky, clap, hop, skip, etc. when a word is heard that doesn't begin with the sound of the day.

Phonics Art.

Otters: After all four pictures have been drawn on the board, have child close his eyes while you erase one picture at a time and have him recall what was erased.

Lions: After you've drawn all four pictures on the board, have child circle the letter in each box that stands for the beginning sound of the picture name before you complete a slow count to 10. (Lions and Lionesses love a challenge.)

Beavers: If time is limited, this exercise can be eliminated because this type child should grasp the material quickly anyhow.

Retrievers: After completing the artwork, have the child tell you whether to circle the first or second letter. (This will speed up the exercise.)

All Temperaments: Follow the instructions in the lessons.

Otters: Prior to class, hide the Letter/Blend/Word Search footprints around the room. Have the child find the footprints and put them in short vowel order.

Lions: Place short vowel blend footprints on a table or the floor. Challenge the student to place the footprints in short vowel order before you complete a slow count to 10.

Beavers: Place short vowel blend footprints in scrambled order on a chalktray, table, or floor. Have the student line them up neatly in short vowel order.

Retrievers: Place short vowel blend footprints in scrambled order on a table or floor. Have the student line them up in short vowel order. (Be patient!)

Otters: Use magnetic letters or flannelgraph letters to spell the words. (Organize the letters needed for that day's words prior to class.)

Lions: Rather than having the child write all the words on the board, have him be the teacher by dictating spellings for you to write under the appropriate Vowel Houses.

Beavers: To speed up this exercise when dealing with a perfectionist, have the student do 2 or 3 words at the board and then dictate the correct spellings for you to write the remaining words.

Retrievers: To speed up this exercise when dealing with a slow poke, have the student do 2 words at the board, then dictate correct spellings for you to write the remaining words.

Extra Ideas for Spelling (May be used with any of the temperaments.)

• Play "Hot Potato." The person with the potato gets to spell the word when you stop humming, singing, clapping, etc.
• Blow up a balloon and bat it around the room. Every time a child hits the balloon, he has to shout out a spelling word for the day. See how long you can all keep the balloon from touching the ground.
• At the dinner table, have the child(ren) spell a spelling word before getting to eat.

Otters: All children need to acquire specific written skills to progress in their learning. However, the pace can be adjusted. In other words, for a distractable young Otter, it's better to do a half-lesson well than a full lesson poorly. Increase expectations as quickly as is warranted.

Lions: Expect completion of the regular assignment for his level.

Beavers: Expect completion of the regular assignment for his level. However, allow a few minutes extra for the child to strive for quality.

Note: You will do Beavers a great service by helping them accept that perfection can never be reached. All God requires is that we strive to do our best. Help them accept that they will make mistakes. When that happens, simply correct them.

Retrievers: If needed, adjust the pacing schedule to allow for natural slowness. Suggestion: Use a wind-up timer and help the child to gradually increase his speed until able to do a full assignment as scheduled.

Set time limits for lessons and workbooks; strive to work within those limits each day. If you don't get something done one day, go on to the next lesson anyhow. (Note: Please make sure that you're not leaving out the same exercise every day.)

If you have to slow the pace a bit due to family circumstances, do so. Then pick up the pace later on (e.g., doing two lessons in a day in the workbook by picking out the most important parts in the lessons, especially the new material).