Sonlight's Early Readers--What level to choose?

If you are contemplating using Sonlight's early readers and language arts, and don't know what to choose, perhaps this may help you. Since the readers and language arts work together, I always recommend that you choose the language arts level that will meet your child's needs and then get the readers to match.

[As a note, these Reader/Language Arts packages can be mixed and matched with Cores P4/5 -Core C, after that, when you move into Core D and above, you always use the readers that come with the Core because they reinforce the history being taught.]

If you have a precocious reader, you may find that the language arts level you need to start with will have readers that are too easy. That is OK. The readers support the language arts and many of the LA assignments refer back to the readers.

Many people want to know what to do if the readers are too easy. My suggestion--use them in conjunction with the language arts and then let you child read their science, history, library books, sequels to books you have read, more books by a favorite author, etc. You don't need to worry about reading with precocious readers, but you do not want to skip laying  a firm foundation in language arts. Eventually their language arts skills will catch up with their reading.

So, here are my recommendations for which level to choose:

• Grade K Readers and Language Arts--LA introduces the most common sound for each letter and it teaches one letter a week. By week 6 students are reading and writing short words. They are reading Fun Tales [little Sonlight books] by week 10. Before you are half way through the year, they are writing sentences with capitalization and simple punctuation. It is best if a child knows their letter sounds when they start this program, but it is not essential. Move at a speed that is comfortable for your child--slowing down or speeding up the pace as needed.
• Grade 1 Readers and Language Arts--I recommend that children be able to three letter, short vowel words with fluency and confidence to start this level. Your child should also be able to write a complete sentence. [If your child can't, you can always go slow and work on writing skills, but I am just saying what you child should ideally be able to do.]
• Grade 2 Readers and Language Arts--At this level, your child should be able to read vowel-consonant-silent e words and simple multisyllable words with confidence and fluency. They should also be able to write more complex sentences and to be able to write 2-3 in one sitting. Sonlight says, "This complete Language Arts program gives you all the tools to help you teach children to form and organize their thoughts, construct basic sentences and write simple paragraphs. You will likely serve as their scribe."
• Grade 3 Readers and Language Arts--The reading level here has a wide variety of words and your child should be able to read long-vowel words and 5-6 letter words with fluency. The readers are short chapter books. This level teaches writing a 5 point paragraph, so they should have a firm grasp of writing sentences before starting this level.  
• Grade 4-5 Readers and Language Arts--It assumes the child can write a paragraph [taught in Grade 3 Language Arts] and the assigned readers are chapter books along the line of a Little House on the Prairie book. The assigned amount is more than in other levels too-usually reading 2-3 chapters per day, 5 days a week. There is continued work on writing paragraphs and more creative writing.  Sonlight says, "Perfect for students comfortable with writing sentences and short paragraphs without much hand-holding. You may still want to serve as their scribe on more challenging assignments."

 I hope this is a helpful overview of what level to choose. If you have specific questions, feel free to email me for advice or to set up a phone consultation.

Take care,
Jill
 

Is reading THAT important?

You probably think I am going to say yes, but I'm not.

GASP!

Yes, it is important. Yes, it is the foundation for learning. Yes, it is a magnificent tool. BUT, I am increasingly discouraged and saddened when parents think it is the ONLY thing. They think that reading trumps physical activity, trumps chores, trumps interpersonal relationships; they think that it is the measure of successful homeschooling and parenting.

And, on some level I totally understand. I mean, it is easy to quantify so it makes us feel good about ourselves if our 7 year old is reading at a 5th grade level, and makes us feel bad about ourselves if our 10 year old is reading at a 2nd grade level. It is easy to measure-- so we measure our kids against the "norm." We can't easily quantify and measure helping or relational skills so that I can 't say that my 7 year old is interacting relationally at a 5th grade level or that my 10 year old is doing chores at a 2nd grade level. The most we can say is they "are mature or immature for their age."

But, honestly, I talk to parents all the time who think their four year old should be in first grade because they can read at that level. Or, I have had people tell me their two year old is reading and thus should be in a kindergarten [or higher] grade level.
I want to scream...

• Can they jump on one foot?
• Can they tie their shoes?
• Can they fold towels?
• Are they kind to others?
• Can they throw a ball?
• Can they use inside voices in the house?
• Do they whine?
• Do they mind you?

People are so much more than reading. Children are so much more than reading. I know kids who could read at 2 or 3 and their parents encouraged it a lot--to the exclusion of many good activities. After all, their child could read so they had it made. Years later I seen that many of these kids have very little interpersonal skills or are extremely lacking in coordination. Now they may have been that way even if they hadn't spent their toddlerhood reading, but I am not so sure.

I have also seen preschoolers who are physically active who are not encouraged to learn to read. They are not prohibited from learning letters and sounds if they want to, but even if they are, the parents encourage lots of outdoor play and they do a lot of working along side Mommy and Daddy. These children seem better adjusted when they get older.

Yes, they learn to read somewhere between K and 2nd grade, but they seem to be more active, more interactive with others, more helpful and imaginative. They are not caught reading a book when everyone else is eating ice cream and playing tag. I am not saying that is always bad, but is reading everything? Is it more important than relationships? And, they usually are at the same level in reading [according to numerous studies] by the time they are in 3rd grade as the early readers.

As for 3 year olds that can read at first grade level. They are still 3 years old. They still need lots of play and exercise to complement their reading time. They need fresh air and sunshine. They need to help parents with chores and to learn to share with other children and to mind.

There are LOTS of lessons they need to learn before they are ready for first grade curriculum.

I know that many of you might not agree, but even if you don't, if your child is an early reader, please remember what age they are and don't rush them into mature material just because they can read. Please help them develop in areas they don't excel at so they can become well-rounded individuals.

Reading is not everything.

Take care,
Jill

Another post you might be interested in. Three Things Preschoolers Need.

For more of my Pre-School thoughts and suggestions:

• Results of a Scientific study-Why you should keep your pre-schooler home
  
• Play is work-Is Preschool Necessary?
• Tools or Toys? A lesson from my Dad
  
• How to tame your toys--Some practical advice
  
• Ideas to Keep Preschoolers happily occupied
• The Top Three Things You Need to Know if You Have a Pre-schooler