[Reading] 

Select a reader based on reading- level, such as McGuffey’s, and continue using them over the following years until reading fluency is reached (and beyond, as they go up through High School-level). Since they are affordable, I highly recommend getting two copies in the early years, so you can follow along and instruct as your student is reading out loud. Aim for ~2  reader passages per week, reading the more difficult of the two passages on Day 1. Focus on quality over quantity—reading well is more than simply deciphering words on a page in your head accurately, it is learning where to pause, stop, and enunciate, how to use proper cadence and diction when reading it out loud, how to pronouce words properly, etc..

• McGuffey Readers (some resources on using them here): 

  • Primer (PDF) (~K-1st): Starts with alphabet recognition (manuscript and italics) and introduces picture-based sight words, moving quickly into simple sentences.

  • First Reader (PDF) (~1-3rd): Builds on the Primer, using phonics; introducing more words, simple punctuation, and short stories, focusing on spelling and pronunciation.

  • Second Reader (PDF) (~1-3rd): Emphasizes sentence structure, meaning, and comprehension; uses longer, more vivid tales to increase reading fluency.

• OR Treadwell Readers: Primer (PDF), First Reader(PDF), Second Reader (PDF), Third Reader (PDF)

[Handwriting/ Copywork] 

I suggest beginning with a dedicated handwriting course in Year 1, and transitioning to copywork once letter formation is competent. I love these handwriting resources by SCM: Beautiful Handwriting Series (for all ages), or the CM Handwriting Series (great for Kindergarten or Year 1). Then when ready, add in copywork which will continue to develop handwriting, as well as spelling, punctuation, and more. Copywork can be done in a variety of ways, but one recommendation is to use copywork from your selected Reader so it is tied to reading-level and the stories being read (and there is a good variety of selections which is important). For example, this shop has copywork books tied to the McGuffey's readers and you can choose D'Nealian print or cursive. Once again, focus on quality over quantity, and have students write only as much as they can complete perfectly (one perfect sentence is better than several messy pages). Some tips here. 

When selecting a copywork or handwriting resource, avoid ones that  utilize dotted lines. The goal is to learn how to look at a model and reproduce it perfectly, developing fluency and muscle memory over time. Tracing often kicks the writer into “drawing mode” and they will pay more attention to connecting the dots than properly forming a letter (or word). Over time, this leads to bad habits. This is also why providing model lines with natural handwriting (not simply block print) is far preferable, and essential until they have learned to properly form their letters, so they can work on reproducing what they see, exactly as it is shown. Feel free to simply write your own sentences by hand and have them carefully copy them, it need not be complicated!

[Narration] 

Have students orally narrate (or tell back) their readings, lessons, picture studies, etc. This is oral composition and lays the foundation for written composition and rhetoric. I highly recommend Narration: The Voice of the Trivium (by Adrienne Freas) as a teacher resource. It discusses narration as perhaps the most powerful pedagogy in building cognitive functions for all learning. Part I focuses on the tradition of narration and the trivium, and Part II focuses on the pedagogy of the trivium through the activity of narrating. It includes rubrics and lists of time-tested tips for teaching and assessing students, as well as list of discussion questions at the end. 

[Gentle Grammar & Rhetoric] 

Poetic Language Lessons books contain lessons in grammar, rhetorical exercises, picture study, poetry reading and recitation, copywork, music listening, nature study, and gentle writing exercises that progress towards the end of book 2. Book 1 could be started in Years 1-2, and progressed through at 2-4 lessons per week (2 lessons per week for 1 book per year pacing). These utilize beautiful and quality art prints, music components, and more. They are truly a rich, yet gentle resource.

Years 1-2:

• Student Edition - Poetic Language Lessons: A Gentle Primer in Grammar and Rhetoric Book 1

• Teacher Guide - Poetic Language Lessons Book 1

Years 2-3:

• Student Edition - Poetic Language Lessons: A Gentle Primer in Grammar and Rhetoric Book 2

• Teacher Guide - Poetic Language Lessons Book 2

• *If ready, after completing PLL Books 1 & 2, you can begin the Scriptorium Writing Primer (or start in Form 2) 

Day 1:

• [Student] Read McGuffey’s Reader Passage #1 out loud with a teacher; working through “struggle words” together. 

• [Teacher] Read the passage back to the student, having them follow along in their book. Explain any unfamiliar vocabulary words as needed; discuss (or write out) select words from the passage, pointing out any patterns, blends, or anomalies.

• [Student] Begin assigned handwriting or copywork (completing only as much as can be done  perfectly; with copywork, aim for word-by-word, not letter-by-letter)

Day 2:

• [Student & Teacher] Complete one lesson from Poetic Language Lessons together.

• [Student] Re-read McGuffey’s Reader Passage #1 out loud again to teacher, aiming for fluency and proper diction/cadence.

• [Student] Continue working on assigned copywork and/or handwriting (unless PLL lesson is heavy in writing).

Day 3:

• [Student & Teacher] Complete one lesson from Poetic Language Lessons 

• [Student] Read McGuffey’s Reader Passage #2 out loud with a teacher; working through “struggle words” together. 

• [Student] Continue working on assigned copywork and/or handwriting (unless PLL lesson is heavy in writing).

Day 4: (Optional)

• [Student]Re-Read McGuffey’s Reader Passage #2 out loud, to a teacher aiming for fluency and proper diction/cadence.

• [Student] Finish assigned copywork/ handwriting, if not complete.