Suggested Progression:

• Year 1- Focus on reading and handwriting/ copywork. Select a reader (examples below, or your preferred resource) and as well as copywork selections, or a dedicated handwriting program. (OR if reading and wriitng comfortably, move to Year 2).

• Year 2- Continue reading and copywork (handwriting as needed); begin Poetic Language Lessons Book 1 (2 days a week, if aiming for one book per year).

• Year 3- Continue reading and copywork (handwriting as needed); begin Poetic Language Lessons Book 2 (2 days a week, if aiming for one book per year). If you have completed  PLL Book 2, you can begin Scriptorium Writing Primer (or begin in Year 4).

Overview and Materials:

[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 (or 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 more on quality over quantity—reading well, learning where to pause/stop/enunciate, proper cadence and diction when reading it out loud, etc.).

• McGuffey Readers: 

  • 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.

• McGuffey Reader Placement Tests 1 & 2; some resources on using them here 

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

[Copywork] This develops both spelling and handwriting. It can be done in a variety of ways, but one recommendation is to use copywork from the selected Reader so it is tied to their reading level and stories. 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 (whether copywork or handwriting) is to learn how to look at a model and reproduce it perfectly, developing fluency and muscle memory over time. Tracing often kicks them into “drawing mode” and they’ll pay more attention to merely 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).

[Narration] Have student(s) 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 (Freas) as a teacher resource. Narration is perhaps the most powerful pedagogy to build cognitive functions for all learning. Part I focuses on the tradition of narration and the trivium. 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).

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) 

Some Year 1 Links:

Some Year 2 Links:

Some Year 3 Links:

Suggested Form 1 Language Arts Schedule: 

*This is once student begins Poetic Language Lessons; if not ready, simply spend ~3-4 days (or as needed) on reading and handwriting

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 

• [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 (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 handwriting or copywork (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