Students initially learn to recognize letters of the alphabet in sequence, usually in sets of five, with the aid of a wall chart , flash cards, and daily pronunciation drills.
Hand to eye coordination begins with students tracing vertical, horizontal, and slanted lines.
Students without prior academic exposure receive worksheets with a single pair of letters (Aa) that may be traced and colored until the child is able to recognize and write it on his or her own.
Students with prior academic exposure begin tracing letters of the alphabet in sets of five.
The entire alphabet is mastered in upper and lower case letters.
Teacher establishes an understanding of alphabet sounds by incorporating worksheets with pictures that place an emphasis on beginning and ending sounds
Students also learn alphabet sounds by listening and singing along with phonetic CDs.
Students practice identifying objects that are the same or different: recognizing the difference in direction: finding objects in a picture (visual discrimination): classifying objects (matching an object to its group and recognizing objects that do not belong: determining opposites
Students learn to recognize basic colors, shapes, and sizes of objects.
An introduction of beginning blends is facilitated through the use of wall charts, flash cards, verbal drills and worksheets with pictures and coloring.
Students learn the difference between short and long vowel sounds using worksheet practice with pictures and coloring.
Students develop ability to recognize and pronounce rhyming words and color pictures in a row that rhyme with the first picture.
Recognition of word families are mastered in small sets.
Advanced students (age 3) are given word family spelling words weekly.
Students learn to trace, spell, and write first and last names.
Students listen to daily stories read by teacher and answer questions pertaining to the characters, settings, colors, emotions of characters, relationships between characters, and solutions to problems.
Students learn to recognize and recite key words from classroom Big Books at the end of each story (age 3).
