eBook downloads, eBook resources & eBook authors
This beginning reading program has already been used to teach thousands of young children and adults how to read. This program is an excellent way to teach your youngster how to read. Complete instructions are provided. Level C Teacher's Manual for Grade 2.
Learn with Peppa phonics reading books provide decodable stories to take young readers from first letter sounds to phonics fluency, through five expertly graded levels. - Peppa and her friends take centre stage in this brand-new series of 70 phonics readers - Five levels of stories introduce letters and sounds in the order they are taught at school - Fun activities provide extra phonics practice and check understanding of the story - Each Learn with Peppa phonics book has been developed by educational experts - Access online audio, phonics resources and additional guidance on the Learn with Peppa website Let Peppa support your little ones on their early learning adventure in Learn with Peppa. Level 5 Book 7 practises known letter sounds and alternative pronunciations. Daddy Pig has some fun science experiments to share - but will he learn an important lesson too?
The Adventures in Phonics CD provides phonics instructors with guidance in the correct pronunciation of each vowel and consonant sound. It also includes special tips for teaching beginning readers. This lecture can be used to supplement any phonics program but is designed to work with Adventures in Phonics Level A.
The aim of this series is to teach the student the fundamental principles of phonics in a logical sequence, along with consistent drill and repetition of these concepts to insure comprehension. These courses cover short and long vowels, consonants, and consonant blends, as well as essential word - recognition skills. The general plan of this workbook includes the introduction of phonetic principles in a logical sequence, along wiht a consistent dose of drill and repetition of these concepts to insure comprehension. Students should be encouraged to compete most of these exercises by themselves. However, some students may become unnecessarily frustrated with the quantity of written work which appears throughout the book. Therefore, instructors should feel free to allow their students to coplete some of the written work orally. Prehaps some of the written exercises can be completed orally by the student while the teacher fills in the studetn's answer. Instructors are encouraged to be sensitive to the individual capabilities of each of their students, especially in the area of handwriting development.
