[This program intended to be used with a beginner, an older child who needs help learning to read and write, or an adult.

The challenges are, uh, challenging, and if they are too challenging, spend more time on them. Tutoring has the advantage that we can accomplish more with a single learner that is fully engaged than a teacher can do with a whole class. However, don't overload the learner with too much in a lesson. For young beginners I suggest limiting the lessons to a review of the previous challenge and one new challenge for starters.

Repeat a step until it is done satisfactorily (not perfectly).

The words should be written in print-script on 1/2-inch lined paper. Use every other line as the midline that the tops of letters like a, c, e, etc. touch. For a model of print-script go to ABC's and print it for a handy reference. If the learner doesn't yet have the fine motor control to write with a pencil, make letters in a pan of sand with the eraser end of the pencil and have him trace them and then "write" them.

Try to teach the learner the "pinch and lean" grip in which we pinch the pencil between the thumb and index finger and support it with the side of the middle finger and cradle it between the thumb and index finger joints.

In many of these challenges the steps in writing a word start with the learner saying the word. The reason is that we want him to say the word listening to its sounds and the saying and tracing or writing the sounds. In sounding out written words he says the sounds and then says the word.

Remember to make the lessons joyful as if they are games! Don't hesitate to try things that may add interest to the lessons. I would try the "word hat" idea suggested previously (PART 2: WRITING). Write his name (with 's) and "Word Hat" on the front with a fine permanent marker such as a fine Sharpie. After he finishes learning to write a word, write it on his word hat in lower case printscript starting at the bottom and circling the hat. This will show him and others the progress he is making in "filling his head" with words he can read and write.

Have ready a loose-leaf notebook labeled "My Word Book" containing the Basic Keywords, which you should have printed out. You will also need a tablet with 1/2-inch line spaces, two pencils, a highlighter, the "word hat," and a Sharpie. ]

Starting on the Road to Writing and Spelling

You are now going to learn the tricks of learning to write. Before long you will be able to write your own stories. As you learn to write, you will also learn to read.

CHALLENGE 1: Learning about sentences.

1. We speak in sentences. Listen to this sentence: "That man is Sam." A sentence says something about something.
   
2. Say something about something you are wearing.
   
3. How do we know when one of the spoken sentences ends and another begins? At the end of each sentence we drop our voice and pause slightly before saying the next sentence.
   
4. I will read three sentences: "That man is Sam. He brings our mail. Our dog barks at him."
   
   
5. I will repeat the sentences, and we will tap the table at the end of each sentence. "That man is Sam. He brings our mail. Our dog barks at him."
6. Tap the table after each sentence that I read.
   
7. Say three sentences about what you are wearing and tap the table after each sentence.

CHALLENGE 2: Learning about words.

1. Sentences are bunches of words. Listen to this sentence again as I say it very slowly, and we will both tap the table after each word: "That man is Sam."
   
2. I will read the sentence again and you tap the table after each word: "That man is Sam."
   
3. Say one sentence about your clothes and tap the table after each word.
   
4. I will read some sentences in a book and point to each word and to the dot or period at the end of the sentence. The period is like a stop sign, which we must obey.
   

CHALLENGE 3: Learning about word sounds.

1. Words are little bunches of different sounds. Listen to the sounds in "man," /m--a--n--/.
   
2. Say the first sound in "man" with me, /m---/.
   
3. Skip the first sound and say the next sound in "man" with me, /a--/.
   
4. Say the last sound in "man" with me, /n---/.
   
5. Say the sounds in "man" with me and tap the table after each sound, /m--a--n--/.
   
6. Say all of the sounds in "man" by yourself.

CHALLENGE 4: Writing a word sound.

1. Now here is something really, really cool. We can write each of the sounds we hear in a word. When a sound is written, it is called a letter.
   
2. Say /m---/ with me as I write the first sound in "man." How many humps does the letter have?
   
3. Trace over my writing as you say /m---/.
   
4. Say and write the /m---/ sound.
   
5. Turn to My Word Book and go to the first line of the Basic Keywords. Find the letter you just learned to write and highlight it as you say /m---/.

CHALLENGE 5: Writing a second word sound.

1. Say the /a---/ sound in "man" along with me as I write it.
   
2. Say /a---/ as you trace over my writing.
   
3. Say /a---/ as you write the sound.
   
4. Highlight the letter in the Basic Keywords.

CHALLENGE 6: Writing a third word sound.

1. Say /n---/ with me as I write the last sound we hear in the word "man." How many humps does the letter have?
   
2. Say /n---/ as you trace over my writing.
   
3. Say /n---/ as write the sound.
   
4. Highlight the letter in the Basic Keywords.

CHALLENGE 7: Writing the word "man." Now you are going to write a whole word.

1. Say the sounds in "man" along with me as I write them, /m--/ /a--/ /n--/.
   
2. Say "man" and say and write each of its sounds.
   
3. Highlight in the Basic Keywords the ending two letters in "man" as you say the word.
   
4. What is this word? [Point to it below.]

   man

5. Look for the differences between the printed letters and my written letters. - - - What is the difference in the letter for the /a--/ sound?

You have learned to write the word "man." You have met the challenge. I will write the word on your Word Hat. Let's celebrate!

CHALLENGE 8: Learning about "rhymes." [Remember the difference between "rhymes" and "rimes?" For now we won't distinguish between the two words for the learner.]

1. Poems that rhyme have some words that have the same ending sounds. I will read you a silly rhyming "poem" as I point to the words. Tap on the table when you hear words that have the same /-an/ ending sounds as in "man:"
   
   

   There was a young man
   whose name was van.
   He filled his dog's pan
   with yummies from a can.

2. Repeat the lines after me and say the rhyming /-an/ words louder.
   
3. What if the young man's name were "Patrick." Does "Patrick" rhyme with "man?" - - - No, "Patrick" ends with "-ick" rather than "-an."
   
4. I will read some words or names, and after each word that rhymes with "man" tap the table: Dan, George, Jan, Bill, fan, fad, tan.
   
5. What are the two sounds in the "-an" rime? - - - They are /a--//n--/.

CHALLENGE 9: Writing the name "Van."

1. Say Van and say each of its sounds along with me as I write them: /v--//a--//n--/. [Do not capitalize the "v." That comes later.]
   
2. Say Van and trace its letters as we both say each sound.
   
3. Say Van listening to its sounds and then say its sounds as you trace its letters again.
   
4. Say Van and say and write its sounds.
   
5. Highlight in the Basic Keywords the letter that stands for the /v---/ sound as you say it.
   
6. To celebrate, I will write the new word on your Word Hat.

CHALLENGE 10: Writing the word "pan."

1. Say pan and say each of its sounds along with me as I write them: /p-p-p//a--//n--/.
   
2. Say pan and say and trace its letters as we both say each sound.
   
3. Say pan and say its sounds as you trace its letters again.
   
4. Say pan and say and write its sounds.
   
5. Highlight in the Basic Keywords the letter that stands for /p-p-p/ sound as you say it.
   
6. To celebrate, I will write the word on your Word Hat.

CHALLENGE 11: Writing the word "can."

1. Say can and say each of its sounds along with me as I write them: /k-k-k//a--//n--/.
   
2. Say can and trace its letters as we both say each sound.
   
3. Say can and say its sounds as you trace its letters again.
   
4. Say can and say and write its sounds.
   
5. Highlight in the Basic Keywords the letter that stands for the /k-k-k/ sound as you say it.
   
6. To celebrate, I will write the word on your Word Hat.

CHALLENGE 12: Review.

I will say each of the four words you have practiced, and you say each word and say and write each sound: man, van, pan, can.

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