I am using this product as a reading guide for my 2and 4 year Olds. My 4 year old absolutely loves it. I adjust our focus based on the knowledge that she already has. As a mom it makes me feel confident that I can teach her how to read. Prior to getting this I didn't know where to start. She already knew her abcs and letter sounds but we are doing the whole course anyway. I am mixing some more challenging lessons in so that she keeps her focus and then we go back to the 'easy stuff' to help her feel successful if she gets frustrated. I will start my 2 year old in a simplified version of the first lesson group in the fall. This product comes highly recommended.
For lots of children, their second year is the time when they really put all the phonics they know into practice, and learn to read longer and slightly more complex stories and non-fiction books. The focus in year 2 is not so much on using phonics for reading, as by now many children know most of the phonics they need. There’s more of a shift to using phonics for spelling, so that children use the phonics they know to help them work out how to spell a wider range of words.
Time4Learning’s reading program includes phonetic-based lessons, helping children to acquire blending skills, to deconstruct sounds, and to approach the pronunciation of unfamiliar words. In addition as a literature-based feature, children are provided vocabulary, spelling, reading comprehension and writing components. The strategic combination is a successful tool in giving children the opportunity to explore and identify all facets of reading.
4. See, for example, Heidi Anne E. Mesmer, Letter Lessons and First Words (Portsmouth, NH: Heinemann, forthcoming); Donald R. Bear et al., Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (New York: Pearson, 2015); and Sharon Walpole and Michael C. McKenna, How to Plan Differentiated Reading Instruction (New York: Guilford Press, 2017).
Teach letter names before teaching the sounds of the letters. It is easier for students to learn the sounds for those letters that contain their sound in the initial position in their names (b,d,j,k,p,t,v,z), followed by those letters whose sounds are embedded within the letter’s name (f,l,m,n,r,s,x), leaving for last those letters whose sounds are not found in the letter’s name (h, w, y).
In addition, it is not clear how many months or years a phonics program should continue. If phonics has been systematically taught in kindergarten and 1st grade, should it continue to be emphasized in 2nd grade and beyond? How long should single instruction sessions last? How much ground should be covered in a program? Specifically, how many letter-sound relations should be taught, and how many different ways of using these relations to read and write words should be practiced for the benefits of phonics to be maximized? These questions remain for future research.