This second consumable book in this 6-book series progressively teaches students to read. Starts with the “long a, e, i, o, and u” sounds. Then, this book ends with instruction in making the “long e” sound using double vowels (ea, ee, ey, ie, and ei). Bible stories include Abraham and Sarah, Abraham’s Test, Isaac and Rebekah, Jacob and Esau, and Jacob’s Journey. Sight words and phonics are intertwined. Sight words (240) include about, country, their, because, and more. Students are encouraged to tell the story in their own words. 40 pgs, sc. ~ Ruth
Language Olympics Literacy Book 2
SKU
037385
Grade 2-AD
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Teaching Method
Traditional
Teacher-centered curriculum commonly used in classrooms that may include a text, teacher manual, tests, etc.
Charlotte Mason
A methodology based on the work of a 19th century educator who maintained that children learn best from literature (Living Books), not textbooks.
Classical
A methodology based on the Latin Trivium (three stages of learning), including the grammar stage (memorization and facts), logic stage (critical thinking), and rhetoric stage (developing/defending ideas).
Unit Study
A thematic or topical approach centered around one topic that integrates multiple subject areas.
Montessori (Discovery)
A methodology based on the work of a 20th century educator that emphasizes student and sensory-driven discovery learning and real-life applications.
Other
Other methodologies
Religious Content
Secular
Contains content contrary to common Christian beliefs (i.e. evolution).
Neutral
Avoids religious or theoretical topics or presents multiple viewpoints without preference.
Christian/Religious
Faith-based or including instructional religious content.
Learning Modality
Auditory
Learns through listening, talking out loud or reading out loud.
Visual
Learns through seeing, prefers written instructions and visual materials.
Kinesthetic/Tactile (Hands-On)
Learns through moving, doing and touching.
Multi-Sensory
Curriculum that employ a variety of activities/components.
Presentation
Sequential
Curriculum progresses through well-defined learning objectives. Emphasizes mastery before moving to the next topic.
Spiral
Topics and concepts are repeated from level to level, adding more depth at each pass and connecting with review.
Conceptual/Topical
Focus is on the “why,” often with a unifying concept as well as specific skills; coverage may be broader.
Teacher Involvement
Low Teacher Involvement
Student-led materials; parent acts as a facilitator.
Medium Teacher Involvement
A mix of teacher-led time and independent student work.
High Teacher Involvement
Teacher-led lessons; may utilize discussions, hands-on activities and working together.
Additional Materials Required
No other materials needed
Everything you need is included.
Other Materials Required
There are additional required resources that are a separate purchase.
Other Materials Optional
There are additional resources mentioned or recommended but are not absolutely necessary.
Consumable
Consumable
Designed to be written in; not reusable.
Non-Consumable
Not designed to be written in; reusable.
Our Price
$5.50 Product Overview
- Recommended to start with Book 1
- Each lesson is built upon material introduced in previous lessons
- Consumable student worktext tracks student progress
Description
Publisher's Description of Language Olympics Literacy Book 2
Overview
This program requires one-on-one tutoring.
There are six student workbooks, each having five lessons. The thirty lessons take a student from being a non-reader up to fifth level in reading skills.
There is a progress chart on the inside front cover of each book. Use the chart to check off each task that your student completes.
If a student is able to master one lesson per week, he will complete the program in about 8 months.
PHONICS WORD READING
This is a reading mastery page. Use a folded paper or ruler to help your student’s eyes focus on each line of words. Your student may need to hear you say the word first. You read and the student “echoes”. Then have him read it alone. If needed, point out the individual sounds that make up the word, and show him how to
“sound out” a word.
SPELLING
The spelling words are selected from the phonics page and are based on their frequency of use in everyday language. Have your student read the list of spelling words. Then have him read each word and spell it aloud. (Example: “cat…c-a-t”)
To become a fluent reader, a person must instantly recognize words that make up the bulk of written material.
Each lesson introduces 24 sight words. Many of these are not spelled the way they sound. Have your student practice until he can easily read them. This prepares him for reading the stories.
He can use the sight-words page in the book, or the page may be copied and cut into flashcards.
USE SIGHT AND SPELLING WORDS
The student chooses the correct spelling word to fill in the blanks. He then reads the sentences aloud.
READING & TELLING THE STORY
The student uses words from the boxes to fill in the blanks. At this point, he should be able to do most of the work on his own.
STORY ACTIVITIES
The story activity page provides a variety of reading comprehension activities. Give your student as much help as he needs, but encourage as much independence as possible.
COMPLETION CHECKLIST (END OF BOOK)
The book is considered complete when the student has demonstrated mastery of all five lessons. When the tutor can verify that his student is ready, he signs the completion certificate and his student may begin the next book.
This program requires one-on-one tutoring.
There are six student workbooks, each having five lessons. The thirty lessons take a student from being a non-reader up to fifth level in reading skills.
There is a progress chart on the inside front cover of each book. Use the chart to check off each task that your student completes.
If a student is able to master one lesson per week, he will complete the program in about 8 months.
PHONICS WORD READING
This is a reading mastery page. Use a folded paper or ruler to help your student’s eyes focus on each line of words. Your student may need to hear you say the word first. You read and the student “echoes”. Then have him read it alone. If needed, point out the individual sounds that make up the word, and show him how to
“sound out” a word.
SPELLING
The spelling words are selected from the phonics page and are based on their frequency of use in everyday language. Have your student read the list of spelling words. Then have him read each word and spell it aloud. (Example: “cat…c-a-t”)
- Word-meaning activities: Your student may need help with the instructions at first, but he will become more independent as he moves through the course.
- Word/picture match: Your student reads the words at the top of the page and then writes each word under a picture.
- Spelling Practice: Have your student practice spelling the words aloud and writing them.
- Written Test: Dictate the words, and have your student write them.
- Be sure your student uses a pencil for all written activities.
To become a fluent reader, a person must instantly recognize words that make up the bulk of written material.
Each lesson introduces 24 sight words. Many of these are not spelled the way they sound. Have your student practice until he can easily read them. This prepares him for reading the stories.
He can use the sight-words page in the book, or the page may be copied and cut into flashcards.
USE SIGHT AND SPELLING WORDS
The student chooses the correct spelling word to fill in the blanks. He then reads the sentences aloud.
READING & TELLING THE STORY
- This course includes 30 Old Testament stories for reading comprehension.
- Read the story aloud and have your student use his finger or a pointer to follow along with the words as he listens to you read.
- Have your student find each sight word in the story and then highlight or underline it. He may also mark any of the phonics or spelling words that appear in the story.
- Your student reads the story aloud, with you helping as needed.
- To demonstrate comprehension, the student tells the story in his own words.
The student uses words from the boxes to fill in the blanks. At this point, he should be able to do most of the work on his own.
STORY ACTIVITIES
The story activity page provides a variety of reading comprehension activities. Give your student as much help as he needs, but encourage as much independence as possible.
COMPLETION CHECKLIST (END OF BOOK)
The book is considered complete when the student has demonstrated mastery of all five lessons. When the tutor can verify that his student is ready, he signs the completion certificate and his student may begin the next book.
Category Description for Language Olympics Literacy
Initially designed as a tool to help ELL speakers learn to read English, this program can also assist any older student who needs to quickly learn to read. Although pick-up-and-go, this program requires a high level of involvement from you, but instructions are easy and scripted. A short, get-you-started training video is available on the publisher’s website: https://www.languageolympics.org/language-olympics/training-vids/
Students should at least be able to write the alphabet and understand consonant sounds to begin this program. Pace this series of 6 consecutive consumable books (30 total lessons) to your student’s needs. If your student completes 1 lesson weekly, they can finish the entire program in as quickly as 8 months. Upon completing all 5 books, your student will be reading at the beginning grade 5 level. Spelling of sight and phonetics-based words is regularly practiced and tested. Sight-word cards are provided; cut them out to use as flash cards for review. Oral reading and comprehension is systematically practiced by reading the included paraphrases of a total 30 Old Testament stories over the series. The author recommends students spend 1-2 hours daily, 4 times per week, working through the lessons. At first, you as the tutor will read aloud while the student underlines sentences with their finger or even uses a reading strip. Then, the student will echo you using the same pronunciation. In the side column beside each story is a list of sight words used. Using this list, students will find and mark each sight word used in the story, and then retell the story in their own words. After reading practice, students will review the story with short exercises and activities which emphasize the most used words. While books 1-6 are designed to be used chronologically, check out each book’s descriptions for specific coverage. Sold individually or as a set. Your student will want a separate notebook or paper to practice writing down spelling words. ~ Ruth
Details
| Product Format: | Paperback Book |
|---|---|
| Grades: | 2-AD |
| Brand: | Language Olympics |
| Length in Inches: | 10.6875 |
| Width in Inches: | 8.25 |
| Height in Inches: | 0.125 |
| Weight in Pounds: | 0.3 |
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