I have used your reading curriculum in a program for at-risk young men ages sixteen and older. While implementing your reading program, some of the positive changes I have observed in my students are as follows:
1. Improvement in reading skills which facilitated advancement in other academic areas
2. Improvement in reading skills sufficient to pass the Florida High School Competency Test. (Students entering this program generally consider the HSCT their most formidable obstacle to graduation.)
3. Increased confidence in personal potential and new hope for the future.
Using your reading curriculum requires discipline, commitment, and persistence on the part of both student and instructor. I am sure that my students would tell you that it has been well worth the effort. One student is currently using the curriculum to help a younger sister who is experiencing learning difficulties in school. Another student used his knowledge of phonics to help a family member master English as a second language.
And the gift goes on.
Dorothy Easley/American Adult Education Center
Dade County Public Schools/Miami, FL
Our reading and spelling curriculum is Orton-Gillingham-based. Lessons are tightly-structured, sequential, comprehensive, and multisensory.
Listed below are some of the major curriculum elements introduced in the We All Can Read Program. The majority of the links below are PDF files taken from the indicated lesson in our online program. In addition to a text file, each online lesson also contains video and audio elements not available below.
Consonants, short vowels, consonant blends and consonant teams are introduced.
Free Online Phonics Lesson 2 – excerpted from Lesson 2
Short Vowel Sounds – Part One – excerpted from Lesson 8 (CONTAINS VIDEO CONTENT)
Short Vowel Sounds – Part Two – excerpted from Lesson 74
Short Vowel Sounds – Part Three – excerpted from Lesson 75
Beginning Consonant Blends – excerpted from Lesson 108
Ending Consonant Blends – excerpted from Lesson 130
Words Containing Beginning and Ending blends – excerpted from Lesson 152
Consonant Teams – Part One – excerpted from Lesson 158
Consonant Teams – Part Two – excerpted from Lesson 159
Words Containing Consonant Blends and Consonant Teams – excerpted from Lesson 185
The six major syllable patterns are taught.
Syllable patterns indicate the sound a vowel will represent in a word.
Words containing consonant blends and consonant teams – excerpted from Lesson 365
The Six Syllable Patterns – Part One – excerpted from Lesson 353
The Six Syllable Patterns – Part Two – excerpted from Lesson 354
The major syllable division rules are taught.
Multiple syllable words are introduced. Additional consonant and vowel teams are introduced.
Two Syllable Words – excerpted from Lesson 378
Three – Four – Five – Six Syllable Words – Part One – excerpted from Lesson 492
Three – Four -Five – Six Syllable Words – Part Two – excerpted from Lesson 493
Consonant Teams – Part One – excerpted from Lesson 562
Consonant teams – Part Two – excerpted from Lesson 563
Vowel Teams – Part One – excerpted from Lesson 545
Vowel Teams – Part Two– excerpted from Lesson 546
A comprehensive review of the entire program is presented.
Comprehensive Letters and Letter Teams Review Chart – excerpted from Lesson 621