Writing Strands: Level 2— It introduces the skill of giving thoughts and experiences to others in written form. When a child can write by himself (spelling doesn't count) a sentence similar to, "We live on the corner," or "The dog is big," that child is ready for this level. This is the only book from which parents must teach. The rest of the series is written for and to the students, and the assignments are written in such a way that the students can write independently. Even at this level, the assignments produce reports, essays or pieces of fiction.
Writing Strands: Level 3— It is designed to give beginning writers experience in organizing thoughts so that they can be understood easily by others. We have used it successfully even in tenth grade for students needing special help.
Reading Strands— The important thing to keep in mind, as you read through this small book, is that reading should be fun. If the young reader does not enjoy reading, it may be because reading is seen as work. The reader is either above or below the level of the material, or the material has not been selected with the reader's interests in mind. If your student does not like to read, change the program. Forcing a child who does not like to read the material may make that child hate the material. Change the material not the child. The point of this type of reading is the enjoyment of it, not the information it contains.
Evaluating Writing— An important thing to keep in mind is that children want to learn and want to please their parents. As a teacher, what a great position you're in. Find something absolutely wonderful about what has been written and ask your child to read that aloud. Then ask your child to read it to you. Then ask your husband or wife to read it. And then ask your child to read it to you both because you both think it's so beautiful. Now your child will feel good about what's been written. At this point, rather than point out all the things that are wrong with the paper, you can show one or two ways to make it even better. Say that the writing is almost perfect, and to make it perfect, you have one rule that you'd like to explain. Read that one rule and explain how it works. Help your child apply that rule to the writing. This will demonstrate what that application has done to that almost perfect sentence. Now, read it again and call it perfect! Your children will break their hearts trying to write perfect sentences for you.