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V. S. Richard

How I Taught My Kids to Read, Part III may be used to reinforce words learned through the second-grade. It is a step-by-step workbook that builds on the beginning literacy and first-grade words taught in How I Taught My Kids to Read, Part I and How I Taught My Kids to Read, Part II. A parent or teacher may use How I Taught My Kids to Read, Part III to refresh basic reading, writing, and computer skills with students. Ideas to individualize instruction or motivate students are also included with the activities.

French Little The eBooks

The Little French eBooks

 How I Taught My Kids to Read

S.V. Richard

How I Taught My Kids to Read, Part IV may be used to reinforce words learned through the third-grade. It is a step-by-step workbook that builds on the beginning literacy, first-grade, and second-grade words taught in How I Taught My Kids to Read, Part I; How I Taught My Kids to Read, Part II; and How I Taught My Kids to Read, Part III. A parent or teacher may use How I Taught My Kids to Read, Part IV to review basic reading, writing, and computer skills with students. Ideas to individualize instruction or motivate students are also included with the activities.

How I Taught My Kids to Read, Part II may be used to reinforce words learned through the first- grade. It is a step-by-step workbook that builds on the primer or beginning literacy words taught in How I Taught My Kids to Read, Part I. A parent or teacher may use How I Taught My Kids to Read, Part II as a supplemental teaching tool or for fun summer activities to help the student keep his or her reading skills sharp. Simple suggestions to individualize instruction or motivate students are also included with the activities.

How I Taught My Kids to Read is an activity book that outlines a step-by-step, day-by-day process a parent or a teacher can use to promote literacy skills. How I Taught My Kids to Read is a useful tool for summer reading reinforcement, for tutoring, or as a supplemental classroom activity. This book also includes ideas to differentiate instruction to help meet a student's individual needs.