Frequently Asked Questions

Note: Below are some common questions we’ve been asked regarding Christ-Centered Phonics and Math. Perhaps some of these answers will address questions you may have of your own. If not, you may call 1-800-778-4318 for personal assistance.

Phonics Questions

1. Where should I start in the Christ-Centered Phonics program?
2. How much time is required to prepare for a phonics lesson?
3. What does “K4” and “K5/B1st” mean in the PACING SCHEDULE at the beginning of the Christ-Centered Phonics Lessons for Flashcards 1-31?
4. What does “A1st/2nd” mean in the PACING SCHEDULE at the beginning of Phonics Lessons 32-66, 67-94, and 94-118?  
5. How many days should I teach per week?
6. How long should a phonics lesson plus seatwork normally take?
7. What is the difference between the “DAILY PHONICS DRILL” and teaching?
8. How long should I spend on phonics drills?
9. Do you have any suggestions for how to vary drill times and/or the lessons?
10. What are some ways to customize your phonics program to meet a larger family’s needs?
11. What should I do if my student doesn’t seem to be “getting” phonics?
12. How can I develop my child’s reading comprehension to help him apply wholesome reading materials to his life?

Math Questions

13. Where should I start in your Christ-Centered Math program?
14. Why don’t the Christ-Centered Math Lesson Guides have a PACING SCHEDULE at the top of each lesson like the phonics lessons do?
15. How long should I spend on math drills?
16. How long should a normal math lesson plus seatwork take?
17. How can we reinforce Christ-Centered Math’s character training tips in our home?

QUESTIONS ABOUT CHRIST-CENTERED PHONICS:

Where should I start in the Christ-Centered Phonics program? If you’ve never taught phonics before, we highly recommend reading “ANYONE CAN TEACH PHONICS” at the beginning of the Christ-Centered Phonics Lessons for Flashcards 1-31 (PL 1-31). In that article is a brief overview of the Christ-Centered Phonics program plus the “Four Basic Steps to Apply Phonics to Reading.” If you are one who loves to see “the big picture,” charts of the “19 Vowel Sounds in American English” and “25 Consonant Sounds in American English” taught in the Christ-Centered Phonics program are at Appendix 1 and 2 respectively in PL 1-31. In addition, a Christ-Centered Phonics Scope and Sequence chart is at Appendix 3 in PL 1-31, 32-66, and 67-93.

How much time is required to prepare for a phonics lesson? Initially, you should spend five or ten minutes glancing through the daily lesson to familiarize yourself with the teaching pattern. (Suggestions for how to divide the lessons daily are laid out for you.) Because the same type phonics exercises are used throughout the lessons, once you get used to them you will probably skip a lot of the word-for-word “Say …” instructions. For a real time-saver, we recommend highlighting the word examples in the Phonics Art, Jacob’s Phonics Ladder, Blend (or Word) Search, and Vowel Lane Spelling exercises (which include word examples for “Advanced Students”)!

What does “K4” and “K5/B1st” mean in the PACING SCHEDULE at the beginning of the Christ-Centered Phonics Lessons for Flashcards 1-31? “K4” refers to the recommended pacing schedule for four-year-olds, or very young five’s. “K5/B1st” refers to kindergarten, or beginning first graders (not schooled previously). This category also applies to an older student just starting out.

What does “A1st/2nd” mean in the PACING SCHEDULE at the beginning of Phonics Lessons 32-66, 67-94, and 94-118?  Rocky Bayou Christian School (RBCS), where the Christ-Centered Phonics program originated, operates on a two-track educational system: first graders who have been through the RBCS kindergarten are considered “Advanced 1st” and are thus taught with the regular second grade students. Note: This is the pacing that older students should follow who just need some strengthening in phonics, reading, and beginning grammar. Students who have had no formal phonics instruction should begin at Level B, and follow the K5/B1st pacing.

How many days should I teach per week? Christ-Centered Curriculum’s phonics and math programs were designed for a 180-day school year. If your state requires that home schools teach a specific number of hours per day (usually less hours than state schools) for 180 days, you may wish to school the same days as the public schools in your area. However, since some states don’t require children under age six or seven to be in school, if you’re teaching a younger child you have flexibility on the amount of days you teach per week.  For example, if you’re teaching a very young four-year-old, you may prefer to teach for short periods just a couple of days per week. For typical four-year-olds we recommend at least four days per week so that what is being taught is more easily retained. Kindergarteners and older students should be taught daily. (Consistency is a key to success.)

How long should a phonics lesson plus seatwork normally take? For a very young four, phonics lessons should be about fifteen minutes long, and the amount of seatwork should match your child’s capabilities. In the beginning, regular phonics lessons should take no more than twenty to twenty-five minutes (including the daily phonics drills). However, as the lessons become more complex, twenty-five to thirty minutes is the norm. Seatwork activities (workbook pages, spelling lessons, writing practice) usually take fifteen to twenty minutes initially---depending on whether your student is an “eager beaver” (works fast, but not always carefully), a “perfectionist” who must get everything right, or a “slowpoke” who loves to dawdle. As workbook assignments become more difficult, these can take twenty to twenty-five minutes. Note:  For ideas on how to develop godly character during seatwork sessions, we recommend reading “Building Godly Character Through Seatwork Activities.” Click here for the article.

What is the difference between the “DAILY PHONICS DRILL” and teaching? Since memorization is one of the key ways children learn, the primary purpose of drill times is rote memorization. Therefore, the daily drills are important because they put needed information into children’s long-term memory banks to be drawn upon when the parent/teacher later presents the detailed “how to learn to read” lessons.

How long should I spend on phonics drills? When first introducing a phonics drill, use a poll-parrot technique in which you say a drill and then your child repeats it after you. However, as soon as he or she can accurately say each drill with you, drills should be said together. By that time, the DAILY PHONICS DRILL should take no more than five to seven minutes per day. If your drills take longer, it may be that you’ve become so excited about the spiritual content that you’re taking time to discuss a rhyme or verse. If so, we recommend that you ask the Lord to help you focus on the purpose of the drills---rote memory, not understanding. Please be assured that all of the spiritual information and phonics rules will be introduced in the lessons, which follow the numerical order of the phonics flashcards.

Do you have any suggestions for how to vary drill times and/or the lessons? Yes, you will find additional ideas at the beginning of PL 1-31 (pages xiii-xvi). Also included in that section are tips for how to work with your child’s basic temperament, learning style, and modality.

What are some ways to customize your phonics program to meet a larger family’s needs? For suggestions, see “Meeting the Special Needs of Large Families” (pages xvi-xviii) at the beginning of PL 1-31.

What should I do if my student doesn’t seem to be “getting” phonics? This may be due to the fact that it’s simply not your child’s God-given timetable for it all to “click.” For example, Doreen Claggett (author of the CCC) reports that when her grandson, Gabriel, was three, he used to just sit on the couch with his “blankie” and listen to her teach his older sister, Victoria. But at age four and a half, he didn’t seem to be “getting” phonics. (So much so that at times it was tempting to believe that his “elevator” wasn’t even getting out of the basement.) However, within a month, suddenly everything “clicked” for Gabriel---and before long Doreen switched him from Level A to Level B because he needed a greater challenge. (As it turned out, he’s actually very gifted.) Another example is a former student in one of Doreen’s K4 classes who was at the bottom of the group in her reading ability in April---but by the end of May she was at the top of the class! Consequently, our recommendation is to just keep on teaching---in sequence---adjusting the pace as necessary. If your child still isn’t progressing the following year, then re-evaluate at that time. (If you wish to contact us for help at that point, call 1-800-778-4318 to speak with Doreen Claggett.)

What are some other possibilities for lack of progression? Sometimes, one of these reasons may also apply: (1) inconsistency because of large gaps between schooling; (2) lessons not taught properly; (3) “picking and choosing” what exercises to teach, thus unknowingly leaving out the most important parts; (4) choosing a level that is either too advanced---or not advanced enough; or (5) due to family stresses, if teaching in a negative spirit, this spirit is being “caught” by your child.

To resolve such situations, pray fervently for wisdom (James 1:5; 5:16b) and empowerment to correct whatever is needed. Since God is the One “who teaches man knowledge” (Ps. 94:10), pray that He will open your child’s understanding. In the meantime, be an encourager by passing on the joy of learning!

How can I develop my child’s reading comprehension to help him apply wholesome reading materials to his life?  The content of “ANYONE CAN TEACH PHONICS” (pages iv-viii of PL 1-31) covers the first level of reading---the Mechanics level. “THE SECOND AND THIRD LEVELS OF READING” -- Acceptance and Application -- appears at the beginning of the Christ-Centered Phonics Lessons for Flashcards 32-66. The Acceptance Level covers “The Importance of Reading Comprehension” and the “Four Basic Skills Necessary for Good Reading Comprehension.” The Application Level covers “A Biblical Look at Reading Application” and the importance of “Selecting Wholesome Reading Materials.”

QUESTIONS ABOUT CHRIST-CENTERED MATH:

Where should I start in your Christ-Centered Math program? For a greater appreciation of the richness of teaching mathematical concepts based on scriptural principles, if you haven’t already done so, we recommend that you first read the article entitled “Christ-Centered Math and Its Roots in Scripture.” Click here for the article.

You will find all of our Christ-Centered Math products under the “Beginning Math” category of our online catalog. Each level (A and B) is comprised of the following:  Math Teaching Aids Package, Christ-Centered Math Lessons Guide, Christ-Centered Math Workbook Instructions & Answer Key, and Christ-Centered Math Workbook. Each lesson guide shows when and how to use the math teaching aids related to its level.

Even though we use the general terms “K4, K5, and K5/B1st” in our Christ-Centered Math Program Scope and Sequence Chart (located inside the covers of MLG:A and MLG:B), the math lessons themselves do not have a graded breakdown. The math level should be selected according a child’s present skill level, as follows:
Math Level A: Recommended for students of any age who are just starting out in their basic math instruction.
Level A covers: number concepts 1-20; number recognition 0-100; counting to 100 by 1's, 10's, and 5's; counting backwards from 20-0; counting by 2's to 100; missing numbers in sequence 0-100 (by 1's, 10's, 5's, 2's); greater than/less than 0-100; addition facts 1-10; adding multiple numbers (e.g., 3+2+4+1); subtraction facts 1-10; and simple addition/subtraction word problems.
Math Level B: Recommended for students who already know the basic skills taught at Level A and have a strong foundation in the 1-10 addition/subtraction combinations.

Level B covers: place value (1's, 10's, and 100's); two and three digit addition/subtraction (no renaming); greater than/less than to 999; numeration (read and write a number) 0-20; counting by 3's and 4's to 100; missing numbers in sequence to 100; fractions (1/2, 1/3, 1/4); time (hour, half-hour, quarter-hour, 5 minute increments); money (pennies, nickels, dimes, quarters, half-dollars, dollars); addition facts 11-18; adding multiple numbers (e.g., 5+3+6+2); subtraction facts 11-18, equation theory and word problems---all taught from their roots in Scripture!

Why don’t the Christ-Centered Math Lesson Guides have a PACING SCHEDULE at the top of each lesson like the phonics lessons do?  Math lessons are divided by concepts; each lesson represents a particular concept that is reinforced by related Christ-Centered Math Workbook pages (identified to the right of a lesson’s title). The "TEACHER NOTE" at the beginning of each lesson contains the number of days it takes to teach those concepts in order to complete both Levels A and B within a 180-day school year. However, some parents slow down the pacing and teach Level A in kindergarten, and then Level B in first grade. (Advanced students often complete Level A in K4 and Level B in K5.)

How long should I spend on math drills? These should normally take about five or ten minutes a day. Once a child has mastered certain drills, focus on those which need strengthening, and occasionally review the rest. Remember: The key to success in math is “drill, drill, drill” because, when it comes down to it, even though it’s important to teach the concepts, much of a child’s early math progress (e.g., knowing the 1-18 addition/subtraction families) is due to rote memory from drills.

How long should a normal math lesson plus seatwork take? If teaching Level A only to a K4 or K5 student over a year’s time, the lesson should take about twenty minutes; the math workbook and “Writing Numerals” normally requires fifteen to twenty minutes. To complete Math both Levels A and B in the same school year, the lessons plus seatwork usually need forty-five minutes to an hour total per day.

How can we reinforce Christ-Centered Math’s character training tips in our home? Throughout Christ-Centered Math Lesson Guides A and B are CHARACTER TRAINING tips for students and parents for how to apply the 1-10 Math Flashcards qualities of generosity, loyalty, orderliness, courage, decisiveness, joyfulness, responsibility, endurance, and determination. These character qualities are based upon IBLP’s wonderful Character Sketches books, and have been a great blessing in many, many lives through the years.