• How this system helps
• Trace Erase Time
• Trace Erase Behavior Modificaton
• Step 1: Teach beginning Phonemes
• Step 2: Instruct Proper Letter Formation
• Step 3 Dictate Words
• Students
• Step 4: Build Word Bank
• Step 5: Dictate Short Phrases
• Step 6: Word Books on Paper
• Step 7: Dictate Short Sentences

How This System Can Help Every Pre-K / Kinder Teacher in Every Classroom Across the U.S.A.

PRE-K TERP
(Trace Erase Pre-Reading/Reading Program)

Teach 3-4 year old children from the very beginning through a visual motor/language/vocabulary experience that teaches children how to print, spell, and read with comprehension --- at their own pace and comfort levels.

Repeat this routine daily for several weeks. Skip a week then begin again. With enough repetitions phonemic awareness will evolve. This activity serves as a building block for future sound / symbol mastery and literacy.

Step 2: Instruct proper letter formation

VMI, Letter - Word Recognition, Phonological Awareness/Phonics/ Direct Instructive (Practice), Independent Work Format for Upper/Lower Case Letters/Knowledge/Sound-Symbol Development.

• Learn how to print letters.

Step 3: Dictate words - and eventually short sentences.

Once students know sounds for all letters (a-z) and print letters properly you may begin dictating short vowel words for students to print on the back white marker board. It depends on the skill level of your students when these exercises begin.

• Have students draw two dots on the board
• half way down left side
• half way down right side
• Connect a line from one dot to the other
• Draw three letter-place-holder lines at the botoom of the board
• Teacher (voiced) tells students to print the beginning letter for the sound /c/ on the first line. Then print the leter for the sound /a/ on the middle line, and finally, print the letter for the sound /t/ on the final line.

• Place marker on the table. Point to each letter and say the sounds: c-a-t. Slide finger below and under the entire word and say cat.
• Have students close their eyes and trace and say c - a - t, cat in the air.
• Have students erase word: c - a - t one letter at a time with their pointer finger. Say the letter sound for each letter as they erase each letter. Say the whole word and slide pointer finger under space where word was.
• Print, spell, and say word from memory on lines 1-3 on white marker board; then slide finger under and across the entire word as they say aloud c-a-t cat.
• Draw picture of a cat on the top half of the whiteboard. Ask children to make up sentences about cats.