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Is YOUR child reaching his or her potential?


* Not all preschools and elementary school challenge young people.

* Some neglect to teach intensive phonics and proper letter formation.

* Hopefully, YOUR district DOES concentrate on these areas.

* GAIN LITERACY SKILLS materials challenges children to reach their

   full potential in reading and writing.

* Young children are considered to be geniuses in motion by this system. 

*They are capable of learning high level concepts.

* Books for older students will be published as soon as possible.


ArbeZ ZebrA Teaches A to Z  Exceeds Standards

for Early Childhood Education


Phonemic Awareness Developed

Through Kinesthetic Activities


Word Building with Manipulatives



  Recognize capital letters of the alphabet.

  Place letters in alphabetical order.

  Learn the sound each letter makes.

  Discriminate between short vowel sounds.

  Identify beginning and ending consonants.

  Identify words that begin with each sound.

  Identify words containing each short vowel sound.

  Blend individual phonemes to form words.

  Identify words that end with each consonant sound.

  Segment 3-5 letter words into their separate phonemes.

  Change one phoneme in a word. Identify the new word.

  Add/delete phonemes from words. Identify new words.

  Recognize U after Q as being a helper, not a vowel.

  Recognize lower case letters of the alphabet.

  Place lower case letters in alphabetical order.

  Visually track left to right.

  Recognize manipulative letters with the sense of touch.

  Recognize initial blends: bl, br, cl, cr, dr, fl, fr, gl, gr, pl, sc, sk,

           sl, sm, sn, sp, st, sw, tr and tw.

  Recognize initial 3-letter blends: spl, spr, squ,

  Recognize ending blends: ct, ft, ck, lm, lt, mp, nd, nt, pt, sk, st.

  Spell one-syllable, short vowel words with double S, F, L.

  Identify CVC words as short vowel words: bit.

  Identify CCVC words as short vowel words: plus.

  Identify CVCC words as short vowel words: band.

  Identify CCVCC words as short vowel words: clamp.

  Identify plural nouns that need S or ES at the end.

  Identify verbs that need S or ES at the end.

  Recognize and spell14 Sight Words: a, the, as, has, is, his,

       of, do, to, two, have, give, live and you.


Kinesthetic Word Building Activities

Advanced Concepts

  Build words using manipulative letters.

  Use manipulatives to change consonants within words.

  Change vowel sounds in words using manipulative letters.

  Unscramble high frequency words with manipulatives.

  Group words: rhymes, beginning consonants, vowels.

  Read word cards for words built with letter manipulatives.

  Use level one and/or level two word cards (containing blends)

        to build 2-5 word sentences.

  Use word cards to build longer sentences.

  Use a level 1 subject phrase strip, a verb phrase strip plus an

        ending phrase strip to build a silly sentence.

  Unscramble sentences with word cards.

  Use level two strips to build silly sentences containing

        beginning and ending blends.

  Read easy books containing short vowels only.



  Develop oral vocabulary to include sentences with more  than 7 words.

  Learn the long vowel trick.

  Read books that contain both short and long vowels.

  Learn how to write sentences.

  Take written dictation.

  Write dictated sentences and original sentences.



  Identify numbers 1-10

  Understand the value of 1-10.

  Count 10 objects.

  Begin to learn addition math facts through ten.

  Begin to learn subtraction math facts through ten.


Handwriting Begins with Art  Exceeds Standards

The book meets so many standards for Early Childhood Education that they all can't be listed.

Here are some of them:



Large Motor Skills Encouraged

  Throw, catch, roll, kick bounce large and small balls.

  Walk a balance beam or 2X4: forward, backward, sideways, etc.

  Large and small balls: throw, catch, bounce, kick, roll, bat

  March and sing with rhythm instruments.

  Movements: hop and balance on each AND  both feet, gallop,      

        skip, jump, climb, do animal walks, etc.

  Calisthenics: cross body’s midline (right elbow to left knee, left

        hand to right shoulder, etc.)

  Play on equipment, especially learning to swing by self.

  Throw bean bags into pails or at a target.

  Relay races (especially where an object is passed)

  Move toy cars and trains along a path or track.

  Develop body awareness: Angels in the Snow, Simon Says,etc.

  Write letters in the air in concert with teacher and class.

  Demonstrate ability to write letters independently in the air.

Fine Motor Skills

Develop large motor skills before small motor skills will be refined.

  Listen to and follow oral directions.

  Train eyes to boss hands.

  Develop left to right tracking.
  Complete cut-paste exercises

  Develop figure-ground skills.

  Develop good eye-hand coordination using scissors.

  Hold scissors correctly: open/close while cutting on lines.

  Hold scissors straight up, turning paper NOT scissors.

  Progress from drawing squiggles to making straight lines.

  Hold crayons correctly with relaxed grip.

  Rotate and hold the paper when coloring to facilitate lateral

      arm movements.



  Developmental Coloring Goals

 Level 1: Color INSIDE lines, even if only a few strokes result. 

            Going outside the lines does NOT develop fine motor skills.

  Level 2: Fill in most of the white spaces.

  Level 3: Color in ONE direction only.

  Level 4: Color each part one color: sleeve, eyes, leg, etc.

Writing Skills

  Identify top, bottom, left and right sides of paper.

  Demonstrate concepts: top, middle, center, right, left, top to  

      bottom, left  to right, vertical, horizontal, diagonal, whole, half,

      quarter,  fourth, area, perimeter, corner, circumference, radius,

      stroke, right and equilateral triangles

  Place pointer finger on lines as directed by teacher and on primary paper.

  Verbalize strokes as letters are written.

  Know how to “finger-trace” and “write in the air” while chanting words.

  Form large geometric shapes using top to bottom, left to right

         movements with directed sequence.

  Grip pencil with pointer finger on top without placing thumb over it.

  Finger-trace sequential patterns with top to bottom, left to r ight movements.

  Make curved strokes, top first, moving counterclockwise, from the 2:00

       position on a clock face.

  Recognize ordinal numbers: first, second, etc.

  Understand how the hand and arm move to form letters.

  Know correct movements to form letters.

  Know proper line placement of letters on lines.

  Place letter-forms in figure-ground field on paper, relating starting point 

     and ending point.

  Identify starting points, direction of movement, stopping points.

  Recognize all letters and whether they are upper or  lowercase.

  Recognize and write name using capital and lowercase letters.

  Discriminate between confusing letters: b/d, w/m, p/q.