How long should it take to complete a level?

It might take 4 to 5 thirty or forty-five minute sessions per book. We recommend that you base the amount of time on the attentiveness and interest of your child. We suggest using the BRMP two to three times per week.

What should we do when the child hesitates over a word when reading orally?

Ordinarily give the child the word immediately. When you give the child several seconds to decode the word, the child becomes nervous, fearing s/he won't be able to pronounce it correctly. Attention is focused on getting the word right not the meaning of the sentence and text. By simply supplying the word, the child keeps meaning and interpretation central. We want the sound of oral reading to be like natural speech, fluent, not word-by-word. That is why we often have the child read following the modeling of the teacher or parent in echo and choral reading. Phonics is best learned specifically in the word-making activity and through the fluency that comes from reading the text so that it sounds like speech.

What types of stories are in the BRMP?

We have many different kinds of stories in our program: traditional stories like fairy tales, myths and legends, pattern stories involving language play, true stories about heroes and animals, and stories that teach a lesson in which there are real feelings expressed, like fear, anger and jealousy, but also in the same stories, compassion, sorrow and fairness. We want children to experience a wide variety of genres in their reading.

Should we apply the techniques in the Botel Reading Milestone Program to other books?

Yes. We make the point in our guides. Please feel free to apply the BRMP strategies to any book in your home, library or school.

What should we do with the cards in the sentence making and word making activity?

You do not need to keep the cut out words and word parts in these two activities. Feel free to discard them after each activity. If you decide to keep them and use them, store them in plastic baggies labeled with the name of the book in permanent marker on the baggie) for practice in later lessons.

Should my child read these books on his or her own after we are finished with the book's lessons?

We suggest that your child keeps the book near his or her bed for reading at night or during the day, even while you are continuing lessons with a particular book. Let your child read aloud to you or to a sibling or grandparent as you continue or after you complete the book. Take turns reading the stories together and feel free to re-read stories.

What if my child is not interested in reading aloud?

You can read to child instead. Take turns reading pages or just let your child be the listener. Listening is an excellent skill as well.

What resources should I have at hand when doing Math Workshop?

Graph paper and lots of coins enables the child to illustrate every
math operation.

How can I deepen my understanding of math, so I can keep up with and
ahead of my child's development?

Read, reread and read again the Introduction in the Parent/tutor/
guide. It is a brief course in math and the teaching of math. Don't
just read it. Do the examples given. You will be amazed at your
growing understanding and fondness for a problem solving approach to
math.

How important is the story problem on each parent guide page?

Nothing we do is more important. The Introduction explains why in
detail. The essence of the activity is that it enables the parent and
child to have a dialogue about a math idea. It involves thinking
about the connection between the real world and the abstract world of
math. And it gets kids to think logically.