Such Overwhelming Responsibility - Maybe! Maybe Just Different

Such Overwhelming Responsibility - Maybe! 

I hope that as you’ve gotten to know me, you realize how seriously I take my responsibility of being an excellent teacher in every way for each of my students and their parents. 

Interestingly, I’m discovering a new responsibility and a new teacher/student relationship the longer I tutor. This has taken me by surprise.  

As a classroom teacher, I struggled having to say good-bye to “my” children at the end of each school year. I would be in tears—tears I needed to hide. I knew I’d miss each one of them, but I’d send them off knowing they were going to have wonderful teachers the next year. When they walked out the door, my responsibility as their teacher ended. 

I looked forward to the times I’d see them in the hallway. I looked forward to watching them grow. 

Tutoring is a whole different ball game! 

I’m discovering that I don’t have a set number of days to teach my tutees. I totally move at their pace, making sure they are successful and reach mastery of each skill I teach them. When they finish Part 14 in Phonetic Reading with Silent Elephant “e”, they are ready to graduate from me—at least that was my goal and anticipated outcome when I wrote my reading program.

But after 9 years of tutoring, I’m realizing that this is not always the case. 

Although my tutees are academically ready to leave me, many of them, and their parents, are not emotionally ready to let go of our relationship upon completion of Part 14. This was something I wasn’t prepared for. 

One time, a ten-year-old girl ran upstairs and hid in an upstairs bedroom on her last day with me. She wouldn’t leave. Her dad went up to talk to her. I went up to talk to her reassuring her that she was going to do beautifully in school and that she could visit me whenever she wanted. I gave her lots of hugs while telling her how much I love her. I then went downstairs to tutor two more children for the next two hours. She still didn’t come down.  

At 7:30 that evening, I went up again with some hot chocolate and cookies. We talked more and hugged. Finally, she was ready for my service dogs and me to walk her home. 

To this day, she still frequently walks by, waves through the window, texts me with holiday wishes and comes over to play ball with my new service dog. 

I love her so much. She’s like a granddaughter to me. 

She wasn’t the only one of my kiddos who wasn’t ready to graduate even though their reading skills were advanced.  

As the end of another school year was approaching, “Troy”, a sixth-grade boy, asked me, “What happens when I graduate from you?” 

I explained that he wouldn’t need to come to tutoring anymore because he was far ahead in reading now. “I’m so proud of you! You’ve worked so hard! You’re an advanced reader!” 

He slowly, painfully asked, “Do you miss the kids that graduate from you?” 

“Yes, I do, very much!” I answered. “But I still see them sometimes. I go to their football and basketball games, their gymnastics meets and their school plays. They come over at Christmas time for hot cocoa. I’ll still get to see you.” 

“Oh,” was all he said. 

At our next tutoring session, he bounced in the door with a big smile on his face! “My mom said I’m going to keep coming to tutoring! I need help with math now.” He was beaming ear to ear.  

I was so surprised! I knew he didn’t need help with math, I also knew it was difficult for his family to afford tutoring. I wasn’t sure just what to say. 

When Mom came in to pick him up, he happily ran out the door to climb the tree in the front yard. I somewhat tentatively said to Mom, “Troy told me he’s going to continue tutoring.”  

Mom winked, “Oh yes, he needs help with math. He’ll come only once a week. The truth is, Troy needs you. You’re his lifeline. You build his self-confidence. He needs you!” 

I didn’t know what to say—I hadn’t seen this coming. I felt honored and humbled, yet in some respects I felt somewhat frightened and concerned about this new role I was to fill in Troy’s life. 

I looked at her and smiled, “I don’t know what to say. I’m honored to continue tutoring Troy. I love him as one of my grandboys. Thank you!” But this left me wondering. I’m still tutoring him once a week for an hour. 

Then two and a half years ago, one of my 11th graders was completing Part 14 at the end of December. She kept stalling and stalling, not wanting to have our last lesson. She’d tell me, “I need help with an English paper. I need help with my algebra practice test. I want to do some more timed readings.” 

Finally, at the end of January I said, “Sweetie, you are reading at a college reading level now. When you started tutoring with me a year and a half ago, you were at a fifth-grade reading level. Look what you’ve accomplished in such a short time! You’re going to do beautifully for the rest of your high school career and in college! You’re awesome! I believe in you!” 

Then I realized that like Troy and my 10-year-old who hid in the bedroom, she was afraid of letting go of me and the support I meant to her.  I assured her, “You can call, text and/or visit anytime. I will always want to keep in touch, to hear about all the amazing things you’re doing. You’ve got this! I love you so much!”   

Finally, realizing she wouldn’t be losing me, she was able to let that day be her last tutoring day. We both had tears in our eyes and exchanged big hugs. She and her mom always call on my birthday and text on holidays. I send her birthday cards. She called a couple of months ago to discuss her college course selection that she’s considering for next year—her sophomore year! She’s majoring in neurology! 

I’m so proud of her! I love her dearly! 

Those three are not the only ones. 

I have 4 other high schoolers that text often, send pictures and call occasionally. Before COVID, I attended their sporting events and class plays and they dropped by at Christmas for chocolate chip cookies and hot cocoa. 

Presently I have 4 kiddos that are tutoring with me one or two hours a week who have graduated from Part 14 but who are just not ready to end tutoring. They range in age from 9 to 14. I am tutoring them in advanced reading and spelling skills and helping with homework in language arts, math, science, and social studies.  

I have found myself quietly examining my new responsibility--one of continuing to support some of my students until they feel that not only are they excellent readers, writers, and spellers, but that they can trust themselves to confidently handle anything that comes their way. 

This responsibility can feel a little overwhelming but then maybe it’s the natural progression for them that I can’t rush any more than I could have rushed their learning phonemic awareness and phonics.  

When I feel it this way, I just relax and smile and LOVE that I get to continue to be a part of their lives as an educator and as a caring, loving person who will always know they will succeed.  

Now, I don’t have to let them go at the end of Part 14 - I get to watch them fly when they are ready to fly.

If you have any questions are Silent Elephant “e” or becoming a tutor, contact us.

Linda Katherine Smith-Jones Nina Henson

I Haven't Heard "I Hate Reading" again!

From a Silent Elephant “e” tutor

“Silent Elephant “e” works with excellent results and best of all, kids love it.

Students are engaged and excited!

They don’t realize they are setting their foundation to becoming fluent readers and liking to read.

I had a student who on a daily basis said, “I hate reading.”

I have not heard, “I hate reading,” again since beginning Silent Elephant “e.””

Linda Jarvis

He Read the Pool Chemicals!

A Heartwarming Story - He Read the Pool Chemicals! 

Two or three weeks ago, I answered the phone to hear a very excited mom on the other end. “You’ll never believe what “John” just read to his dad and me last night!” 

I was instantly full of curiosity. “What did he read?” I asked. 

“We just purchased a large above ground framed swimming pool. John was so eager to put it together! As soon as the box was opened, he pulled out the directions, and without even thinking about it, began confidently and quickly reading them to his dad!” 

“Wow! That’s wonderful!” I replied. My mind quickly jumped to last year at this time when John could not have read those directions and he would’ve been too scared to try.  

“Yes, but that’s not all!” Mom continued, “After we filled the pool with water, without the slightest hesitation, John smoothly read the directions for all of the steps for putting the chemicals in the water! He read all the chemicals! Can you believe it?”  

“Oh yes, I can believe it!” I delightfully responded. “John is an awesome reader and I’m very proud of him!” 

His Mom bubbled over with pride and happiness, “You have taught him so much in just a little over a year! You understand him. You have so much patience.  How can we ever thank you?” 

“Sharing this story with me is all the thanks I need,” I replied. “I’ve got goosebumps! I’m honored to be one of his teachers. I’m so happy for him! You’ve made my day!”

If you are questioning whether Silent Elephant “e” is the comprehensive reading, writing and spelling program you’d like to purchase, feel free to contact us.

Linda Katherine Smith-Jones                            Nina Henson

One Happy Homeschooling Mom

One Happy Homeschooling Mom

 Parent Educators and Classroom Educators Love Teaching with Silent Elephant “e”! 

I thought you’d enjoy hearing what purchasers of Phonetic Reading with Silent Elephant “e” are saying. 

When I opened this email, my heart was filled with such happiness!!!! 

“Hello Linda,
We have some exciting news from our house. We have two readers!!!!!! Thanks so much for your program and your encouragement. My daughters are now 5 and 7 years old and they are able to read the stories that connect with the 5 vowel sounds in Part 3!!! 

They are also able to spell some words by sounding them out. My older daughter wrote a note to her dad yesterday. He loved it!
I’ve also included pictures of their “i” practice words and the creative pictures they get to draw in between words. I love that they can each be creative in their own ways and both learn to read together and help each other as partners. 

Thanks so much for keeping in touch. We will soon be purchasing the next book, Part 4. 

I’d love to use Silent Elephant “e” to teach our son when he gets bigger. He is almost 2 now. 

Talk to you soon. 

Thanks. 
Wendy” 

I couldn’t stop smiling after I read Wendy’s email.  

I couldn’t wait to answer her and tell her how thrilled I was for all of them.  

I told her to tell the girls, “Both of you are so beautiful! I love your happy, proud smiles! I am so proud of you wonderful, awesome readers!”  

Aren’t their notes to Dad so cute? He really must have loved them.  

And I couldn’t be more thrilled that Wendy intends to continue with Silent Elephant “e” and to use it with their son when he’s ready. A family of readers – my heart is singing! 

I can’t quit smiling as I share this with you. I’m so proud. I can’t wait to visit with them and hear the girls read stories.  

In the coming months, I will share more success stories.

I would love to share your success stories! Please email them to me or call me. Or both! I love visiting with you.

If you are questioning whether Silent Elephant “e” is the comprehensive reading, writing and spelling program you’d like to purchase, feel free to contact us.

Linda Katherine Smith-Jones                            Nina Henson

FaceTiming with Young Readers! This was a First!!

FaceTiming with Young Readers! This was a First!! 

I felt so honored, so special!!  

Wendy, Zoya and Audrey’s mom, suggested that we FaceTime because the girls have been so excited about their amazing progress in reading. They wanted to share their success with the author of Silent Elephant “e”. 

I was excited and delighted.  

We set up a time and, through the fun magic of FaceTime, there were Zoya and Audrey’s bright eyes looking back at me. My heart swelled. Their eyes sparkled with a love of life and a joy of learning. 

Wendy had thoughtfully prepped her daughters for our meeting. (What an awesome mom!!) They were ready and eager with stories to read to me and questions for me to answer. 

I felt like a famous author visiting a classroom!! 😊 

The girls have both completed Parts 1-3 of Phonetic Reading with Silent Elephant “e” and had each picked one of my stories from a short vowel lesson to focus on during our time together.  

Both Zoya and Audrey had a “spotlight time” to share their own handwritten copy and illustration of the story they had chosen. Their sweet faces beamed with pride as they carefully and thoroughly shared their individual work.

 I thoroughly enjoyed seeing each of their personal drawings of the story they had chosen—each completely different from the other. Their visualizations of what they had read and comprehended were beautiful and detailed. Clearly, they are seeing the stories in their minds.  

The joy they expressed in their drawings made my heart sing! Is there anything so precious as a child’s artwork? 

Each girl had developed a list of questions to ask me about her particular focus story. Here are some examples of their well thought out questions:

·       What caused the log to fall on the box?

·       What job were you imagining Tom got?

·       How did that job help Tom get the log off of the box?

·       Did you imagine Rex to be a dinosaur? (I did!)

·       Why did you choose red for the color of the jet?

·       What food would you have fed the ten men, the pet and Rex?

·       Why did the pet get ill? 

I felt honored and special as I answered each of their questions and asked them to share how they had imagined the story. 

Both Zoya and Audrey completely comprehend what they are skillfully reading. Further, they are going beyond the text with personal creativity and an eagerness to learn more. 

Although Wendy didn’t have a time in the spotlight, her joy, pride and love of her girls and their progress was beaming in the background.

She loves teaching her girls with Silent Elephant “e”. It shows in their success and her bright smile.  

I LOVED our time together. I felt so privileged, but most of all, I loved seeing first-

Please send me your success stories. If you would like to FaceTime to share your success stories, please contact me.

P. S. Both you and your children will love Silent Elephant “e”.

They will LOVE their feeling of success and EASE in learning to read.

YOU will LOVE their success and how EASY teaching with Silent Elephant “e” is for you.

If you are questioning whether Silent Elephant “e” is the comprehensive reading, writing and spelling program you’d like to purchase, feel free to contact us.

Linda Katherine Smith-Jones                            Nina Henson

THANK YOU for Your Excellent Reading Program

Thank you for your excellent reading program.

We purchased Parts 1-3. We are using it for our 4 and 6-year-old girls and they are doing so great understanding sounds in words.

My girls have been breaking down word sounds the last few days just for fun.

My 4-year-old especially loves to try to write out the sounds. She was so proud to show me how she sounded out my name and wrote it down all by herself!

We are looking forward to getting Part 4 and beyond this summer for our girls to continue learning. Thank you again for writing this wonderful program and sharing your experience to start us on this great reading journey. 

— Wendy Levanway - homeschool parent 

If you have any questions about Silent Elephant “e” or teaching reading, contact us.

Linda Katherine Smith-Jones Nina Henson

I May Have Teared Up

I May Have Teared Up 

My dream for children learning with Phonetic Reading with Silent Elephant “e” is that they will excel in reading, writing and spelling.  

I imagine parents cuddling up before bedtime with their children. The children are reading more and more words in the books to their parents. 

I imagine parents coming back into their child’s bedroom to check on them—expecting them to be sound asleep. Instead, they discover their child hiding under their blanket with a flashlight shining on the book they just cannot stop reading! 

I imagine a parent beginning to remind their child to finish their chores, but discover their child curled up in a cozy chair immersed in a wonderful book. 

My dreams are coming true for children I teach with Phonetic Reading with Silent Elephant “e”! Please enjoy a wonderful story I want to share with you! 

This past September, I walked into a school to teach an in-service workshop to teachers and parents.  One of the teachers of one of the students I had tutored from home raced up to me. 

She said, “I just have to tell you this! When I walked into my classroom last week, “Carol” was asking another girl if she needed help reading the characters’ names with a summary of each character’s description that I had written on the board for our up-and-coming play. 

“In the past,” she continued, “Carol would have had her head down with her shy eyes barely lifted. She would have been struggling to read the words and most likely would have given up.” 

This compassionate teacher’s voice rose with excitement as she exclaimed, “Now Carol’s shoulders were back, her head held high, a confident smile on her face, and loving gentleness in her voice as she beautifully and confidently read to the children that gathered around her!” 

As I listened to this amazing story, my eyes filled with tears of joy! 

About two years earlier, this sweet then 4th grade girl had begun tutoring with me. She was at a Primer reading level. As of last June, when she graduated from tutoring with me, this now 6th grader is at a 10th grade reading level! I am so proud of her and so honored to have been her tutor for 18 months of her life! 

Help me spread my dream to children around the world who struggle with reading, writing and spelling. Together we can make an incredible difference in their lives!

If you have any questions, contact us.

Linda Katherine Smith-Jones                                  Nina Henson

Elliot's Story In His Own Words

A Success Story to Warm Your Heart! 

I’d like to share a heartwarming letter I received last spring from one of my students that I tutor from my home.

 I have watched Elliot grow and develop from an insecure, struggling reader, writer and speller to a confident, mature, successful student heading into ninth grade!  

Here is Elliot’s letter:

In the sixth grade, I had a hard time with reading and writing. Then an amazing person named Mrs. Jones helped me. 

I have had an awesome experience for 2 years with her. 

I started tutoring with Mrs. Jones when I was 11 years old. I am now 13 and in the eighth grade. 

I was very shy when I first started tutoring, but now, I really enjoy going to tutoring. I am greeted with a warm welcome. 

Mrs. Jones began tutoring me using her very cool and helpful Silent Elephant “e” reading program to teach me phonics.  

The rule of VCe where Silent Elephant “e” taps the vowel on the head really helped me learn how to pronounce and spell words ending with silent “e” and how to add suffixes to silent “e” words. 

The “C” and “G” Game helped me learn whether to pronounce a “c” or “g” with the hard or soft sound. 

The eight rules for dividing words into syllables were important, because they helped me understand how words are put together and how to pronounce the words. 

She also began helping me comprehend what I was reading as we read the first book in the Magic Tree House Series, Dinosaurs Before Dark by Mary Pope Osborne (beginning 2nd grade level). I was in sixth grade then. 

This fall and winter we read Wolves of Willoughby Chase by Joan Aiken (7th grade reading level) using phonics rules to divide and correctly pronounce the multi-syllabic words. I truly comprehended this book! 

Sometimes we would laugh and sometimes we would be serious, but I have always had an amazing time being taught by her. In just 2 years, I have greatly improved my intelligence.  

I will really miss Mrs. Jones when I leave. I have had a blast learning with her! I have learned so much, and I really appreciate it! 

It was so cool to be her student, and use her Silent Elephant “e” techniques! 

Sincerely,

Elliot, Your Best Student

Elliot’s kind words melt my heart. I love teaching! I’m humbled and honored everyday I have the privilege to be a part of making a difference in a child’s learning! 

When Elliot began tutoring with me, he was in 6th grade. His instructional and frustration reading level was at a third-grade level. Now, as he begins 9th grade, he is reading at a 10th grade level in comprehension and a college level in word recognition. He’s confident, self-assured and ready to have a great time in school. When I think of him, his progress and his path of success ahead, I am so proud. 

Phonetic Reading with Silent Elephant “e” is truly making a BIG difference in children’s lives—teaching them to read, write and spell and helping them gain confidence in themselves as capable, successful learners!

If you are questioning whether Silent Elephant “e” is the comprehensive reading, writing and spelling program you’d like to purchase, feel free to contact us.

Linda Katherine Smith-Jones                            Nina Henson

Sometimes We don’t Realize How We Touch Someone’s Life

Sometimes We don’t Realize How We Touch Someone’s Life 

At this season of giving, we are reminded that the best gift is the gift of giving. 

I received an incredibly heartfelt gift from one of my students a few years ago. 

She had wrapped the gift in fun, brightly colored paper with a pretty bow on it.  A proud, happy smile adorned her face as she handed it to me. 

I excitedly tore off the paper! 

In my hand I held an exquisite angel figurine. “Oh, this angel is lovely!” I exclaimed. “She has such a sweet, loving smile! Thank you!” 

This ten-year old girl shyly said, “I used to have broken wings.”  

I quickly interrupted her (and actually quite rudely, if truth be told), because I did not want her to think even for a moment that she had broken wings. “Oh, sweetie, you have never had broken wings! You are one of the most genuinely kind, thoughtful, loving people I know!” 

“No,” she continued. “I did have broken wings when I first began tutoring with you.” 

“No. Truly you are absolutely, perfectly wonderful!” I insisted. 

“Please let me finish,” she politely said.  

It was so hard to let her continue, as I just couldn’t bear the thought that this lovely, young girl felt she had broken wings. 

“When I first came to tutoring, I could hardly read even a few words. I so wanted to read! My mom, dad, teachers, friends, everyone I knew could read so easily. 

“I thought that there was something wrong with me. I felt dumb and stupid. I was embarrassed and ashamed of myself.” 

My heart was breaking as I listened to the pain and hurt in her voice. I wanted to reach out and hug her. 

I painstakingly refrained from blurting out again that she was a wonderful, awesome person.  

I swallowed my tears as she continued, “The angel is you. You taught me to read! I can really read now! I never thought that would happen. 

“The little, white dove in the angel’s hands is me. The dove is ready to fly free.  

“Because of you I can be anything I want to be now—anything!” 

Tears filled my eyes. My heart swelled with love for this beautiful person!  

I reached out to hug her. I pulled her to me as I wrapped my arms around her. I wanted her to know how much I love her. I wanted to take all of her pain away. 

Then I realized that her pain was leaving her due to her own intense desire and focus as she diligently worked with me through Silent Elephant “e”.  

Slowly the full meaning of her gift and words began to sink in. 

I cried.  

This is why I became a teacher. 

She is now free to bravely explore the world. She has the tools, and she knows it.  

As you teach your children (and adults), think of this sweet girl, her beautiful gift, her eloquent words. 

You are a gift to each and everyone you teach. 

Thank you for being an angel to all of your students!

If you are questioning whether Silent Elephant “e” is the comprehensive reading, writing and spelling program you’d like to purchase, feel free to contact us.

Linda Katherine Smith-Jones                            Nina Henson

We Hold Their Hearts in Our Hands -We are Counselors as Well as Teachers

We Hold Their Hearts in Our Hands -We are Counselors as Well as Teachers 

Recently one of my dear neighbors asked me an interesting question. 

“I know your reading program is helping so many children learn to read. I am wondering, do you also have to help them emotionally build their self-confidence? 

“The reason I’m asking is because I saw my Matthew’s pain and tears when he was just in third grade. That was 35 years ago. His teacher actually recognized even then that he is dyslexic and knew he needed extra help in reading. 

“When I told Matthew that he was going to get more help at school from a special teacher, he cried. 

“I hadn’t realized how far behind he was.  Matthew was always so happy-go-lucky. I didn’t know his struggles in school were bothering him so much. 

“Matthew had actually realized how far behind he was. He was comparing his reading abilities to the other children in his class. He was wondering why they could read so quickly and effortlessly. He was wondering why it was so difficult for him. He was thinking that he wasn’t as smart as the other children! He felt embarrassed and ashamed! My heart broke! 

“His caring, thoughtful teacher worked diligently to plan her lessons emphasizing phonics to correlate with the material Matthew’s class was learning, so he would gain the skills needed to catch up with his classmates. 

“The tutoring he received had a life changing impact. His confidence skyrocketed. I’m sure that the students you tutor feel the same.”  

The answer to this question is something my husband always wants to share with parents that are considering having me tutor their children and with prospective purchasers of my program. 

He sees the answer daily as I tutor my students from our home. He empathizes with every one of my students, as he’s been in their shoes! 

He tells people about how children come to me with their shoulders drooping and their heads down not wanting to make eye contact with me. He tells them how some of my students hide under my desk, use the bathroom six times in an hour, hug our decorator pillows to their chest for comfort, answer my questions by shrugging their shoulders and saying, “I don’t know.” 

He proceeds with a joyful, enthusiastic voice! “It doesn’t take more than a couple of weeks before the children are holding their heads high, making eye contact, and confidently answering questions.” 

The answer to my neighbor’s question: Yes, YES, YES! 

Definitely a goal for all of my students is to build self-pride and self-confidence! 

I begin from the first moment we meet. I spend our first tutoring session getting to personally know each child and their parents. I want to know about the family, their pets, their interests and hobbies. I want to know what the child enjoys doing in and out of school when alone and with friends, does he/she play a musical instrument and or participate in sports, what responsibilities does he/she have at home, what achievements/accomplishments has he/she celebrated. 

During assessment, I always tell each child in specific terms the positive things he/she did:

·       read with expression

·       read smoothly

·       read quickly

·       showed enjoyment of reading

·       paid attention to punctuation marks

·       used phonics skills to decode unknown words

·       used the context to choose an appropriate word

·       thoroughly answered questions. 

Throughout each lesson I again look for and tell the child in specific terms the positive things he/she did:

·       I appreciate that you came to tutoring today with so much enthusiasm!

·       When you look at me when I’m giving directions, I know you are listening to me.

·       I appreciate it when you carefully and neatly mark the words with your colored pencils, because I can quickly read your answers.

·       When you use nice handwriting, it is just like receiving a special gift from you for my old eyes.

·       You took time to look carefully at each letter so you could correctly blend the sounds in each word.

·       You read the word quickly.

·       You read the sentence smoothly.

·       You read with expression, so I knew you truly understand the meaning of the sentence.

·       You read the sentence using phraseology! It sounded just like you were talking to me.

·       You are an amazing reader!

·       I love your beautiful, happy smile!

·       You are using the phonics rules to spell words correctly.

·       I can tell you are doing the sentence dictation exercises at home, because your spelling is improving.

·       Thank you for always trying your best when learning something new and difficult.

·       You learned a lot of new skills today.

·       I wish I had video taped you when you first came, so you could see just how much you have learned.

·       You are brilliant!

·       Thank you for working so hard today!  

Children with dyslexia can easily become discouraged, because although they put an extraordinary amount of effort into learning, that effort is not often rewarded if they are not taught using the right kind of tools that actually help them learn.  

You can easily teach ALL children to read, write and spell using Phonetic Reading with Silent Elephant “e”, but that’s truly only part of it! 

Always conscientiously develop their self-pride and self-confidence! 

On several occasions my next-door neighbor (yes, a different neighbor) has commented to me, “I always know when a new student is starting tutoring with you. They slowly shuffle up the sidewalk as their parent is encouraging them to come along. Their sad faces are looking down at the ground. 

“But it’s not long before they are skipping up the sidewalk, heads held high, with twinkling eyes and smiles on their faces!

“And when they leave each tutoring session, I hear their bubbly, excited voices telling Mom and Dad everything they have just learned.”          

It’s priceless!

If you are questioning whether Silent Elephant “e” is the comprehensive reading, writing and spelling program you’d like to purchase, feel free to contact us.

Linda Katherine Smith-Jones                            Nina Henson

“Mrs. Jones, I’m On Fire!!“ - Yes, We Can Build Confidence!

“Mrs. Jones, I’m On Fire!!“

Can you Build Self-Confidence and Self-Pride with a Reading Program??? Really??? 

As a follow-up to my last blog post about developing self-confidence and self-pride with Phonetic Reading with Silent Elephant “e”, I want to share some quotes from my students and their parents: 

“I never thought I’d learn to read, but I really am reading!” 

“’Angie’ is actually picking up books and reading them at home for enjoyment now! We never thought that would happen. We’re so proud of her!” (Just 4 months after starting tutoring with me.) 

“I have an ‘A’ in my 7th grade English class this trimester, and I’m not in special education anymore! Can you believe it?” (Two, YES TWO of my 7th graders told me that just last week!) 

“I have to tell you about writing my (10th grade) English paper. I only had four words come up with red, wiggly lines under them! I’m such a good speller now!” 

“My husband and I came home last night to find ‘Marcus’ and his sister sitting at the kitchen table reading Harry Potter together! Two years ago, he couldn’t read at all!” 

“Mrs. Jones, when I’m reading with you, I’m on FIRE!” a second grader constantly and proudly tells me. 

So how does this happen?  

How can a reading program elicit such success that it bubbles right out of the children learning with it? 

The very first key IS the program—a program that really does teach the learner the way the learner learns. 

As you know, I developed Phonetic Reading with Silent Elephant “e” to do that very thing. I spent years researching, writing, editing, rewriting, piloting, and rewriting again to make absolutely sure that Silent Elephant “e”’s activities were dynamic, thought provoking and taught the learner the way he/she learns.  

The second key that I have not really emphasized before is how I wrote Silent Elephant “e” to set a solid unshakeable foundation for each learner.  

To be successful, readers MUST have that stable unshakeable footing and to achieve this “cement-like” foundation that will not wobble around on them, Silent Elephant “e” begins by assessing to find their personal level of success, wherever that may be.  

Finding their personal level of success begins for ALL learners by assessing their knowledge of phonemic awareness. Silent Elephant “e”’s phonemic awareness assessments begin with the basics—individual sounds within a word. Just individual sounds and where the individual sounds are in a word.  

From that starting point, we continue assessing, taking note of their strengths and their successes and watching for that spot where they begin to be challenged—where their foundation has cracks or crumbles. 

When we find where they “wobble”, we back up and settle down into their personal level of success and begin teaching from there. 

When we teach from their personal level of success, they learn easily and retain everything. They are not grasping, confused, or stumbling trying to understand what is being presented. They learn each concept presented and how it links to what they already know. Their foundation strengthens, solidifies. 

The third key is how Silent Elephant “e” presents each concept. Silent Elephant “e” moves forward methodically, carefully, as slow or as quickly as the learner needs making absolutely sure that each new concept becomes their new personal level of success.  

In this deliberate way, concept-by-concept their foundation becomes solid, their understanding of themselves as successful readers grows, their self-confidence blossoms, and they become eager to take risks—to try the new. Their pride in themselves is unmistakable and a joy to behold!  

Every student (Kindergartners through high schoolers) I tutor at home or work with at school when I volunteer have needed to begin with Lesson 1 in Phonemic Awareness! Everyone!! Missing this foundational piece in learning to read is the reason they have struggled or failed to learn to read! 

Upon completing just a few lessons in phonemic awareness, many children have said their first words of self-confidence and self-pride to me, “Reading is actually making sense! I can hear the single, individual sounds in words now. I never heard that before! I think I will be able to learn to read!” 

So, how does a reading program effect their self-confidence and self-pride?  

By being the one that was written for them! 

By being the one that makes them burst out, “Mrs. Jones, I’m on FIRE!”

If you are questioning whether Silent Elephant “e” is the comprehensive reading, writing and spelling program you’d like to purchase, feel free to contact us.

Linda Katherine Smith-Jones                            Nina Henson

"I Need Mrs. Jones!" He Knows the Difference!

He Asked For Help! He Knows the Difference!

He’ll Catch On! She’s Lazy! She’s Not Working up to Her Potential! 

As I clicked the button to admit “Eddy”, my next student, to our Zoom tutoring session, I was surprised to find his mom looking at me with a bit of a worried look. 

With barely a hello she burst out, “Mrs. Jones, I have to talk to you before you begin tutoring Eddy. He’s very worried about this coming on-line school year. I have to tell you what he said yesterday.  

“In the middle of the day he came to me with a worried look, ‘Mom, I only want Mrs. Jones to tutor me. She’s not like my other teachers. She doesn’t think I’m dumb or lazy. She understands me. She knows I’m working so hard. She knows I truly want to learn! 

‘She gives me time to think. She lets me read things over and over again until I read smoothly and until I understand what I’m reading.  

‘Mom, she must have enough time to teach me more than 2 hours a week, since I won’t be going to school. I really need her help!’” 

Mom then shared her own feelings, “You really do understand him. We trust that you will teach him what he needs to learn in a way that he can learn. I don’t want to monopolize your time, but do you have any extra openings this fall?” 

My reason for sharing Eddy’s and his mom’s worries about the upcoming school year are twofold. 

First, Eddy is profoundly dyslexic and even though he is hard-working and very smart (dyslexic people are usually bright to gifted), during his short life he has often felt there was something wrong with him. Even in pre-school and Kindergarten, he observed and discerned that others were learning more quickly than he and with such apparent ease. He began to understand the longer amount of time it took him to read words and sentences wasn’t the “norm”—wasn’t like his friends.   

He judged himself and felt the judgement of other students and teachers. Maybe they called him lazy, maybe they said he just wasn’t working up to his potential. Whatever the words or thoughts were, they hurt. His self-esteem, his believe in himself suffered.  

As parents and teachers, it’s very important for us to understand as much as we can understand the difficulties our children may be facing.  

It’s important for us to be uplifting and positive in both our thoughts and our words, because even if we don’t say, “You’re just being lazy!” out loud, they can feel it if we are thinking it.  

I want to encourage all of us as educators—whether parents, home educators or in school educators to strive to understand our students, and if we feel a student isn’t “trying” or “isn’t working up to their potential”, to stop and learn more about that student by assessing more deeply and by just talking to them to learn what may be going on.  

After thanking Eddy’s Mom for their trust in me and her kind words, I told her that I could offer one extra hour at this time. (Eddy is already tutoring with me two hours/week.) I further explained that when I have more available time, I’ll let her know. 

We need more Silent Elephant “e” tutors.

If you are questioning whether Silent Elephant “e” is the comprehensive reading, writing and spelling program you’d like to purchase, feel free to contact us.

Linda Katherine Smith-Jones                            Nina Henson

They All Thrive When Taught The Way They Learn

Want to Feel Like You’re Making a Life Changing Difference in a Child’s Life? 

Consider Teaching with Silent Elephant “e”! 

I am honored and blessed that parents entrust me with such a valuable part their child’s life and education! 

I am humbled by my students and “parents” expressions of thanks as in the following letter I received from one of my “parents” last week: 

“When we first met Linda in the fall of 2016, my daughter was 2 years below her reading grade level. 

I knew she struggled with reading, but I didn't realize she was dyslexic. 

I wasn't aware that dyslexia is not just mixing up d's and b's.  Dyslexia has a myriad of ways to make learning to read difficult. 

Linda not only has helped my daughter, she also helped me to understand how dyslexia affects the way she processes information. 

Linda has a passion for helping kids learn to read. Linda’s patience and teaching techniques make the lessons not only enjoyable for my daughter, but most importantly, she remembers what is being taught!  

My daughter’s self confidence has blossomed since Linda came into our lives. She no longer fears being called on to read out loud in class, as she is now reading one and a half years above grade level!  

My eyes fill with tears, as I can't recommend Linda or her program strongly enough. She has changed my daughter’s life.”          

Emily C.  

My footnote: 

When this delightful, sweet girl came to me, she was unable to successfully complete my Phonemic Awareness Part 1 assessment, so I didn’t give her Part 2. She was definitely not hearing the individual sounds within words! 

For ten to fifteen minutes of her twice a week tutoring session for fourteen weeks, she completed lessons in Part 1 of Phonetic Reading with Silent Elephant “e”.  

At that time, I assessed her progress. She completed Phonemic Awareness Part 1 assessment and Part 2 assessment with 100% accuracy! She now has a strong, solid foundation with which to continue building her reading skills. 

My acquired knowledge from teaching 44 years and my concern and compassion for each child is compiled within Silent Elephant “e”. 

My main objective for writing Silent Elephant “e” is to provide an engaging, highly effective, multi-sensory reading program for teachers and parents to guide students to quickly and painlessly learn to read without years of struggling, humiliation, and self-deprecation. 

Added to this objective is my knowledge, from personal experience and from helping other parents, that for every child struggling to learn to read (one in five), there are twice as many parents anxious and worried about their child’s progress in reading, writing and spelling; their child’s self-confidence and self-pride; and their child’s happiness. 

The truth is every person WANTS to read. People innately know they need to be able to read to succeed in our culture. Therefore, EVERYONE can benefit from Silent Elephant “e” as it quickly guides him or her to successfully acquire excellent reading skills.  

My program is “the way all people learn and appreciate being taught. The dyslexic thrives, the ELL/ESL thrives, AND all others thrive. Everyone benefits,” concluded my editor Nina Henson. 

My reading program makes a difference in dyslexic readers’ lives, in struggling readers’ lives, in ALL readers’ lives! 

Join me in truly making a difference in students’ lives!

If you are questioning whether Silent Elephant “e” is the comprehensive reading, writing and spelling program you’d like to purchase, feel free to contact us.

Linda Katherine Smith-Jones                            Nina Henson

Two Fluent Readers and One on the Way!

Two Fluent Readers and One on the Way! 

For the past couple of years, I’ve had the pleasure of watching Wendy’s girls blossom into happy confident readers and now her young son is having fun with phonemic awareness.  

I asked Wendy if she would write a testimonial for me to use on Amazon, it was so heartfelt I just had to share with everyone.   

“Silent Elephant “e” is a great reading program!!! We started it when our oldest was a kindergartner struggling with identifying letter sounds. Part 1, Phonemic Awareness, helped her isolate sounds and easily learn them. She is now reading 3rd grade chapter books! 

We homeschool our 3 children and have used this program for all of them. It now engages our 4-year-old with the color association of letter sounds. He is having so much fun he doesn’t realize he is learning.  Our 2nd grader who has never struggled enjoys the creative phonetic rules. She especially likes the cupcake story with the colorful poster that explains the different sound variations for the suffix -ed:

I wanted a cupcake. (-ed makes /id)

I called the bakery. (-ed makes /d/)

The baker baked me a cupcake. (-ed makes /t/) 

We started with the first three parts of the program. Upon completion of Part 3, we sequentially continue purchasing the next parts. 

I highly recommend this reading program for all learners and teachers. I do not have an education degree, yet I easily understand the instructions and have been very successful with the results. 

We now have two fluent readers with a third on his way. Mrs. Jones has been available for questions every step of the way and has sent encouraging notes to the kids. Please consider this program if you have a struggling reader who thinks outside the box or if you have a regular reader who has hit a plateau.” 

I’ve enjoyed conversations on Zoom with the girls about their Silent Elephant “e” work and books they are reading, and though they have very different personalities they both have thoughtful questions and insight. They are proud readers.  

This is what Silent Elephant “e” is ALL about: proud readers.

If you are questioning whether Silent Elephant “e” is the comprehensive reading, writing and spelling program you’d like to purchase, feel free to contact us.

Linda Katherine Smith-Jones                            Nina Henson