Phonics & Reading Program

“Reading around the Campfire” program provides a comprehensive, multisensory, evidence-based approach to reading instruction that is structured, sequential, and engaging (code for FUN!).  Its integration of Orton-Gilligham foundation, phonemic awareness, classic literature, and varied teaching techniques, supported by strategic reviews and assessments, creates a learning experience unmatched by any others.  It caters to all learners and learning styles, and is especially beneficial for dyslexic children, as well. The program’s design is logical and effective, providing a strong foundation for developing reading skills in learners of any age.

1. Structured Progression in Phonemic Awareness

• The program starts with a phonemic warm-up that focuses on auditory skills, visualization, and the physical aspect of producing sounds. This foundational step is crucial for developing phonemic awareness, a key predictor of reading success.

2. Three-Lesson Brackets for Concept Mastery:

• Each instructional bracket comprises three lessons, each focusing on a specific phonics skill or set of skills, ensuring a gradual and comprehensive approach to reading. This structured repetition and reinforcement help solidify the learning, and it moves at your student’s own pace.

3. Incorporation of Multiple Teaching Techniques:

• The lessons utilize visual, auditory, and kinesthetic learning strategies to cater to various learning styles. Techniques include games, phonogram and sight word squares, interactive activity sheets, and sensory exercises that engage different areas of the brain related to reading.

4. Integration of Orton-Gillingham Principles and adds Other Philosophies:

• The program builds on the Orton-Gillingham approach’s strengths by incorporating its structured, sequential, multisensory phonics techniques—especially beneficial for dyslexia. Additionally, it enriches the curriculum by integrating elements from other educational philosophies, creating a more rounded and flexible approach to reading, for all learners.

5. Emphasis on Phonemic Awareness for Spelling:

• A distinctive aspect is the focus on phonemic awareness, where children learn to sound out words and identify letters without initially engaging in the act of spelling. This “Campfire technique” fosters a deep understanding of the sound-letter relationship, crucial for early reading and spelling skills.

6. Use of Decodable Texts and Classic Literature:

• The inclusion of decodable reader and content like Aesop’s Fables or The Velveteen Rabbit (abridged so student can read within the program) provides meaningful, engaging reading practice. This choice supports the development of decoding skills while exposing students to quality literature.

7. No Requirement for Preparatory Work or Printing:

• The program is designed for ease of use, requiring no preparation or printing (unless desired for tactile reasons), making it accessible and convenient for parents and educators.

8. Strategic Reviews and Assessments:

• Strategic reviews and assessments after each bracket ensure that students have mastered the concepts before moving forward. This tailored approach allows for individual pacing and reinforces mastery learning.

Our Process – A Deeper Look

Our process was specifically created to incorporate a multi-sensory teaching, setting the right foundation for all future reading, decoding, phonics skills, language arts, and comprehension. It provides for a combined spiral and mastery methodology. It is also designed to prevent the struggles which frequently arise in higher education when children suddenly seem to encounter difficulties with reading as newer concepts are introduced. We do not want children to cap out or struggle in their abilities, as is seen too often. We have uniquely utilized different proven methodologies (including, and expanding upon, a heavy emphasis on Orton-Gillingham). We do this while also including our own experiences to strengthen and cater to different regions of the child’s brain at once.We believe in merging the evidence together into a whole brain, whole body, and whole person approach (not separating and segregating it). 

Tying a Shoe – It matters

When teaching a child to tie his shoe, the parent does something amazing, often without realizing it. Using simple methods, the parent instinctively teaches the child to tie his shoe by utilizing different senses and parts of the brain at once. The parent:

• Explains with words
• Shows by example
• Encourages with visualization
• Allows opportunity for kinesthetic motion
• Tries again, with right amount of repetition
• Avoids over-taxing the child
• Often include a little musical doodle or rhyme of some kind

To an outside observer (and sometimes even to the adult doing the teaching), it seems as if something very basic is taking place: “explaining to the child how to tie his shoe.”  The adult doesn’t often realize how these simple methods used in conjunction are creating unique bridges in different parts of the child’s brain (allowing different regions of the brain to be triggered at once). It’s not so simple, after all.

No one attempts to successfully teach a child how to tie his shoe with words or written direction alone. No one attempts to successfully teach the skill by visualization alone (without any words at all). Few would attempt to do this without some kind of riddle or repetition, etc.

If you tried one approach without the other, chances of the child’s success begin to lessen.  He might get the mechanics wrong or fumble through the process.  He might not move his fingers naturally or move slower than usual.  Even worse, the child may learn to tie his shoe, but would do so incorrectly.  Sure, he gets the job done and the shoe ends up tied in some fashion, but his fingers never quite move fluidly or know the proper form.  The parent either doesn’t notice or doesn’t grasp where things are going wrong, so they let it be. No big deal; the knot was tied, right?  Except, later in life, the struggles become more evident when the child encounters issues tying the string on a curtain, sweatpants or swim trunks… or a cushion to the back of a chair… or perhaps when he advances into something more intense that requires more advanced conceptualization of knots. 

This same is true for phonics and reading. 

Research- and Evidence-Based Phonics Approaches

In research- and evidence-based phonics approaches, there are well-known and proven processes which have a high focus on one of the following:

• Instructional strategies and phonological processing (Ie: Orton-Gillingham)
• Cognitive skills and language comprehension
• Speech pathology and kinesthetic learning (Ie: many high-priced tutoring, psychology-based, or specialty programs throughout the country)
• Memorization or repetition

Some of the curricula or programs which utilize these evidence-based approaches strive to enhance one or two of the following areas, accordingly:

• Phonemic and auditory awareness for weeks before entering further phonics concepts
• Oral-motor movements or “feeling” the sound in your throat (etc.), especially in speech pathology, and via specialists and psychologists, etc. 
• Decodable rules
• Multi-sensory interaction, etc…

Any one of these is wonderful!  However…

Many are unaware that each program still teaches students to read and process via a specific part of their brain or body. Therefore, a different cognitive processing or approach can be inherently encouraged or emphasized within each program (it varies, depending). This is why you might hear of programs which work for some students but not for others. 

When the proper regions of your child’s brain are not targeted and strengthened at the right moments, you may see struggling readers even into high school and beyond. You may also have a harder time helping to correct struggles an older child is encountering. Given that each child’s processing is different, this can pose a problem.

Over the past 20+ years, we have read the research, referenced the studies, seen or used many of the programs based on such approaches, received certified-level instruction, implemented it with students, and tweaked them all based on our own experiences. Each program, though wonderful, seemed to be missing a piece that another program included (and vice versa). It’s like marshmallows and chocolate (both delicious) hanging out in their own corners of the room, waiting on someone to bring the Graham Crackers and merge it all together.

Insert, Campfire Curriculums™…

The Campfire Curriculums’™ Phonics Method will start with a clear, researched foundation utilizing evidence-based approaches, and then it will build the bridge between them all, providing an equal balance and focus in all areas of the brain. It doesn’t have to be difficult. It doesn’t have to look fancy. In fact, to a common observer, it may seem as simple as watching someone teach a child to tie his shoe. However, disguised underneath this simplicity, the Campfire Curriculums’ Phonics Program is beautifully orchestrated with multiple strategies to ensure a better chance of success for your child, in a way that no other program does it.

Campfire Curriculums™… bringing the Graham Crackers® to the S’mores party of phonics. 

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