Ask Mrs. Bee
Real questions. Real classroom experience. Real solutions.
Question #1
Why does my child know the ABCs but still can't read?
Mrs. Bee Answers:
Before I can answer that question, I have a few questions for you.
1. Does your child know the alphabet only by singing the ABC song?
Many children can sing the alphabet, but singing the song and recognizing letters are two different skills.
2. If the letters are mixed up, can your child still name them?
For example, if I point to Q, can your child tell me it is a Q without singing the alphabet song first?
3. Does your child know both uppercase and lowercase letters?
Can they recognize Q and q as the same letter?
4. Does your child know the sound each letter makes?
Knowing letter names is important, but reading begins when children connect letters to their sounds.
Question #2
How many sight words should my child know by the end of kindergarten?
Mrs. Bee Answers:
By the end of kindergarten, many children are expected to recognize about 100 high-frequency (sight) words automatically.
Don't let that number overwhelm you.
Children learn these words one at a time through short, consistent practice. The goal is not to memorize a long list overnight. Instead, help your child master a few words each week and review them often.
When a child can recognize these words quickly, reading becomes smoother and more enjoyable because they spend less time trying to figure out common words.
Question #3
My child guesses at words instead of sounding them out.
Mrs. Bee Answers:
Guessing is one of the most common habits I saw in beginning readers.
Before I can tell you how to help, I need to know a little more.
Mrs. Bee's Quick Check
Is your child guessing at simple three-letter (CVC) words like cat, dog, or pig?
Is your child guessing at long vowel words like cake or bike?
Is your child guessing at words with special spelling patterns like ow, oo, oi, or ou?
Does your child know the letter sounds, but rushes instead of using them?
Or does your child simply not know the phonics skill yet?
The answers to these questions will help determine the best place to begin.
Question #4
Why do you spend so much time creating reading units for books?
That's a question I've been asked many times.
Years ago, I used a program called Accelerated Reader. Students read books independently and then took a 10-question comprehension test on the computer. At the time, computers in the classroom were still something new and exciting.
Before long, I noticed a pattern.
Many of my students were choosing chapter books that looked impressive, but they weren't really ready for them. They could read many of the words, but when they finished the book, they couldn't remember what they had read. Their comprehension scores reflected that.
So I changed my approach.
Instead of sending students off to read on their own, I began choosing one book that we could enjoy together as a class. We learned how to think about a story while we were reading it. We practiced answering comprehension questions together. We learned where to find the title page, the author, the illustrator, and even the copyright page. Little by little, the students began to understand that reading is about making meaning, not just saying words.
As we worked together, something else happened naturally.
Our Reading Response Journals were born.
At first, the writing was very simple. Students might write just one sentence on a paper dog bone after reading a Henry and Mudge story. As their confidence grew, the writing grew too. One sentence became several. Small responses became half-page reflections, and eventually many students were writing thoughtful, independent responses to what they had read.
None of that happened overnight.
Strong readers and writers are built one small step at a time.
People sometimes ask why my reading units include so many hands-on activities. The answer is simple: children love to create.
Whether they were making a reading response journal, building a booklet, completing a simple craft, or displaying their work on the classroom wall, they were creating something that belonged to them. Those projects became reminders of the stories they had read and the learning they had accomplished. Long after a worksheet would have been forgotten, they could pick up a journal they had made and remember the book, the characters, and the discussions we shared.
Looking back, I don't think my students succeeded because I had the perfect program.
I think they succeeded because I watched them. I listened to them. I paid attention to what motivated them. When something wasn't working, we adjusted together. Every reading unit I create today is built on those years of watching children learn.
That's why I still spend so much time creating reading units.
They're not just activities.
They're carefully planned, step-by-step experiences that help children become confident readers, capable writers, and curious learners who develop a lifelong love of learning.
Mrs. Bee's Quick Check
Why does my child know the ABCs but still can't read?
✔ Can your child name letters when they are mixed up?
✔ Does your child know both uppercase and lowercase letters?
✔ Does your child know the sound each letter makes?
✔ Can your child hear the first sound in simple words?
✔ Can your child blend simple sounds together?
Mrs. Bee's Recommendation
My first goal is always to help children experience success.
Choose words your child can read with a little effort. Encourage them to look at each letter and say the sounds before blending them together.
Don't rush.
Praise every success, no matter how small.
If your child enjoys a challenge, try using flash cards with a simple reward system. Some children are highly motivated when they can see their progress. Giving them all the cards they can read, exchanging the cards they earned for treat like a stick pretzel or a favorite cereal, or if you have a prize box let them earn pennies to use in your prize box. This small reward can turn practice into a game and help build confidence.
Above all, make sure your child has the foundational skills needed for the words you are asking them to read. Children cannot sound out words using phonics patterns they have not yet learned.