AI Projects for Elementary Teachers

Act as a curriculum reviewer who has taught [grade] and knows the [Ex. Common Core, TEKS, or your state] standards.

My curriculum for [subject, or the whole year]: [paste your unit list, pacing guide, or table of contents].
What my students struggled with last year: [be honest, this is where the review earns its keep].
Days per week and minutes per subject: [lay it out].

Go through it and tell me:
1. Where two units overlap enough that one of them could shrink.
2. Where a skill gets used before it gets taught, and which unit needs to move to close that gap.
3. What is getting more weeks than the standards justify, and what is getting fewer than my students needed last year.
4. Anything I am teaching that no standard asks for. I might keep it anyway, but I want to keep it on purpose.
5. The one unit to rebuild first, and the smallest change that would make it better this year, not someday.

Rules:
- Work only from what I gave you. If my pacing guide does not say how long a unit runs, ask me instead of guessing.
- Every suggestion has to work with the materials I already have and a budget of zero dollars.
- Do not rewrite units. Name the change, the reason, and where it goes. I will do the rewriting.

Help me build a calendar for this school year in my [grade] class.

First day and last day: [dates].
Breaks, holidays, and half days: [paste the district calendar].
Grading periods end: [dates].
Fixed events I already know about: [Ex. the state testing window, conference weeks, field trips, the concert].
What I have to cover: [list your units by subject, with rough lengths if you know them].

Build me:
1. A month-by-month calendar that places every unit, with a start week and an end week.
2. The number of real teaching days in each month once breaks, testing, and half days come out. October always looks longer than it is.
3. Where each grading period ends, and what should be assessed before that date.
4. One buffer week per grading period with nothing scheduled, because something always eats it.
5. A flag on any unit that gets split by a long break, with a suggestion for what to move so the important ones stay whole.

Rules:
- Nothing new starts the week of state testing or the last week before winter break.
- Keep whole units together where you can. A fraction unit split across winter break comes back in January as a brand new unit.
- Give it to me as a table I can print: month, week, what each subject is doing, and what is due.

Help me prioritize. Here is everything I owe right now: [dump it all, unsorted, with deadlines where I know them and initials instead of student names].

Sort it into four groups:
1. Do today, because something breaks if I do not.
2. Do this week, in the order to do them.
3. Can wait, with the date it stops being able to wait.
4. Can be done imperfectly and still be fine, or is not actually mine.

For everything in groups 1 and 2:
- Estimate how long it will really take.
- Tell me whether it needs a quiet block or can happen during recess duty and the ten minutes at specials.

Then tell me the one thing on this list I am avoiding, and the smallest possible first step on it.

Be realistic about an elementary day: I get [number] minutes of planning time, I eat lunch with my class [number] days a week, and I am with the same [number] children the rest of the time.

Build a report card comment bank based on what I teach for [grade].

The areas I report on: [Ex. reading, writing, math, work habits, social growth].
My levels are [Ex. exceeding, meeting, approaching, beginning].

For each area, write five comments at each level.

Rules:
- Every comment names a specific skill or an observable behavior. Never effort, attitude, or personality.
- Every comment must be impossible to move to another level without changing the words. If it could describe any child, cut it.
- Each one ends with a concrete next step a family could support.
- Use [NAME] and [THEY] as placeholders so I can drop in a name and pronoun.
- Nothing a child would be hurt to read over a parent's shoulder.
- Two sentences maximum. Plain words, no jargon, no standards codes.
- Do not imply a diagnosis, a referral, or a retention decision. Those are conversations, not comments.

Group them by area and then by level, so I can find one in ten seconds.

Write substitute plans for one full day in my [grade] class. Assume the sub has never met these children and has no elementary background.

My schedule: [paste it with times, including specials, lunch, recess, and anything on a fixed clock].
Where we are: [current reading unit, math unit, anything in progress].
Class size [number].

Give me:
1. A minute-by-minute schedule for the whole day, with the fixed times marked so nothing collides with lunch.
2. For each block, a task that moves the day forward, with the directions to read aloud and the student page ready to copy.
3. What to do when a block runs short. For every block.
4. The three students to seat apart, phrased so I can fill in initials.
5. The routines this class already knows, so the sub can use our words instead of inventing new ones.
6. A short list: who to send a child to for the nurse, for a bathroom accident, for a meltdown, and who the sub asks for help.

Rules:
- No movie, and no free time as a plan.
- Nothing that requires knowing our phonics sequence or running a small group.
- Everything I need to collect at the end, on one line at the bottom.

Help me plan next week in my [grade] class. I teach every subject, so I need the whole week in one pass.

My daily schedule with fixed times: [paste it, including specials, lunch, recess, and intervention blocks].
What I need to cover: [reading, phonics, writing, math, and anything else, with the standards or units].
What is already lost: [Ex. assembly Thursday morning, half day Friday, picture day].
Where my students are: [what landed last week and what did not].

Give me:
1. A week grid: day by day, block by block, with what happens in each and for how long.
2. The objective for each block in one plain sentence.
3. What gets cut first if Tuesday goes sideways, ranked.
4. Where the check or assessment goes, so I am not guessing on Friday.
5. The two blocks that are overloaded, and what to move out of them.

Rules:
- Respect the fixed times exactly. Nothing may run into lunch.
- Do not fill every minute. Leave the slack a real day needs.
- Give me one list of everything to copy or gather before Monday.

Plan a week of number talks for [grade]. Five talks, ten minutes each.

The skill I want to build: [Ex. making ten, doubles and near doubles, decomposing to subtract, multiplying by ten].
What most of my students do right now: [describe it].

For each day give me:
1. The problem, exactly as I will write it on the board.
2. The two or three strategies students at this grade are most likely to use, in the order they usually surface.
3. How to record each strategy visually, described clearly enough that I can draw it.
4. The one question that moves the group from the first strategy to a more efficient one.

Rules:
- Sequence the five problems so each one makes the next strategy more likely, and tell me the logic of the order.
- Mental math only. No paper, no manipulatives.
- Numbers small enough that every child can enter, including one who still counts on fingers.

Work out every answer and list them separately at the end. AI arithmetic is not reliable, and I am checking these before Monday.

Write [number] word problems for [grade] on this skill: [Ex. subtraction with regrouping within 100, equal groups up to 5 x 5].

The reading constraints matter more here than the math:
- Sentences of [number] words or fewer.
- Only words my students can decode or already know by sight. Patterns taught so far: [list them, or say grade-level sight words only].
- One or two sentences per problem. No paragraph-long setup.
- No context that needs explaining before the math can start.

Set them in a world my students recognize: [Ex. our school garden, the book fair, four square at recess, the class fish].

Give me the problems numbered, then a separate answer key with the full solution path for each.

Work every problem out step by step before you write the key, and tell me if you are unsure of any answer. A wrong key in a first grade math packet is worse than no packet.

I teach [grade] and I am about to teach [Ex. regrouping in addition, halves and fourths, comparing two-digit numbers].

What I actually have: [Ex. unifix cubes, base ten blocks, two-color counters, a hundred chart, dry erase boards]. Assume nothing else and no budget.

Build the concrete to abstract sequence:
1. The concrete step: what students hold and do, with the setup and the words I say.
2. The representational step: what they draw, and how the drawing maps onto what they just held.
3. The abstract step: the notation, introduced so it clearly stands for the thing they drew.
4. The bridge sentence at each transition, the one I say to connect the new step to the last one.
5. Two ways students commonly lose the connection between steps, and what to do when it happens.

Rules:
- Use only the materials I listed.
- Each step should fit in one lesson or less.
- Tell me which step I will be tempted to skip, and what breaks later if I do.

My [grade] students keep making this mistake: [describe the error exactly as it shows up on their papers].

Build me an error-analysis task:
1. Four worked solutions, each containing that one mistake and nothing else, written the way a student this age would write it.
2. Two completely correct worked solutions mixed in, so students have to decide rather than assume every one is wrong.
3. A sentence stem students use to explain what went wrong, at [grade] reading level.
4. The follow-up question that makes them show the right way.

Rules:
- Each worked solution short enough to fit in a quarter page.
- Do not label which ones are wrong.
- One error type only. No second mistake sneaking in.

Then give me the key. Check the arithmetic in the two correct solutions twice and show the steps, so I can verify them quickly.

Design [number] partner math games for [grade] practicing [Ex. counting on from the larger number, comparing fractions with like denominators].

Materials I have: [Ex. playing cards, two dice, counters, whiteboards]. Nothing that has to be bought, cut, or laminated.

For each game:
1. The rules in words my students can read themselves, six steps or fewer.
2. How a round ends and how a winner is decided, so nobody argues.
3. What partners record on paper, so I can see who practiced what.
4. The one change that makes it easier and the one that makes it harder.

Rules:
- The math has to be the game. If you could swap the practice out without changing the fun, it is the wrong game.
- A round runs under three minutes, so a pair plays several times.
- Students should be able to start after one demonstration, without me reading a rule card aloud.

Also tell me the one way each game will go wrong the first time I run it.

Build a spiral review set for [grade] math.

This week's skill: [skill].
Skills I taught earlier this year that I suspect are fading: [list three or four, with roughly when I taught them].

Give me 10 problems:
- Four on this week's skill.
- Two on each older skill, one straightforward and one that takes a little thought.
- Ordered so students do not hit the hardest one first.

Rules:
- Reading level at or below [grade]. Short sentences, no long setups.
- Every problem fits in a small box on a single page.
- Nothing labeled by skill on the student copy.

Then give me two things: a teacher copy labeled with the skill and the month I taught it, and a worked answer key. Work each answer out step by step before writing it down, and flag any problem you are not fully confident in.

Here are the texts my [grade] class is reading this [unit or month]: [paste them, or list the titles and authors].

Build a vocabulary word list from these texts:
1. Choose the [number] words most worth teaching. Favor words that show up across texts and in school language generally, over rare words they may never meet again.
2. For each word: a child-friendly definition in one sentence, the sentence from the text where it appears, and one new example sentence about ordinary classroom life.
3. Group the words by text, in the order we will meet them.
4. Mark the words to teach before reading, and the ones that can wait until they come up on the page.
5. End with a few questions that make students use the new words out loud, not just match them to definitions.

Rules:
- Definitions can only use words a [grade] student already knows. If the definition needs its own definition, try again.
- If a word has more than one meaning, define the one the text uses.
- Skip any word the text already explains itself.
- If I only gave you a title and you are not certain of the text's actual words, say so instead of inventing quotes.

Help me design a reading program for my [grade] class that actually reaches every level.

My readers, no names: [Ex. four reading a year or more below grade level, ten roughly on level, five well above].
My reading block: [number] minutes, [number] days a week.
What I have: [Ex. a leveled library, a phonics program, a volunteer on Tuesdays, a specialist who pulls two students].
The texts or program we work from: [name or paste them].

Build me:
1. A structure for the block: what we do whole group, and how small groups rotate through me.
2. What each group works on at their level, tied to the same texts or topics, so the whole class can still talk about reading together.
3. Independent work that is worth doing for the students who are not with me. No packets of busywork.
4. How a student moves up a group, and the quick check I run every two weeks so nobody gets stuck where they no longer belong.
5. What the first two weeks look like while I am still teaching the routines.

Rules:
- I am one person. Never schedule me in two places at once.
- My lowest readers get me the most often, not the least.
- Stay inside the minutes, materials, and adults I listed.

I teach [grade] and this week's phonics focus is [Ex. the vce long a pattern, ai and ay, the digraph ch].

My scope and sequence: [name the program or paste the sequence].
Sounds taught so far: [list them].

Build a week of word work on this one pattern:
1. Twelve blending lines that change one sound at a time, so students can hear what shifted.
2. A three-column word sort, [number] words per column, plus two words that belong in no column and are there to make them think.
3. Six dictation sentences using this pattern and only previously taught sounds.
4. Five real words and three nonsense words for a quick check.
5. The two words in this pattern my students are most likely to read wrong, and what to say when they do.

Rules:
- Every word must be decodable with the sounds I listed. Flag anything you are unsure about.
- Real words only in the sort and the dictation sentences.
- Give me the words as lists. I will lay out the page myself.

Here are the texts my [grade] class is reading: [paste them, or list titles with a few sentences on what happens in each].

Write comprehension questions for every text on the list:
1. [Number] questions per text: a few right-there recall checks, several that need evidence from the text, and at least one that asks what the student thinks and why.
2. Word each question exactly the way I would say it to [grade] students. If they cannot understand the question, it is measuring my vocabulary, not their comprehension.
3. Under each question, the answer I should expect to hear. For the evidence questions, name the part of the text it comes from.
4. Mark which questions to ask out loud while we read and which work better on paper afterward.
5. One question per text that connects it to another text on this list.

Rules:
- No question a student could answer without having read the text.
- Finding a sentence is not the same as understanding it. Most questions should take more than pointing.
- If I only named a text and you are not sure what happens in it, say so rather than inventing details.

I am reading [title and author] aloud to my [grade] class. [Paste the text if it is short, or describe the plot and the key pages.]

Plan the stops for me:
1. Four places to stop, no more, with what has just happened at each one.
2. The one question to ask at each stop, worded exactly as I will say it to [grade] students.
3. Two or three words to explain before I start, each with a child-friendly definition and a gesture or example.
4. One closing question that cannot be answered by summarizing.
5. The moment in this book most likely to confuse this age group, and the sentence that clears it up.

Rules:
- Every question has to be answerable out loud in a sentence or two. This is a read-aloud, not a worksheet.
- Only the comprehension checks should have a single right answer.
- Keep the whole plan to one page I can hold in my hand while I read.

If you are not certain of the details of this book, say so rather than inventing what happens.

Here is a passage my [grade] students need to read: [paste it, with the source].

Produce three versions:
- One at [Ex. late first grade, roughly 300 to 400L].
- One at grade level.
- One about a year above.

Rules:
- Same ideas and same key vocabulary in all three, so the groups can talk to each other afterward.
- Shorten the sentences, never the thinking.
- For the lowest version, tell me the average sentence length you used and the hardest word you kept.
- In the lowest version, no word over [number] syllables unless it is a content word I need them to learn.

After each version, tell me what got lost.

Then give me three questions worded identically for all three groups.

I am going to read the lowest version out loud to test it, so tell me honestly which sentences you think are still too long for that level.

Write a fluency passage for repeated reading in [grade].

Reading level: [Ex. mid second grade, or give a Lexile or DRA level].
Phonics patterns taught so far: [list them].
Topic: [Ex. penguins, a lost shoe, the rules of four square].
Length: about [number] words.

Requirements:
- One or two paragraphs on a single topic, with a beginning and an end. A child rereading it four times should still find it worth reading.
- Punctuation that rewards expression: a few short sentences, one question, one line of dialogue.
- Give me the exact word count and a words-correct-per-minute target that is reasonable for this grade at this point in the year.
- Below the passage: a two-sentence retell prompt and three words to check for meaning.

Flag any word you think sits above this reading level. I would rather swap two words now than hand a child a passage they cannot get through.

Here are today's exit ticket results from my [grade] class: [paste them using initials only, with what each student wrote or which items they missed].

The skill was [skill].

Sort them for me:
1. Three groups by what each group actually needs, not by high, middle, and low. Name each group by the need.
2. A fifteen minute small group plan for each, with the exact task and the materials.
3. The order to pull them in, and why.
4. What the rest of the class is doing that is genuinely worth their time and needs nothing from me.
5. The one student whose result I should look at again tomorrow before deciding anything, and what to watch for.

Rules:
- Initials only. Never invent a name.
- Do not guess at a diagnosis or a label for any student. Describe what the work shows and stop there.
- Assume I have 20 minutes total, not 45.

Plan a 15 minute guided reading lesson for a group of [number] students in [grade].

What I notice when they read: [describe the behavior, Ex. they guess from the first letter and keep going, they read accurately but flatly, they lose the thread by page three].
The book: [title, level, and what it is about].
Phonics patterns they have been taught: [list them].

Give me:
1. One teaching point for this lesson. Only one.
2. The book introduction in the words I will say, under 60 seconds.
3. Three prompts to use while they read independently, matched to the behavior I described, in the order to try them.
4. Two minutes of word work tied to the teaching point, using only sounds they have been taught.
5. The closing question, and what a strong answer sounds like at this level.

Stay on reading behavior. Do not suggest a diagnosis, a label, or a referral. If what I described sounds like it belongs with the reading specialist or the team, say so plainly and leave the decision to them.

Design a center rotation for my [grade] class of [number] students. I need [number] minutes of it so I can run small groups.

Skills students should practice: [list them, Ex. word work on short o, independent reading, math fact practice, listening].
What I have: [Ex. six tablets, a class library, printed word cards, one listening device].

Give me:
1. Four stations, each with real practice rather than busy work.
2. The direction card for each, at [grade] reading level, five steps or fewer, so a student can start without asking me.
3. A rotation schedule with times, and the signal that moves them.
4. What each station leaves behind that I can look at later.
5. The three things that will go wrong in the first week, and the routine that prevents each one.

Rules:
- No station may require me. I am at the small group table the whole time.
- Nothing that needs laminating, cutting, or a color printer.
- Assume two students cannot read the direction card yet, and tell me what to do about that.

Here is the worksheet or task my [grade] class is doing: [paste it, or describe it item by item].

Make two more versions.

Version A, scaffolded:
- A worked example at the top, then a partly completed item, then the rest blank.
- Fewer items, never easier content.
- Any reading on the page shortened, with key words glossed.

Version B, deeper:
- The same skill taken further, not more of the same items.
- One item that asks the student to explain a choice or write one for a partner.

Rules:
- All three versions are about the same thing, so I can discuss it as a whole class afterward.
- Identical directions and vocabulary on all three, so nobody can tell at a glance who has which page.
- One page each, maximum.

Give me one answer key covering all three, and tell me if the original has an error in it.

A student in my class has these accommodations in place: [paste the accommodation list only, with the name and all identifying details removed].

Grade: [grade]. The block I am asking about: [Ex. the 20 minute writing block, math centers, the transition to lunch].

For each accommodation, tell me:
1. What it concretely looks like during that block: what I do, what the student has in front of them, what I say.
2. What it does not require, so I am not adding work nobody asked for.
3. How I would know it is working, from something I can see in the room.
4. The version a substitute could carry out from a one-line note.

Rules, and these are firm:
- Implementation only. Do not write, revise, or propose accommodations, and do not tell me what a plan should say.
- Do not name, guess at, or imply any diagnosis or disability, and do not comment on whether the plan is appropriate.
- If anything I pasted is unclear or looks like it conflicts with another accommodation, say so and tell me to take it to the case manager and the team. Do not resolve it yourself.

Plan five morning meetings for my [grade] class, [number] minutes each.

What this class needs right now: [Ex. including the two new students, the arguing at recess, nobody listening while someone else talks].
Class size: [number]. Time of year: [Ex. third week of school, February].

For each day:
1. A greeting, with the exact words and how it passes around the group.
2. One share question a quiet child can answer in a sentence and a talkative one cannot spend three minutes on.
3. A short activity, no materials, connected to what this class needs.
4. The one sentence I say to close and send them into the day.

Rules:
- If my room cannot make a circle, give me the seated version too.
- No question that could expose something private about a family.
- Build across the week, so Friday assumes Monday happened.
- Every share question has to be answerable by a child who had a bad morning.

Act as a colleague who thinks about behavior in terms of function rather than consequence.

A student in my [grade] class: [describe the behavior in observable terms, using initials only. What it looks like, how often, how long it lasts].
What usually happens right before: [the antecedent].
What usually happens right after: [what I do, what other students do, what the student gets or avoids].
When it does not happen: [the times of day or activities that go fine].

Give me:
1. The two or three most likely functions of this behavior, ranked, with the evidence from what I described pointing to each.
2. For the most likely one, three changes to make before the behavior happens rather than after.
3. One thing to teach the student to do instead that gets them the same result.
4. What to stop doing, if something in my response is keeping it going.
5. What to write down for two weeks so I know whether this is working.

Rules:
- Describe behavior. Do not diagnose, do not name a disorder, do not suggest one.
- If what I described involves safety or clearly needs more than a classroom plan, say so directly and tell me to bring it to the team rather than handling it alone.
- Nothing that requires me to leave the other [number] students.

My [grade] class loses time on these transitions: [Ex. carpet to desks, coming in from recess, packing up at the end of the day].

Class size [number]. Room constraints: [Ex. desks in pods, one door, cubbies across the room].

For each transition:
1. The steps, in order, four or fewer, in the words I will teach them.
2. The signal that starts it, and the one that means everyone is set.
3. The script for teaching it the first time, including how they practice it.
4. What I say on day four, when half the class has stopped doing step two.
5. A realistic target time, in seconds.

Rules:
- No song or chant unless I ask for one.
- No reward chart. The routine should work because it is clear, not because it is paid for.
- Two students need a longer warning before any change. Tell me what that looks like without singling them out.

Keep it short enough to tape inside a cupboard door.

I regularly have [number] minutes to fill in [grade], at [Ex. the end of the day, before lunch, after specials]. It is too short for a lesson and I am tired of improvising.

Give me 10 options that need no materials, no prep, and no printing.

For each:
- The exact opening line I say.
- How it runs, in three steps or fewer.
- What it actually practices: [Ex. oral language, mental math, listening, vocabulary].
- How to stop it cleanly when the bell is about to go.

Rules:
- No screens.
- Half should be seated and quiet, half can involve movement, so I can choose by the mood in the room.
- Each has to work with [number] students in a small space.
- Nothing that needs teams, because picking teams takes longer than the gap.

Number them and put the quietest ones first.

My [grade] students need this taught explicitly: [Ex. how to join a game at recess, how to disagree without it becoming a fight, what to do when a friend says no, how to apologize and mean it].

What I keep seeing: [describe it, no names].

Build a 10 minute mini-lesson:
1. The hook: a two-sentence scenario this age recognizes immediately.
2. What the skill looks like and sounds like, as two short lists, in their words.
3. Three or four exact phrases to rehearse, short enough to remember at recess.
4. A role play in two rounds: the version that goes well, then one that does not, and what to do then.
5. Three ways to notice and name it later in the week without turning it into a lecture.

Rules:
- Nothing that asks a child to share something private.
- No scenario that maps too closely onto something that just happened, so nobody feels singled out.
- Anything I post on the wall stays at or below [grade] reading level.

Help me write an email to a family. Give me three versions: warm, neutral, and firm.

The situation: [describe it plainly, using the child's initials only].
What I need from this email: [Ex. a phone call, a signature, a change to the morning routine, awareness].
What I do not want: [Ex. the child punished at home, the family thinking I am blaming them].
What I know about this family: [Ex. English is not the language spoken at home, a previous email went badly, a new baby, they answer texts and not email].

Rules for all three:
- Facts about what happened. Never adjectives about the child.
- One clear ask, near the top.
- Something true and specific I like about this child, and do not use it as the setup for the bad news.
- Assume the family wants to help and does not have the full picture.
- Under 180 words. No school jargon, no acronyms.
- Do not diagnose anything or speculate about what might be going on medically.

Tell me which version you would send, and what to do if there is no reply in three days.

I have a [number] minute family conference and I want to walk in ready.

The child: [grade, initials only].
What the work shows: [paste or describe it, Ex. reading level, writing samples, math checks].
What I have noticed socially: [describe behavior, no labels].
What this family has said before: [Ex. nothing yet, they are worried about reading, they think the work is too easy].
What I want out of this conference: [Ex. a home reading routine, agreement to talk with the reading specialist, just a good relationship].

Give me:
1. Two strengths to open with, each tied to a specific thing the child did.
2. The one concern, in plain words a family will not have to decode, with the evidence I can put in front of them.
3. The single ask, and what it looks like at home in under ten minutes a day.
4. Two questions to ask the family that I actually want the answer to.
5. The sentence to use if it gets tense, and the sentence to use if they turn on the child.

Rules:
- No jargon, no acronyms, no percentile without a plain-English translation.
- Do not diagnose, and do not speculate about what is happening at home.
- One page. I am reading it in the two minutes between conferences.

Write my weekly family newsletter for [grade].

This week: [what we covered in reading, math, and anything else worth reporting].
Coming up: [dates, events, anything they need to send in].
One thing I want families to do: [Ex. read 10 minutes a night, practice these five words, send in a shoebox].

Format:
- Under 250 words total. Families read this on a phone in a parking lot.
- Short headings, so someone skimming still catches the dates.
- One line per subject on what we actually learned, in plain words, no standards codes.
- End with one specific question a family can ask at dinner, better than "how was school."
- Warm, not peppy. No stacked exclamation points.

Then translate the whole thing into [the languages my families read].

For the translations: keep the English simple enough to translate cleanly, flag any phrase you had to guess at, and tell me which sentences a fluent speaker should check before I send it. Machine translation is good enough for a newsletter and not good enough for anything about a child's placement or services.

Write a one page letter to [grade] families about helping at home with [Ex. reading, math facts, writing].

What we do at school: [describe it in a sentence or two, Ex. we sound words out using taught phonics patterns rather than guessing from the picture].
What families most often do instead: [Ex. tell the child to guess from the picture, drill flash cards, correct every error].

The letter should:
- Explain what we do and why, without a single piece of jargon. If a term is unavoidable, define it in the same sentence.
- Give three specific things to do at home, each under 10 minutes.
- Say kindly what not to do, and why.
- Give the exact words to use when a child gets stuck on a word or a problem.
- Tell families it is fine that they were taught this differently, and mean it.

Rules:
- Under 400 words, short paragraphs, written for an adult reading at any level.
- No homework guilt, and no assumption that there is a quiet room or a spare adult at home.

Then give me a five-line version I can put in a newsletter or text out.