Chloe and I jumped right into the Senior Kindergarten optional extra homework assignment (that we invented when we were bored watching her sisters swim).

She was “reading” a page with a picture of comb and the word “comb” written under the comb.

I asked her if she could look at the letters and read the word to me based on the comby-clues above.

She said, “hairbrush?”

Some parents might immediately call for a tutor but I realize this is the way children learn to read, first looking at the picture clues and then making some guesses as to what the word might be.

I asked her to look at the letters and see if she could make some sounds.

“Princess hairbrush?”

We’re regressing.

I asked her to point to the letter “c” and make the letter sound aloud.

She cupped her hand over her ear like Hulk Hogan looking for the audience to start cheering him to victory but in this scenario, she wanted me to whisper the sound of the letter “c”.

I asked her what letter it was.

She said, “c.”

Great!

What sound does a “c” make?

“Hairbrush?”

No, not hairbrush. What letter does a “c” make?

“Princess h…”

Okay, let’s try just making the “c” sound.

“C-c-c-c-“

Great!

“Crown?”

Close.

“Princess crown?”

She sounded out “wand,” “princess,” “slippers” (with a lot of hints) and finally on my way out of her room she yelled, “COMB!”

Tomorrow’s assignment—”Princess hairbrush.”