Open for review
Know what comes next.
A beginning sequence for Spanish reading, with companion practice and separate handwriting and math paths. All five review editions are publicly readable without an account.
Our learning order
Uppercase → Lowercase → Cursive → Accents & correct spelling
Printed words stay correctly spelled from the start. Explicit accent and spelling instruction comes only after the cursive stage.
Stage 1: uppercase reading sequence
S · O · L · M · A · P · R · F · E · I · N · U · T · D · C · B · G
Introduce uppercase letters in this order. Begin with stretchable sounds when applicable: S, L, M and F. Add a new vowel only at its place in the sequence; revisit known consonants with that vowel. Do not present the full MA–ME–MI–MO–MU family before E, I and U have been introduced.
The adult makes each sound. Keep P, T and other brief sounds brief. R varies by position; C and G here use A/O/U. Do not invent a different Spanish sound to distinguish B and V.
This is a bounded beginning-reading course, not a full grade-level Spanish program. The complete Reading Foundations package includes its required workbook, both Spanish practice companions and Reading Together. Use the extra practice when helpful; no separate companion purchase is needed.
Profe Sori / Planeta Moñipuchi
A complete reading foundation,
ready to print and play.
Uppercase reading with the parent guide, core workbook, letter practice, Word Builder and Reading Together—then lowercase, cursive, and accents and correct spelling. Complete for our 17-letter beginning sequence, with clear guidance for what comes later.
Review edition · October 1, 2026 · Includes the two Spanish companion workbooks. Cursive is included; math is separate. No order or payment is created.
Choose an individual component
- Start Here · package pages 1–5
- Stage 1 / Parent Guide + Core Workbook · package pages 6–49
- Stage 1 / Letter & Sound Practice · package pages 50–72
- Stage 1 / Expanded Word Builder · package pages 73–115
- Stage 1 / Reading Together · package pages 116–148
- Stage 2 / Lowercase Connections · package pages 149–168
- Stage 3 / Beginning Cursive · package pages 169–186
- Stage 4 / Accents & Correct Spelling · package pages 187–194
Spanish foundational literacy · KBD-SP-RF-001
Spanish Reading Foundations — Complete Beginning Package
Guide beginning Spanish learning in order: uppercase letters, lowercase letters, cursive, then accents and correct spelling, with parent modeling and hands-on practice.
Recommended level: Approximately 4–7 years; beginning reader / Pre-K–Grade 1
| Stage | What learners explore |
|---|---|
| Stage 1 / Uppercase | S O L M A P R F E I N U T D C B G. Parent-modeled sounds, word building and supported readings; adult models retain correct spelling. |
| Stage 2 / Lowercase | Revisit the same 17 letters in lowercase; match forms, trace and read familiar words. |
| Stage 3 / Cursive | Move to cursive after lowercase. Practice familiar forms and joins. Optional additional alphabet forms need adult introduction first. |
| Stage 4 / Accents and correct spelling | Explicit attention to letter order, syllables, stress and written accents, including SI/SÍ and other familiar contrasts. |
| Bounded beginning scope | Later reading letters, digraphs and broader spelling remain future instruction. No scores, streaks or mastery claims. |
Spanish letter recognition and handwriting readiness · KBD-SP-LS-001
Spanish Letter & Sound Practice Workbook
Give young learners repeated, varied practice connecting uppercase shapes, movement and Spanish sounds in the KBD reading sequence.
Recommended level: Approximately 3–6 years; adult-supported early learner
| Stage | What learners explore |
|---|---|
| S O L | Large movements, listening and target-letter matching. |
| M A P R F | Add one shape at a time and contrast it with known letters. |
| E I N U | Extend vowel recognition and return to earlier letters. |
| T D C B G | Practice remaining shapes, review and teach back. |
Spanish blending, decoding and word construction · KBD-SP-WB-001
Spanish Word Builder
Make word structure visible by moving letters, blending sounds and changing one part of a familiar word.
Recommended level: Approximately 4–7 years; emerging reader / Pre-K–Grade 1
| Stage | What learners explore |
|---|---|
| O L M A | OSO/OSOS, SOL, LO/LOS, LOMO, LA/LAS, OLA/OLAS and ALA/ALAS. No word reading at S alone. |
| P R F E I N U | Everyday nouns, articles and connectors; SI/SÍ, MI/MÍ, NO, EN, UN/UNA. Preserve accents and explain meanings. |
| T D C B G | Extend with verbs and phrases; DE/DEL and CON. C and G use A/O/U only. |
| Read, change, explain | Compare singular/plural forms, replace one letter and use words in context. Longer words and harder syllable patterns are optional supported extensions. |
Handwriting and fine-motor practice · KBD-HW-BC-001
Beginning Cursive Handwriting Workbook
Introduce continuous writing movements, lowercase cursive forms and simple joins with adult demonstration and spacious practice.
Recommended level: Approximately 5–8 years; beginning cursive writer
| Stage | What learners explore |
|---|---|
| Prepare | Relaxed grip, comfortable paper angle, large air movements, curves and loops. |
| Small forms | i u t; a c d g q; e l h b k f; n m r v w y; o s p j x z; ñ. |
| Join | Practice connecting familiar letters in mi, sol, luna, mano and casa. |
| Use | Copy a short phrase, try it independently and teach one useful stroke. |
Early mathematics and number sense · KBD-MA-NS-001
Early Math: Number Decomposition & Soroban Foundations
Develop part–whole understanding through counters, drawings, equations and an introduction to soroban bead values.
Recommended level: Approximately 4–7 years; early number sense / Pre-K–Grade 1
| Stage | What learners explore |
|---|---|
| Count and compare | One object per count; quantities 0–5, then 6–10. |
| Parts of five and ten | Separate and recombine groups; record equations after modeling. |
| Soroban foundations | Beads count only when touching the beam; lower beads each represent 1 and an upper bead represents 5 on the ones rod. |
| Apply | Build 6–9 as 5 plus a part; show 10 as one ten; model simple joining and taking-away stories. |
Progress is observed through the child’s actions and explanations. There are no scores, streaks, automated speech assessments or mastery certifications. Materials may be repeated or adapted at the adult’s discretion.