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Dolch/Fry Grade-Level Alignment Reference Card & Teacher Guide Bundle

A laminated, color-coded reference card (wallet-sized and poster-sized versions) that maps Dolch 200, Dolch 95, and Fry 200 word lists to US grade levels (K–3) with visual progression indicators, plus a 40-page spiral-bound teacher guide with lesson sequencing, assessment checkpoints, and homeschool pacing calendars. Printed and shipped; also sold as a downloadable PDF bundle.

PHYSICAL_PRODUCT

19 weeks • 70% confidence

Value Proposition

Eliminates the need to cross-reference 5+ websites and outdated PDFs; one authoritative, tactile reference that sits on a desk or classroom wall. The physical card is faster to consult than searching online, and the guide provides immediate lesson structure—no interpretation required.

Target Audience

Homeschooling parents (K–3 focus), elementary school teachers, reading interventionists, Title I coordinators, and tutoring centers

Key Features

  • Color-coded grade-level bands (K=red, 1st=orange, 2nd=yellow, 3rd=green) for instant visual scanning
  • Dual-sided card: Dolch on one side, Fry on the other, with overlap indicators
  • Pacing calendar for 36-week school year showing weekly word introduction targets
  • And more, with full implementation detail...

Tech Stack

Canva or Adobe InDesign for card/guide design Google Docs for collaborative content writing Text-to-speech API (Google Cloud, Amazon Polly) or freelance voice actor for pronunciations Shopify or WooCommerce for e-commerce
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Original Problem

Parents and educators struggle to identify which grade levels should use specific reading word lists (Dolch/Fry) for literacy instruction

Parents homeschooling or supplementing their children's education, and teachers planning curriculum, lack clear guidance on age-appropriate word list progression. They're searching for authoritative information on which standardized word lists (Dolch 200+95, Fry 200) apply to which grade levels in US schools, but this information is scattered, outdated, or unavailable, forcing them to make uninformed decisions about reading instruction.

Score: 17.5%