Starting AAS with next child

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Permalink Reply by siloam on March 11, 2010 at 12:51pm

Deidre,

I think you can go ahead and start with your 4yo. I like to have separate sets of phonogram cards for my kids, but I don't think most people do that. You can buy the phonogram cards separately, if you are like me. Other than that level 2 will review some of the concepts from level 1, those most likely to be forgotten, and has key cards for those concepts. There is no need to carry any of the cards forward.

AAS is actually base don Orton/Gillingham methods, which are considered my many the best methods to use with dyslexic (and dyslexic subsets) children. Taking a step back is painful, but if it allows him to better master the material he will be better off in the long run.

Heather

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Permalink Reply by Merry on March 11, 2010 at 1:08pm

Hi Deidre,

Whether you can reuse the cards this soon depends on what your 9 yo needs from AAS.

The first step of every level will review all previously learned phonogram, sound, and key cards, so you will always need to "borrow" the cards back for those lessons. Also, you'll want to review either all, or a selection of word cards that were mastered in the previous level.

If your 9 yo does not need a lot of ongoing review to remember the rules and phonograms, you will likely be able to let another child use the Level 1 cards after that first lesson in Level 2. If your 9 yo needs lots of ongoing review, if she is a struggling speller or has a learning disability such as dyslexia, then she will likely need to continue reviewing the cards. In that case I would not reuse the cards until you have 2-3 levels between students. You might need an additional pack if you have students working closer together.

If you would like using AAS for your 12 yo, what I would recommend is not doing every bit of every lesson with your 12 yo. I would cover the multiple-sound phonograms from lesson 1, in case he doesn't know some of the sounds. Then I would go over basic segmenting until you know he understands. You could choose bigger words for him to practice segmenting with--it's the concept that is important. Let him know that segmenting is a spelling skill no matter how long or short the word is. Then I would look at the concepts taught in each of the other lessons. See if he knows it--if he does, move on to the next lesson. You don't have to make him spell words that are too easy, or spend time doing something he already understands. See if he can demonstrate the concept on a couple of words, and if he knows it, move on.

I imagine he could make it through Level 1 in this way in a month or less, and then he could move on to level 2. Keep doing any steps that are review or easy in this way, and only spend time on the lessons that he doesn't know, or where some of the words might be trickier. (As an example, Steps 4 and 6 in Level 2 include some words that have a schwa sound and need to be pronounced for spelling in order to get them correct. Sometimes these lessons are a bit trickier).

After Level 2, you could evaluate whether he might be able to go back to a more independent program like Phonetic Zoo, or whether AAS is working well & you want to continue with that.

Now, about your precocious 4 yo, a couple of thoughts...

If you need to choose between getting your 12 yo on track or starting your 4 yo, I'd help the older one first. You have fewer years left with your 12 yo. Some things you COULD do with your 4 yo...

1-a handwriting book--most handwriting books have some simple word-writing in them. She could also make these words in sidewalk chalk, draw them with her finger in sand or cornmeal, or do other tactile exercises with them in addition to writing them--here's an article with ideas.

2-Copywork--let her pick a favorite sentence or two from her reader, and copy it down for something to write. Encourage her to say the sounds of each letter as she writes.

3-Phonogram CD-ROM--if you have the phonogram CD-ROM from AAS, I would let her practice with that. Have her pick a letter, say the sounds first, and then press it to see if she said the sounds correctly. This is good practice for any of your kids.

4-If she has a good relationship with one of her older siblings, maybe they could work on teaching her some of the phonogram and sound cards. This might also serve to help them solidify what they know and readily remember of the cards, because when you teach something, you always learn it more thoroughly! They could review any cards that are easy for her, and teach just one or two new cards a day until she knows them--you could follow the instructions for introducing new phonograms at the beginning of Level 1. Here's a phonogram progress chart you could use too.

HTH some! Merry :-)

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Permalink Reply by Deidre on March 11, 2010 at 1:47pm

Thank you! There's some excellent ideas here. I think I will take all your suggestions for the 4yo until I can better evaluate the needs of the other two. I'm not sure whether to consider DD9 as LD/dyslexic....she's not to the same degree as her older brother, but she does have some difficulty with auditory processing, like hearing the difference between /e/ and /i/. She cannot process auditory information, and everything must be visual/kinesthetic....she doesn't follow auditory instructions or read-alouds very well. I guess that's LD...but not in the sense of remembering the phonograms. She mastered those quite quickly. So...I'll just wait until I have Level 2 in my hands to make a determination of what she'll need.

I would love to have 12yo teach 4yo, but that hasn't ever worked too well in the past. His social skills are also lacking, and it makes him a difficult teacher. That would be ideal, though....if it would work. Then I'd avoid issues with 12yo working at same level as 9yo. and he would likely get the review he needs. But since that won't work...and since the 9yo already is teaching 4yo her bible verses, that leaves the 10yo...who is just about to finish his vision therapy, meaning he's available for an extra "subject"!! Woohoo! Excellent plan...he'll need "help" in learning to teach, but I think it'd be great for them both. Thanks for the plan!
--Deidre

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Permalink Reply by Merry on March 11, 2010 at 3:01pm

Glad that helped! It's all so time consuming, I know. My 13 yo is in vision therapy, both of my kids need lots of one on one in various subjects--my hat is off to you teaching all of your children!!

My 11 yo has struggled with auditory processing, and we use Sonlight (lots of read-alouds) so when she was 9 I was really questioning whether we were going to be able to continue using read-alouds. She does better with them for lit than for some subjects. This year I was able to get her reading her science on her own, and that has helped tons. I debated whether to move history to a "read on your own" subject for her, and possibly split my 2 kids (they combine so well on history though...). So I asked her & she said she can't explain why but she learns more from history when it's read aloud & more from science when she reads it herself. Then she said maybe it's because she likes science better, LOL!

I have found as she gets older that she's better at learning from what she hears, although sometimes we have our moments... Slowing down & stopping to discuss just a bit or to ask a question or show a picture help a lot with tracking auditorily, so I try to be conscious of that.

Hang in there! Merry :-)

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