*Teach the first 45 phonograms (there's a script in the manual)
*Drill those phonograms daily, by dictating them and by "flashing" them
*When the dc knows the first 45, begin teaching the spelling words in the Extended Ayres List (sample script in the manual)
*Continue teaching the phonograms until the dc knows all 70
You make it sound SO easy. Really? Is it really that easy?
The older, blue green version is much, much easier to navigate and understand, IMO!!
The red version before that, too. The white 5th edition is full of blither blather IMO.
I also like that Spalding has taught me how to think about phonics and reading and writing. I never knew that the letter "o" had three sounds, or thought about which sounds were most common, or what made "g" say g in goat and j in George. I like the rules too as I did not realize how helpful they can be when explaining why a word is spelled that way or how to decode a word in reading. I find a logical explanation helps both my child and me.
Can anyone tell me what the difference is between AAS & Spalding? Besides the obvious (tiles)?
Price. Whenever I read threads about WRTR and its spinoffs, I always conclude that it *really* has to do with what the teacher-Mom is willing or able to do. When I first started, there would have been NO WAY I could afford any of those other programs, so I plunged into learning WRTR. I did have help from my Spalding-trained teacher-mother, but she was far away, and advised me via e-mail, which isn't the same as handholding here at home. I did have to put some time into learning the method.
So how much writing is required in a day's lesson? Sentence wise? When you say put the words in a sentence, do they write the sentence? My son detests writing unless it is on his own in his journal lol. So I am just wondering about the amount of writing.
I only use WRTR to teach: how to read, how to spell, how to print, and how to write cursive. I don't use the writing or composition portions. I don't like how those skills are taught in WRTR, so we use other methods for those. But like I believe Ellie meant, WRTR will give you basic literacy skills. And you can build from there, however you want. So anyway, I'd say over the years I've spent 15-30 minutes a day, first teaching my kids the phonograms, how to draw them, etc., and then moving on to the spelling list. But I didn't spend hours a day on "WRTR."
Sit down in the evening with a cup of tea and WRTR. Read it from cover to cover (yes, it should take you more than one evening, and yes, including the spelling list and everything--cover to cover). When you're finished, read it again from cover to cover, making notes to yourself with pencil. When you're finished, read it again; this time you should be able to figure out what your daily class time will look like, what happens next, and so on.
But, OP, if you're just going to use WRTR for spelling/reading/printing/cursive, just stick to those chapters if you have the thick 5th version, lol.
And with Ellie - it will take you a little while, but it's not impossible. The biggest thing that helped me to learn the method was, after learning the phonograms myself and how to draw them, was to start my own spelling notebook. THAT is where the learning really kicked in. Then I could turn around and teach it to my kids.
Would I teach both children at once? Or would it be better to just use it with my 1st grader? What do you go to after spalding if it only covers to 3rd grade?
I did my children individually - they are three grades apart, though. I think I saw that you have a pre-schooler - you *could* start teaching the phonogram sounds, if he/she is ready.
WRTR can go far beyond grade 3. You don't have to finish it by a certain grade. I remember when my ds finished the spelling list partway through grade 3, and then I was totally lost on what to do. I clearly remember posting here about my lostness (almost five years ago!), and Ellie telling me "congratulations" and OhElizabeth saying "wowee," but I didn't know what else to do after that! I still wanted him to have the analytical practice, so I started picking more difficult words out of science texts that ds was interested in, lol. We'd analyze them in the spelling notebook. We did that for another year or so, then quit. I figured he knew the sounds and rules and analytical method for sounding out a new word well enough. But my dd10, in 4th grade now, is only part way through the list. Which is fine. We'll just keep going til the list is done, or until I feel she has solidified the sounds, rules, and the method of sounding out new words. She just needs more practice in these things than her brother does. But the great thing about WRTR is you can rush it or stretch it out, according to each child. And as I found out, you can add words if you finish the list "early." lol
Does everyone that has posted on here use it for all LA subjects or just spelling?
Spelling/reading/printing/cursive only. For composition in elementary grades I use WWE, and for grammar I use R&S.