IsabelC Posted March 2, 2015 Share Posted March 2, 2015 Hi, I would really appreciate some general advice here. To summarize our situation very quickly, we have spent the last few months settling back into having three home educated kids since we pulled the girls out of school towards the end of last (calendar) year. It's been quite an adjustment, and it's taken me a while to get over the shock at how little elder daughter actually learned in nearly two years of school. We've also been transitioning to a more formal learning routine than what we had last time I was educating them (when we were a bit more 'unschooly'). I am doing this by building up our daily and weekly rhythms one step at a time. We spent a whole term focusing mainly on math, until they were all progressing well at an appropriate level for them. Then we spent a month getting into daily music practice (I know, that's not the biggest priority for everybody, but it's really important for us). Obviously we've been doing lots of other educational stuff as well, but those have been the biggest things I've really pushed. Now I need to really hone the language arts side of things. I already have plenty of curriculum resources - grammar, writing, reading, composition, comprehension, dictation, spelling, you name it - so I'm not looking for advice on more products to buy. I'm really just trying to hammer out a way to move forward logically. At the moment we do a bit of this and a bit of that and not really enough of anything. I need a better plan! Where the kids are at: Mr. 11 - Extremely delayed with most aspects, resistant to any writing work so needs one on one help with almost everything, although he can do grammar worksheets independently. His reading is not too bad, but I am concerned that it hasn't improved in the last couple of years. He hasn't had major problems since we started remediating his eye issues, but he just doesn't seem willing to move to the next level. I have tried giving him 'older' books but he prefers to reread simple novels he's read before, so I'm probably going to have to give him required reading. Ms. 9 - Moderately delayed with reading and spelling, although fairly good with creativity and happy to write stories etc. She hasn't done much formal grammar as we've mainly concentrated on her reading, which is improving now. She will do a fair bit of work independently as long as I read over the instructions with her so she understands what to do. Ms. 6 - Reading above expected level with excellent comprehension/retention, but again seems to have stagnated so I'd like to encourage her to read more challenging books. Can write but her writing is full of phonetic spelling errors and her penmanship isn't good, so I'd like to give her some instruction in those things. Happy to work independently and can read/understand instructions by herself, but I'll need to watch her for handwriting correction. I have got only 1 hour, 5 days per week, available in the schedule to do language arts and any guided reading (they do all read on their own time as well); clearly it's not going to be viable to do half a dozen complete programs! So, the main question for anyone who has been patient enough to read this far is: how can I best use the hour to get all the kids making steady progress?Would it be sensible to do less but do it more thoroughly, for example really hit spelling but drop grammar for a while? Quote Link to comment Share on other sites More sharing options...
OneStepAtATime Posted March 2, 2015 Share Posted March 2, 2015 I can't remember, have your kids had evaluations? Could they need a very systematic phonics program to improve their independent reading? Are they listening to audio books and read alouds while you work on improving reading skills? With regards to writing, could there be an issue of dysgraphia? And is the trouble with the physical act or getting thoughts on paper or both or more than that? Perhaps software like Dragon Naturally Speaking might help with output? If the physical act of writing is an issue, I would separate content writing from formation of letters, etc. Let them dictate to you for their thoughts and work on handwriting separately, maybe :15 a day until muscle memory/strength, etc. improve. Honestly, the way you should proceed may be different for each child, depending on underlying strengths and weaknesses, and what, if any, LDs you are dealing with. 1 Quote Link to comment Share on other sites More sharing options...
Crimson Wife Posted March 2, 2015 Share Posted March 2, 2015 My two older kids are on a "loop" schedule for LA to make sure that we get all the various topics in. From what you mention in your OP, I would focus most on composition for the 11 y.o. and spelling/penmanship with the younger two. If you've got a spelling program that includes dictation like AAS, that would be ideal. Quote Link to comment Share on other sites More sharing options...
fruitofthewomb Posted March 2, 2015 Share Posted March 2, 2015 My two older kids are on a "loop" schedule for LA to make sure that we get all the various topics in. From what you mention in your OP, I would focus most on composition for the 11 y.o. and spelling/penmanship with the younger two. If you've got a spelling program that includes dictation like AAS, that would be ideal. Could you share what a loop schedule looks like for language arts? It sounds like something I might need to do haha Quote Link to comment Share on other sites More sharing options...
Crimson Wife Posted March 2, 2015 Share Posted March 2, 2015 It's pretty straightforward: I've got all the various materials in a list and the kid goes through them in order within the set time frame for the day (e.g. the hour set aside for LA). Some materials are placed in the loop multiple times, others once. As we finish materials, I decide whether to continue on to the next level of the program or to swap in something else for a while. 2 Quote Link to comment Share on other sites More sharing options...
Heathermomster Posted March 3, 2015 Share Posted March 3, 2015 Teach your DS to type. Spend 20 min per day with one break. He needs to practice at least 4 days per week, and I would call that LA because in his case, it is. I would also drop a formal grammar program with him as he learns to type. Scribe for him and maybe explore speech to text software. Quote Link to comment Share on other sites More sharing options...
IsabelC Posted March 4, 2015 Author Share Posted March 4, 2015 I can't remember, have your kids had evaluations? Mr. 11 has ADHD, ASD with sensory issues, some visual issues (which are improving with specialist assistance). His main problem with writing is that he gets overwhelmed by trying to think what to say, putting that into words/sentences, figuring out how to spell and punctuate them, and physically getting it onto paper all at once. He has average IQ. Ms. 9's assessments indicated that she has above average IQ but with massive splinter skills/deficits (ie top of the chart in one thing, bottom in another). She has some kind of visual integration disorder, but not severe enough to qualify as an official learning disability. Ms. 6 has only been evaluated for her ASD and has no other problems. She is suspected to be very gifted (ceilinged out on all her tests at school and the teacher said she was the most gifted student she'd taught in 30 years) but we didn't get her IQ measured so who knows. Could they need a very systematic phonics program to improve their independent reading? The 9yo is still working through phonics. 11yo finished two phonics reading programs to 6th grade level a couple years ago. 6yo got about halfway through before I realized she was reading at the same level as her brother and stopped. Maybe we should whizz through the rest because even though she can read virtually anything, it doesn't seem to translate over to be able to spell. Are they listening to audio books and read alouds while you work on improving reading skills? Yes, we do read alouds daily and they listen to copious amounts of audio books. I was actually considering limiting their audio books to encourage them to read more. With regards to writing, could there be an issue of dysgraphia? And is the trouble with the physical act or getting thoughts on paper or both or more than that? Perhaps software like Dragon Naturally Speaking might help with output? If the physical act of writing is an issue, I would separate content writing from formation of letters, etc. Let them dictate to you for their thoughts and work on handwriting separately, maybe :15 a day until muscle memory/strength, etc. improve. Eldest definitely has problems with the physical aspect of writing. He sort of flings his pencil over the paper, has difficulty judging the right amount of pressure, etc. I have a typing program which I gave him the option of doing, but he chose not to do it. Maybe I should require him to learn typing? Or require him to do more writing (at the moment I minimize it) with the option of typing instead? Honestly, the way you should proceed may be different for each child, depending on underlying strengths and weaknesses, and what, if any, LDs you are dealing with. My two older kids are on a "loop" schedule for LA to make sure that we get all the various topics in. From what you mention in your OP, I would focus most on composition for the 11 y.o. and spelling/penmanship with the younger two. If you've got a spelling program that includes dictation like AAS, that would be ideal. The loop schedule does sound like a possibility for us. I do have AAS, but I haven't done it for a little while, mainly because I was hoping to do it all combined and that didn't work. (Believe it or not, they are all bad spellers in different ways!) Any chance you'd be willing to share your actual schedule? I know mine will obviously need to be different for my kids, but it would be easier to devise if I had an example. Teach your DS to type. Spend 20 min per day with one break. He needs to practice at least 4 days per week, and I would call that LA because in his case, it is. I would also drop a formal grammar program with him as he learns to type. Scribe for him and maybe explore speech to text software. I don't think speech to text would work, because it's like getting blood out of a stone to get him to dictate or recite to start with. But yes I think the typing program might be a good option. Quote Link to comment Share on other sites More sharing options...
ddavies Posted March 4, 2015 Share Posted March 4, 2015 It sounds like your strategy of focusing on one area at a time is working for you, so I lean toward staying with what's working. For the next 2-3 months I think I would concentrate on shoring up reading skills and any other prerequisites to writing, and then focus on writing itself for the following few months. Because you have such a limited amount of time for language arts, I think writing out a schedule and maybe even setting a timer would help get everything done. So, for the next 8-10 weeks, it might look something like: Mr. 11 - 20m reading with you, 10m break, 20m typing practice, 10m grammar Ms. 9 - 20m assigned reading, 10m break, 15m spelling with you & Ms. 6, 15m phonics with you Ms. 6 - 20m assigned reading, 10m handwriting with you, 15m spelling with you & Ms. 9, 15m break Quote Link to comment Share on other sites More sharing options...
Lecka Posted March 4, 2015 Share Posted March 4, 2015 http://www.handwriting-solutions.com/ I have not got anything for the other issues, but for your oldest son ----- this is what I was given by my older son's OT at school (or, she printed off a bunch of pages from this website, I should say). I think you should strongly encourage him to type, too. I have not been good at getting my son to do typing yet, but hope to this summer. I found out when we tried earlier this year, that he has been typing all with his pointer finger, when he was practicing the home row, and I found out I have to watch him to make sure he uses the fingers he is supposed to use. I think it is going to take a while for him even after we get going consistently, but I think it is going to be worth it. I have also just had keedogo mentioned to me by a friend whose son is using it in school. It is helping him a lot. He is younger than my son and using it for different things, but it might work for spelling or something even without knowing how to type. I don't know -- I have just heard it is cool and easy for her son to use. Quote Link to comment Share on other sites More sharing options...
IsabelC Posted March 4, 2015 Author Share Posted March 4, 2015 Mr. 11 - 20m reading with you, 10m break, 20m typing practice, 10m grammar Ms. 9 - 20m assigned reading, 10m break, 15m spelling with you & Ms. 6, 15m phonics with you Ms. 6 - 20m assigned reading, 10m handwriting with you, 15m spelling with you & Ms. 9, 15m break OK going to modify this and try it out, see how we go. Thank you to all who replied :) 1 Quote Link to comment Share on other sites More sharing options...
happycc Posted March 6, 2015 Share Posted March 6, 2015 Phonics Pathways is what I used to remediate those who came home and were behind or you can use Dancing Bears. So at that time I dragged home 2 4th grader and a second grader and we had a 2yrs old. We moved quickly to get them reading relatively well. Everyday ---we hit this with each child. Until the book was finished. ANd added in Pathway Readers. Once the 2nd grader started reading more smoothly, she started reading a lot of different books. I got rid of a bunch of bad series books that the schools fill in their minds. I only loaded our bookshelves with good classic books. Maybe once in a blue moon like for their birthdays did I allow Diary of a Wimpy kid kind of books. The older girls--yup just filled the shelves with good books. I made them have two hour quiet time every day and they got to read these books during that time. Then worked on reading comprehension (read orally), grammar and writing using FLL and WWE. Start all of them off with FLL1 and WWE1. All of it is open and go! You can do FLL twice a week/WWE three times a week. We just used it everyday because we were remediating. You can move slower with 6 yrs old and move faster with the older ones. AAS- for spelling. Or Apples and Pears Over the summer ---use Four Square Writing Program. Handwriting without Tears for those needing help with this. Typing skills-Typing without Tears has been great....noticed it reviews grammar, spelling in the context of spelling. You only have one hour for all those kids just for language arts? Is that what you are saying? Or an hour for each child? Moving Beyond the Page Language Arts program is not bad at all. Very doable independently at a certain level. Or once a week or so bring out all the reading/phonics games and play them. Quote Link to comment Share on other sites More sharing options...
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