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Lecka last won the day on November 18 2013

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About Lecka

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    Hive Mind Level 6 Worker: Scout Bee

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  1. Consonant blends are so hard! I think time may have helped. Another thing that helped here was getting to the point where sounding out just a blend at the beginning or end wasn’t so hard. Once they are (finally......finally....... finally......) recognizing some of those consonant blends, then it gets easier to do ones at the beginning and end. My younger son is reading words with blends at the beginning and end now, and it took forever. Working on spelling helped him some I think, but mainly I think just time and many many repetitions over time. I think it can take time for kids to learn and have it really sink in. My older son took off to some extent after he could do blends. Learning more phonograms took time but the blending was not a hangup once he could do consonant blends. The number of sounds to blend in one syllable only gets so high, and a lot of times having more phonograms doesn’t make the blending harder/longer. And blending consonants i think is harder than blending a consonant (or consonant blend) plus a phonogram like ea or oi or whatever. There is also a finite number of consonant blends, which I always found encouraging, because there are only so many and then there is an end to them! It will seem like there are a million but there really aren’t that many. I did see with my younger son, as time passed and he was doing well with some but not others, he could spell the ones he could read more easily, and then the ones he had trouble spelling he also had trouble reading. That helped me to see which exact ones to work on (later on when we weren’t just working on blends in general) and which ones he knew more easily. He had a lot of trouble with words ending in -nt, after he was doing easier with some others. I also don’t know about other programs, but in AAS/AAR she says final blends are easier than beginning blends, so if you want to work more on final blends first (if you review) then that is something I was interested in finding out 🙂
  2. I will add — g is one where the font in a book is different than handwritten or what is often on a screen. That can be confusing. Edit:
  3. To be encouraging — my 14-year-old would still get stuck and forget letter sounds when he was 8. He was legitimately past CVC words then, but still working on learning to read and learning phonograms, working on sounding out longer words, fluency, etc when he was 8. He is a good reader now. Edit: I think you need to see overall progress with what you are doing, but — there is a big difference between feeling like “wow we need a huge step back” or “we need to go back to working on letter sounds and blending CVC words,” which are fine and are one thing, or feeling like “how is she still getting stuck on a CVC word?????????” That getting stuck can just happen. Stress, frustration, just being stuck, having a hard time starting over when you got started one way ———- these things happen! It is okay.
  4. Oh — I agree with others about looking for a speech therapist. That is a good idea.
  6. Okay, is this — her current level is around CVC words (consonant-vowel-consonant)? There is no shame in that. They are tough! It is okay for them to take time! Or, is this more that she got stuck on this one word, and you are going “how can she mess up a simple CVC word?” Sometimes an easy word gets kids tripped up. If she’s starting with “t” it is really hard sometimes to back up and start over with the different sound, she already has “t” in her mind. Getting nervous does now help! Kids can freeze and feel frustrated, they can get brain-lock. This just is NOT an indicator of their overall level, it’s — brain-lock. If she’s on CVC words, or lower, then — okay, she’s on CVC words. It’s okay. If she’s randomly getting stuck on words she does know, okay, be patient with her. It happens. I like the prompting guide from Abecedarian, I will link it. If a letter sound is just not being recalled, you can just give the letter sound. Especially if it’s an out-of-the-blue thing. Sometimes kids just get stuck or freeze — you can give the letter sound. Then move on to the next sound if that is not enough to get them un-stuck. Do you see her get stuck like this sometimes in math? I would with say a math fact. But maybe we are more forgiving when this happens with a math fact? I don’t know. I hope you can get some good results from testing when it comes. I would maybe go ahead with the school testing and just know you will also need to follow up with private, depending on how much of a hassle it is. It might not be worth it, but with such a long wait for private it might be worthwhile. You also might look at driving for a shorter wait list, looking at cities or possibly across state lines (depending on your insurance).
  7. I hope he will be okay, and it really is good you are aware and checking in on him.
  8. No advice, just commiseration. That sounds very frustrating! I always think your boys sound like such good kids, I hope the class will work out for your older son, and your younger son will realize he needs to check in on his classes when grades are due.
  9. Thanks, I have never heard of this kind of program!
  10. My oldest is finishing 8th grade, and planning on a 2-year vo-tech program in 11th and 12th grade. I insist on 4 years of high school math and he agrees to that. I encourage him to do more science than required but I will not make him. Right now he says he really does not want to do more than high school graduation requirements in anything else. Otherwise I really have no idea if this is something that will lead him toward or away from a 4-year degree. It’s the only thing he is interested in doing, and he does not like a lot of his school classes enough to want to do an extra 4 years of them. I don’t see him ever doing a liberal arts degree at this point. His top interests for vo-tech are CAD/design and carpentry, and I think either of those seem great for him, and either one might be things where he does want to attend 4-year college, or where he goes to work after high school. Right now he says he plans to attend 4-year college, but it is what he is expected to say, and I don’t think he does plan it right now, I think he wants to get out in the real world as fast as possible. I’m not sure but it’s what I think he is thinking right now. So I think a combination of high interest in doing vo-tech, marginal interest in English, History, and foreign languages, and questionable interest in continuing on in school for another 4 years after high school, make it a really good idea for him. He is good with his hands. I think he is good at math and science, too. Edit: what he says right now is that he wants to be able to have a good job and work his way through school. But it’s like “school will be on the side since I have to say that.” But I don’t think he is settled on the school part, but he is drawn to having a real job! He also just went to a career fair that was focused on going to college and different options with college programs, and then one little part that was a presentation about vo-tech. He had Zero Interest in anything except the vo-tech presentation. And this has been typical for him. Edit: I also think he will be able to find out more about what he likes and doesn’t like in vo-tech, and this could either mean he gets interested in some kind of college engineering degree, or it could mean he doesn’t like vo-tech and so he wants to attend college, or it could mean it works out great for him. I have no idea, but I think any of these could be good for him. Especially when he has little interest or motivation in any other options.
  11. I think it’s worth a shot if he seems stable enough to benefit. It is hard to know, if he has psychological problems that would be with him anywhere, or if a change would really benefit him.
  12. Is split option only for National Guard? I don’t know but I think it might be?
  13. They were definitely allowing GEDs at the height of the Iraq War. At the time, it had been a while. They stopped afterward and as far as I know aren’t right now. A recruiter would know.
  14. FWIW my husband thinks they will do a urinalysis at MEPS (right before leaving for basic training), and someone who has been a near-daily user would take 30 days, but a rare user might be fine after a few days to pass it. Right now I don’t think they are accepting GEDs, also, which might make a difference in looking for a high school diploma or a GED. You could ask a recruiter about that.
  15. With my oldest, he does have executive functioning issues, but with receiving a lot of help from me over the years, he was passive about some things and felt like some things he could sit back and I would take over. This is never a dynamic I wanted to have or ever intended. But yet I have had this dynamic. Especially if it’s something that *I want for him.* There are things like this. I am surprised nobody else’s kids seem to have had ownership issues with a loving, involved parent who just wants to help and be involved — but guess what, it happens! At this point my son is both very willing to receive some kinds of help, and also proud enough on some things that he would rather mess up sometimes than have me more involved. If in one month a child gets their act together — as seems to be expected here based on being 1-2 days in and knowing the child — that is just not a pattern of a child who needs more parental help and guidance, to me. Especially when it seems like the child suspected mom might give in, or wondered if mom might give in, or just wondered what would happen. And the world didn’t fall apart, her mom didn’t flip out!!!!!!!! Those are good things for her to know about her mom!
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