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Please share your AAS Daily Routine


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Hi Everyone,

It has been a few years since I have taught AAS.  Do you have a nice daily routine going for All About Spelling?  

If so, please share below.  I remember I had a way that I divided review, new teaching, phrases, and dictation into equal daily chunks, but I cannot for the life of me remember my routine.

 

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We do the lesson one day, "words" another ("more words" if they didn't do well on the words section the day before), 6 phrases or sentences a day until they are done and then writing station the next day. All told, it takes about a week to get through one lesson completely. 

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We don't use most of the "parts" of the curriculum - just the lesson book and a notebook (or three line composition book until their handwriting is ready for a regular wide ruled notebook).

Level 1 - Each lesson takes ~6 days, we cover half a lesson a week:
Day 1 - New phonograms/review lesson if there is one
Day 2 - New learning and write some words
Day 3 - Review new learning and write more words
Day 4 - Review new learning and write phrases
Day 5 - Write more phrases
Day 6 - Either finish phrases or make up a sentence to write using a couple lesson words

Level 2 -3 - Each lesson takes 3 days, we cover 1 lesson a week:
Day 1 - New phonograms/review lesson if there is one, plus new learning and write some words
Day 2 - Review new learning, write more words, write the first 3 or 4 sentences
Day 3 - Write the rest of the sentences

Levels 4+ - Each lesson takes 2 days, we cover 2 lessons a week:
Day 1 - New learning, write all the words, write first 4ish sentences
Day 2 - Write the rest of the sentences

Obviously, these schedules only apply if the child is easily grasping the new content. We slow way down any time the child starts to struggle.

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Early on we completed one or several lessons per day until we caught up to where he was having difficulty. He worked through AAS 1-2 in the fall semester of that first year.

In the spring we slowed to working on spelling twice per week; one full lesson per day. We did the lessons verbally or on the dry-erase board (neither of us care for the phonogram tiles) & I selected five of the given dictation sentences.  He completed AAS 3 that semester. 

Last year he completed one full lesson each Friday until he finished AAS4.  If he struggled with a pattern or rule we spent an extra day on it & used new dictation sentences. That happened only once or twice. Once we finished the book he was done with spelling for the year. 

We haven’t begun AAS5 yet as I still need to order the student packet, but we will cover it this year. 

So far this approach has been plenty. His retention has been good & his spelling improvement carries over into his “real world” writing. 

Edited by Shoes+Ships+SealingWax
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I am working with twins  age 10 with intellectual disabilities so we need to go very very very slow. each chapter takes forever. one twin got half way through book one and we had to restart right back at the beginning ,.. the other has progressed to the very beginnings of book 2 

we do one heading or 5 words

 day 1 cards ( we don't do the word cards, just the other cards) and concept review

day 2 new teaching 

day 3 spell with tiles 5 of the words

day 4 spell with tiles the other 5 words

day 6 write and spell in workbook the first 5 words

 day 7 write and spell the second 5 words

day 8 , 9, 10 ...  write and spell in workbook  5 of the reinforcement words 

day 11 3 lines of dictate phrases

day 12  the other lines of dictate phrases

day 14 half of dictate sentences

 day 15 the other half of dictate sentences.

sometimes more days on dictate  sentences

 

I have started to crotchet while assisting them with their schoolwork for my own sanity

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It's so interesting how people approach it! 

I made up the boxes with cards as listed and I also prepped the tiles on a white board.

I had a large index card with the lesson numbers on it. I would write the dates we worked on that lesson on that card to keep track, and I used the card as a bookmark in the teacher book.

I would make a pencil mark where we stopped in the lesson.

Other than that, I treated it as open and go and did it as written. It is scripted for the teacher. Ten minutes a day, five days a week.  

ETA: We had a "tricky words" card. I wrote the words they were struggling with on there and if they got them right five times, I stopped reviewing them.

Edited by cintinative
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2 hours ago, TheAttachedMama said:

As a second question:   Does anyone have experience with both Logic of English Essentials *and* All About Spelling?  Which do you think a child (who doesn't spell naturally) would retain more from?  

We used & loved Logic of English Foundations, but hated their approach to spelling, which becomes a much larger part of the program in Essentials. AAS has been a vastly better fit. 

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