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Combining history for n/t child and special needs
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I have a 10dd who is neuro-typical and a nearly-12ds who has special needs (autism). Ds reads at a late 2nd/early 3rd grade level while dd reads pretty near grade level. I will be combining them again this year for history (module 6), but last year I read aloud nearly all of their history books….it was our first year using CM methods and it was just easier at the time. However, this year I would like to have dd read at least some history on her own.
Since I still have to do a lot of reading to my son, it seems logical to include her rather than have her read the same thing at a different time (we generally only have one book to share because we use a lot of library books), but I’m wondering if I could handle things differently? I’m thinking of having her read a page aloud while I’m reading and also having my son read a paragraph or two (whatever he can handle at a time without getting frustrated), or maybe having them alternate days of reading aloud.
My other idea was to have dd read the portion we have scheduled by herself first, narrate, then join us if the narration doesn’t go so well. Ds narrates pretty well when I read aloud, but if he reads too long a passage by himself, and the reading is more difficult, he either gives up early on or forgets a lot of what he has read by the time he narrates.
What do you all think?
I think I would read the spine together as a family (taking turns if possible)… and then have your daughter read things from the Year 4-6 list, and you read the Year 1-3 list of books with your son.
What I have done with my LD son is to read the history out loud with all 3 kids. I have the other 2 narrate the passage. Then, later, my LD son re-reads the same passage out loud to me. Then he narrates it. This usually solidifies it for him and he can narrate then. It has to be a book that is easy enough for him to get and read – we are using the Queen’s history program and this has a pretty simple text. This idea is also not mine – credit goes to the writer of this program.
I like to also add in other history books – historical fiction or biographies. For this son I make sure it’s easy enough to narrate – things like Childhood of Famous American’s series are good. Other kids may have harder books to read. Ones that are pretty hard and really good are read aloud to all.
I like all these suggestions – repetition is good if your ds can handle it. I think to seperate them, I’d do as Suzukimom suggests. Same lesson together, different levels independent of each other. Then they can progress with frustrating the other? It has helped to assign it that way for my 2 oldest.
One dd has some learning issues (APD) and has been ill. So even though they are “one grade” apart in age, they aren’t in ability. So I schedule family together history and science and then I have them read the same book seperately so they can go at their own pace. I set the timer for readings…one reads science, the other reads history. When we read again, they swap subjects, which would allows us to use the library books. If you don’t want competition (pages read) then write the page number they are on each day so no bookmarkers get it in the way or get lost. (This would be another way to record progress in your children over the course of a year.)
Actually, my son has been absorbing and retaining information on the same level as his younger sister, and I think he might feel that some of the year 1-3 books seem too young for him. (Or he would just think, oh–this is easy, and not say anything!)
It has created a bit of a problem in the past when most of the “easy reader” books seemed too babyish to him, but he couldn’t quite read chapter books yet without great difficulty. He has been doing fairly well with beginning chapter books for reading by himself.
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