Working memory issues and phonics/spelling?

Hi Chesapeakemom,

While I don’t have any special needs learners here at home, I can tell you that from what you’ve described, I think your plan sounds pretty good.  AAS with LLATL sounds like it would be the right method for you.  I’ve used both programs, and they are gentle and repetitive.  The problem your son has with memory retention could simply be developmental as well.  It may that when he gets a little older, he may begin retaining things better.  Of course if CLE math works well for him, CLE Reading and Language Arts might work well for him too.  LLATL and CLE language incorporate spelling and handwriting, so you’d either have to figure out how to use those, or just skip them and add in AAS and your own handwriting program.  I can’t give you an opinion on Phonics/Reading Pathways as I have never used them.  😉

Can I ask what PPD/NOS and SLP/OT stand for? 

Trust your instincts with your child.  Do what works for him.  Any curriculum can be tweaked and changed to fit the needs of your child.  You are the one working with him at home, and you can see what his successes and frustrations are.  Don’t doubt yourself, and just keep focusing on what is working for him.

I agree with the above poster kerby.  I think AAS would be a great choice with whatever else you choose to use.  The only thing I would tell you is this- my daughter is not a hands-on child and the AAS letter tiles were a nightmare for us.  She hated using them, and I wasn’t sure what to do.  So what I did was, once she mastered the alphabet and alphabetizing the letters, I had her write her words on the whiteboard instead of spelling them with the letter tiles.  That was the only thing I did different.  Since the tiles are a foundation of AAS, I decided just to do a traditional workbook type spelling with her instead of AAS.  However, I do love the program.  It has lots of review, and I like the method of teaching.  I also like the way the books are written, and I found the cards easy to use and very helpful.

All that to say, that if your son did not do well with MUS because of the blocks, watch for a problem with the letter tiles in AAS.  If tactile/kinesthetic learning is not his strong suit, you may find the letter tiles to be a hindrence.  Don’t be afraid to put them away, but continue with the method.

I only mention it because that was our issue.  My daughter is still using MUS for math, but there again, it’s using the blocks that we struggle with.  She’d much rather see things in her head that use the blocks.  I am looking more into a math like CLE or Modern Curriculum Press for next year.

I think LLATL is a good choice.  We’ve used it some, and I like how it uses literature, is gentle and also incorporates copywork/dictation.  I think there is a fair amount of review, but we found that the review in the older books is only at the end of each unit.  You might have to see about how much review he’ll need and adjust it accordingly.

😉  It’s OK. It happens to the best of us. 

I would probably adjust AAS for him and just use the white board w/out the tiles.  My ds didn’t always use them either.  There is so much that is good and would be helpful w/ the program that tweaking it in this way would still be worth it.  If you’re still wanting something else that is similar, check out MegaWords.  It’s a workbook style but teaches similar things w/ the syllabication.  They cover the rules but I don’t think they have them learn them like AAS, I don’t think. 
http://eps.schoolspecialty.com/products/details.cfm?seriesonly=900M

I also like R+S’s spelling program.  It is a workbook, and it teaches groupings of words based on spelling rules/sounds.  They work w/ the words in context and focus on the spelling of the sounds.  It wouldn’t be my first choice in this case, but it’s not off the list.       http://www.rodandstaffbooks.com/list/Rod_and_Staff_Spelling/

As for what to do/how to use Phonics Pathways w/ this new info . . .
**I would probably start at the beginning, building up his confidence and taking it slowly.  If you notice him getting overwhelmed, then stop. 

**Tell him that there is information on the page for you, the teacher.  This is particularly so in the first section for the short vowels.  As you progress, there are tips you can share w/ him as well as informative info/anecdotes.  These are fun, and if it’s something interesting to him, make it part of the lesson, just talking about it. 

**Let him know that what he’s seeing in the middle of the book is for a bit later.  He will work his way up to that, and by then will be able to do it.

**Ease his mind by telling him that you are only going to do the first couple columns/lines or half the page.  Give him a heads up that you’re not expecting him to do it all right now.  That you will just take it one step at a time.  If it’s easier, set the timer and just see what he can do comfortably in that short period of time.  If you look at the pages as you go, you will also see that you can modify how you do the words.  So, you could read the list that has rhymes, vs mixing it up and reading across the page.  It will even tell you to do this.  Use the games, if he wants/needs them. 

Oh, you can also tell him that this particular page/section is not necessarily meant to be done all at once.  Just let him know the author has grouped them together is all, possibly even saying it’s saving paper.  LOL  Plus, you can also use a piece of paper to cover parts of the page.  This will let him take his focus off that. 

There is a page in the back that you can use to chart his progress – the Student Achievement Chart.  It’s not all inclusive and it won’t show even increments or really slow progress, though.  This is easily remedied, though.  You can easily make up a chart in Excel for him to mark off as he goes.  Make it for each section w/ individual page number.  When he finishes a page, he can put on a sticker or check it off or color it in (whatever piques his interest).  Similar to the AAS chart.   Example:  there are 5 pages in the first section – one for each short vowel.  You can have an individual box for each page (showing more progress) or you can have that section be one box (because those will be fairly easy to do at this point).  The next section will have more to it – one for each consonant and more on each page because of the beginning blends.  So, you would want to have one box for each page.  After this, there is more on the page so you will want to break it down, taking a couple of days or so to do them.  This will need a box/page.

For those review pages, can you time him?  Write down how long it took.  Have him do it again another day, and see if he improves.  Repeat over a period of time and as he sees his time getting shorter/faster, he’ll see the benefits.  Maybe even just timing it every so often vs every time.  (This may or may not work.  My ds w/ recall issues would not do well w/ this type of thing, and maybe your ds won’t either.  It’s just something that came to my mind and thought if it’s not helpful to you, it might be for someone else.) 

Do you have the Reading Pathways book, too?  Or, just the PP book? 

And, just to share (even w/ your ds), my oldest ds struggles w/ spelling due to his LD’s.  He was an extremely phonetic speller.  I didn’t find AAS until he was in 7th grade.  We made it through half of Level 2.  He then went to the ps for 2 yrs where they didn’t do a whole lot w/ spelling.  But, because of the start we had that I continued (AAS phrasing), plus his continued efforts even when not wanting to, he started making a bit more progress.  He’s in 10th gr now.  He still struggles w/ spelling, but he’s doing better.  When it’s wrong, I can say it is and he asks if it’s spelled this way instead.  He’s generally right or very close that time. 

All we have ever said is that he has strenths in other areas and we just have to do our best w/ his weak areas.  (I’m sure you’re already doing this, too.)  Everyone has them – strengths and weaknesses.  I share some of mine, dh’s, and my sister’s – different areas.  They don’t quite understand at these younger ages, but it does get through, eventually, w/ time.  I know, time is the hardest thing to know we are going to face – especially some days.

HTH~ K

I’m not familar w/ LLATL enough to say one way or the other.  I’m thinking that it may have more than you’re looking for or will use at this point.  It might be a bit much w/ the spelling focus you’re doing.  I was building on the paragraph where you said you wanted to focus on the phonics/spelling for one more yr.  I thought you meant before getting into too much grammar. 

For Grammar, we’ve used Climbing to Good English w/ success.  (I know, not very CM.)  The 2nd gr book focuses on a phonics review and basic grammar/writing.    http://www.rodandstaffbooks.com/list/Climbing_to_Good_English/   If you felt you needed to do something in this area, you could still use the book but skip the phonics parts, if you chose.  It’s inexpensive enough that it won’t make you feel bad to skip sections you don’t want/need right now. 

You’re last sentence makes the most sense to me at this point.  You will have your hands full w/ the spelling/reading focus, which is really much more important than grammar at this age.  And, honestly, for 2nd/3rd grade grammar, it’s really just knowing that you capitalize the first words of sentences, names, and places; put end marks on sentences, possibly which ones to use; and knowing that sentences have a noun and a verb (a thing that is or does something) – not even necessarily knowing what they are called or do.  LOL  These will easily be covered well enough over the next several yrs anyway.  Besides, using copywork would do the same thing.

OK.  W/ the Reading Pathways, you can use the sections that correspond to the parts you have just finished in PP.  So, you would start the short vowel pyramids after you have covered the first 2 or 3 sections in PP – which cover short vowels, beginning blends, and then 3 letter words.  Take your time on them, too.  Again, you can use a chart for progress.

I like PP because it uses nonsense words/phrases at times.  This assures us that they are truly learning how to read the letters on the page and not just guessing at what they might be.  **These smart dc have the ability to use context clues very well.  

Once he starts gaining some confidence, he will be less threatened by the pages, although because of his struggles, it may take a bit of time and the pages may never be totally non-threatening.  Really stress that it’s going to be used in sections, not pages.  Keep the time in this book very short and sweet.  Seriouly.  Focus more on the AAS and the other will come, too.

Just a note – we used PP much more than RP, especially at the beginning.  So, don’t get too nervous or worried if you don’t get to RP much if at all.  If you don’t right now, you can always use it as review in another yr or two.  W/ his working memory struggle, this  will allow you to keep things fresh and reinforce w/out retraining, too.  Plus, it’ll be familiar. 

And, did you know that if you need something for record-keeping purposes, you can easily photocopy the white board.  When dd was younger, she preferred writing on the board, so we did.  But, when taking a spelling test, I didn’t have a hard copy for my state.  I stuck it in the copier and it came out beautifully!  PERFECT!  😉

K