Tips for Teaching All About Reading
After using All About Reading (AAR) for several years, I have picked up a few tips that I hope might help someone else just starting out…
Boss Tips
Check the front of each workbook to see you can make copies for use with multiple children in the same family. I know the PreK workbooks (including the supplemental Alphabet letters book) allow this. If you have a color copier this might come in handy - especially if there is a “mess-up” and your kid wants to start over (or a younger sibling wants to participate even though they aren’t really doing the curriculum).
Prep the student workbook ahead of time. For the student activity books levels 1-4, I don't think they allow copying for any group (including families). However, I have found that by preparing the student materials ahead of time myself - rather than having my kids cut out the game pieces, etc. - I can save each lesson materials in a sheet protector. Then, I can use them again with each of my children. So far they have held up just fine. Again, I do keep them in the sheet protectors with a secure flap, but I don't laminate them and they are ready to go for my second child.
Make the fluency review fun! Check out my coloring sheets for levels 1-3. Instead of just reading the list of words (or phrases), print out these coloring sheets that go with each story.
Teaching DO’s
Keep it moving! You can always review if needed, but if you sit too long on one thing it will get boring.
Keep the sticker chart nearby - post it on the wall if you can/want. This has been very motivating to my young elementary kids.
When you read the stories, read WITH them. Either take turns reading a sentence or page, or just simply read it at the same time as them. Check out "The Simplest, FREE Way to Help a Struggling Reader” for the method and research behind it.
Fudge a little. What does “mastered” mean? Here is how I decided to determine whether my child “knew” the words well enough to consider them mastered… When you review the flashcards (phonemes and words), show the card to the student and then count to 3 slowly and silently in your head (approx. 3 seconds). If they know the word in that time they’ve “mastered” it - if they don’t, then save it for later. You can always go back and review the mastered words and stick them back in the working pile if you need to. Others will say “mastered” means immediately and without hesitation. That is a valid point. I’m just sharing how I’ve done it. And it has worked for us.
Order the next level BEFORE you get through with the current one. This way there is no awkward pause while you wait for it to arrive. Also, this gives you days (preferably a few weeks) to get the second curriculum set up. (If you’re like me it’s easier to get it done while you’re excited about it - AKA it’s new.) Turn the phonogram/word cards review into a “game” by letting the kid “keep” all the cards they mastered during that session and then they can count points at the end to see how many they earned - to place behind the mastered divider.
Keep the Appendix pages (like the “Rules for Silent E”, etc.) handy for reference. Make a copy and laminate them and hang them up or put them in a reference folder.
Teaching DON’Ts
Don’t sweat going over ALL the words, phrases, and sentences on the Fluency pages. Just pick a few and move on. Progress is motivating. Sitting on a lesson for days or weeks can be very discouraging to a kid. Celebrate the little wins!
Don’t think of the levels as grade specific. And make sure your kids know this!! Use their guides to determine which level to start your child on. Then, just work. Stop when you need to (for summer break or mental health) and pick it back up when you start back to school. You don’t have to finish a book in a year. But you also can (and probably should!!) keep going if you finish one well before the end of the year!
Don’t panic if it seems slow. Keep in mind that this program may feel like it is slower than what your child’s friends are doing. It includes some (but not many) “Sight Words.” So, while many schools focus on long lists of sight words the kids are expected to memorize, your child is learning the basis for why English words are spelled the way they are. It may be a slower start but it is a firm foundation to build their further reading life upon. It’s definitely been worth it for us so far.
Don’t worry about spelling yet. Just remember that kids need to learn how to read in early elementary. They don’t have to focus on Spelling while they are just trying to learn how to sound out words.
Spelling Notes
All About Learning Press also has a Spelling program - All About Spelling (AAS). We have only used the very beginning of level one up to this point. However, I repurchased level one in their updated version because it includes games similar to the AAR program. We will be using that this fall, and I will try to give an update as we use it.
If you decide to try out their spelling program, be aware that it should not be started until the student has completed level 1 of the AAR program. Technically doing it like this would mean that your child would be doing AAR 2 while doing AAS 1. I adhered to this, and after seeing how quickly my child was able to pick up on the spelling because it is focused on spelling words a level “behind” their current reading level, I would highly recommend following their guidelines in this. Learning phonics first will transfer to learning how to spell.
For Further Reading…
