![\"Teenage](\"https:\/\/blog.allaboutlearningpress.com\/wp-content\/uploads\/2024\/08\/AdobeStock_135691431-small.jpg\")
\r\n\r\nHowever, with a few modifications, many people have found that our programs work well for teens and even adults!<\/p>\r\n\r\n\r\n\r\n
4 Tips for Using All About Reading<\/cite> and All About Spelling<\/cite> with Older Students<\/h2>\r\nTip #1 for Teaching Older Students: Begin with the Placement Test<\/h3>\r\n\r\n
Our programs are not grade-level-specific, so the best way to determine which level your student should start with is to have them take either our Reading Placement Test<\/a> or our Spelling Placement Test<\/a> - or both!<\/p>\r\n\r\nIn our reading program, it works fine for a student to begin at a higher level if they already have the skills taught at the lower levels. All About Reading<\/cite> contains all the materials you need to fill in any gaps your student may have, so you can start with the review lesson and then take the rest of the program at your student\u2019s pace.<\/p>\r\n\r\nAll About Spelling<\/cite> is structured differently; in this program, most students actually begin at Level 1. That\u2019s because All About Spelling<\/cite> is a building-block program in which each level builds on the previous level. Because of the importance of laying a solid foundation, we generally don\u2019t recommend starting higher than Level 2. However, we do encourage parents to customize the lessons for their students<\/a>, moving quickly through concepts students have already mastered and slowing down when they reach new or difficult concepts.<\/p>\r\n\r\n![\"Student](\"https:\/\/blog.allaboutlearningpress.com\/wp-content\/uploads\/2024\/08\/IMG_E6741-small.jpg\")
\r\n\r\nIt\u2019s completely normal for your teenage student to initially balk at the idea of beginning our programs at Level 1 or 2, fearing that they\u2019re for first\u2014or second-grade students.<\/p>\r\n\r\n
Take the opportunity to explain to your student that our levels have nothing to do with grade levels at all! Our programs are skills-based, and just like you wouldn\u2019t start playing a brand new video game in Level 10 or join a swim team before you learn the basic strokes, reading and spelling also have a specific sequence of skills that must be mastered before moving on to more complex concepts. If they skip ahead, they\u2019ll have gaps in their learning that may impact their reading and spelling success.<\/p>\r\n\r\n
For example, even though most older students know how to spell the word \u201ccat,\u201d they often don\u2019t actually know the rule behind why we choose a C instead of a K. Students learn this important foundational rule in All About Spelling<\/cite> Level 1. The same rule that applies to the word \u201ccat\u201d also applies to more complex words such as \u201cKindergarten\u201d or \u201cconcrete.\u201d<\/p>\r\n\r\nReassure your student that starting at a lower level has nothing to do with grade levels, but that we take a \u201cno gaps\u201d approach to reading and spelling instruction<\/a>!<\/p>\r\n\r\nTip #2 for Teaching Older Students: Skip the Activities<\/h3>\r\n\r\n
In both of our programs, the full-color, hands-on activities are optional. They\u2019re a fun, interactive way for students to practice the concepts they\u2019ve been learning, but if your older student feels embarrassed by them, it\u2019s okay to skip them! You'll still be able to follow the lessons in the Teacher's Manual and work through the concepts with your student without missing the heart of the program.<\/p>\r\n\r\n
Our programs are robust and include many other types of practice in addition to the activities.<\/p>\r\n\r\n
In All About Reading<\/cite>, we recommend fully utilizing the fluency sheets from the activity book and decodable readers to help build students\u2019 skills, fluency, and confidence.<\/p>\r\n\r\n![\"Student](\"https:\/\/blog.allaboutlearningpress.com\/wp-content\/uploads\/2024\/08\/IMG_3848-small.jpg\")
\r\n\r\nThe Color Edition of All About Spelling<\/cite> includes Advanced Application sections targeted at older and\/or advanced spellers. Older students will appreciate seeing how the \u201csmaller\u201d words they\u2019re currently working on actually help them learn to spell larger words. There are also dictation words, phrases, and sentences built into the program to help students become proficient spellers.<\/p>\r\n\r\nBoth programs include flashcards so you can fully customize your student\u2019s review and give them the targeted instruction they need.<\/p>\r\n\r\n
As with the activities, some teenagers may also feel that the physical letter tiles<\/a> are too \u201cchildish\u201d for them. In that case, your teenager might prefer the Letter Tiles for Learning app<\/a>, which provides the same hands-on letter tiles work using a tablet instead.<\/p>\r\n\r\nTips #3 for Teaching Older Students: Have Your Student Teach You<\/h3>\r\n\r\n
One of the simplest, most effective strategies for helping students fully understand a concept is having them teach it back to you.<\/p>\r\n\r\n
Studies have shown that students who teach others a concept have \u201cincreased metacognitive processing,\u201d \u201cincreased use of effective learning strategies,\u201d \u201cincreased motivation to learn,\u201d and \u201cincreased feelings of competence and autonomy.\u201d1<\/sup><\/p>\r\n\r\nKnown as the \u201cprot\u00e9g\u00e9 effect,\u201d this strategy is great to incorporate because it doesn\u2019t have to be time-consuming or complicated!<\/p>\r\n\r\n
During a lesson, it can be as simple as asking your student, \u201cWhy did you choose a K instead of a C in that word? Can you tell me more about how we know when to choose a C or K?\u201d or \u201cHow did you know where to divide the word \u201ccabin\u201d into syllables?\u201d<\/p>\r\n\r\n
Taking this strategy one step further, you could plan to have your student teach a whole lesson back to you. Let them know that you\u2019re going to be the student and they\u2019re going to teach you. Then, have them teach you using the Rule Cards, Letter Tiles, and dictation phrases and sentences. Ask questions as they teach, and even make mistakes in your own spelling to give them a chance to correct you.<\/p>\r\n\r\n
The more interactive you make it, the more your student will engage with the material and internalize it!<\/p>\r\n\r\n
Tip #4 for Teaching Older Students: Encourage, Encourage, Encourage!<\/h3>\r\n\r\n
Struggling learners often have to work much harder to master the same skills that other students learn easily. Older students, especially, may feel discouraged by how challenging reading and\/or spelling is to them, which is why they need a lot of encouragement! Giving your student meaningful feedback about their progress encourages them and shows them you\u2019re noticing the effort they\u2019ve invested.<\/p>\r\n\r\n
Swap out phrases like \u201cgood job\u201d and instead, try some of the following:<\/p>\r\n
\r\n\t- \u201cI like the way you chose CK instead of a K in the word \u201ctick.\u201d What made you spell it that way?\u201d<\/li>\r\n\t
- \u201cThis is such a tricky concept, and I love the way you just keep working at it!\u201d<\/li>\r\n\t
- \u201cYou\u2019re right! Normally, an open syllable would make the vowel sound long. Remember the Never-Ending Rule? It says that English words never end in an \u201ci.\u201d So, keeping that in mind, how do we spell the word sky?\u201d<\/span><\/li>\r\n<\/ul>\r\n
Giving students feedback that is specific, positive, and constructive tells them exactly what they\u2019re doing right and where they need to improve. It also guides and encourages students, building their confidence and motivating them to keep working hard.<\/p>\r\n\r\n
All About Reading and All About Spelling are for Older Students, too!<\/h2>\r\n\r\n
We know that, at first glance, older students may feel that All About Reading<\/cite> and All About Spelling<\/cite> are designed for \u201clittle kids,\u201d but by employing these strategies, many people have found the programs work well for students of all ages!<\/p>\r\n\r\n
In our reading program, it works fine for a student to begin at a higher level if they already have the skills taught at the lower levels. All About Reading<\/cite> contains all the materials you need to fill in any gaps your student may have, so you can start with the review lesson and then take the rest of the program at your student\u2019s pace.<\/p>\r\n\r\n All About Spelling<\/cite> is structured differently; in this program, most students actually begin at Level 1. That\u2019s because All About Spelling<\/cite> is a building-block program in which each level builds on the previous level. Because of the importance of laying a solid foundation, we generally don\u2019t recommend starting higher than Level 2. However, we do encourage parents to customize the lessons for their students<\/a>, moving quickly through concepts students have already mastered and slowing down when they reach new or difficult concepts.<\/p>\r\n\r\n It\u2019s completely normal for your teenage student to initially balk at the idea of beginning our programs at Level 1 or 2, fearing that they\u2019re for first\u2014or second-grade students.<\/p>\r\n\r\n Take the opportunity to explain to your student that our levels have nothing to do with grade levels at all! Our programs are skills-based, and just like you wouldn\u2019t start playing a brand new video game in Level 10 or join a swim team before you learn the basic strokes, reading and spelling also have a specific sequence of skills that must be mastered before moving on to more complex concepts. If they skip ahead, they\u2019ll have gaps in their learning that may impact their reading and spelling success.<\/p>\r\n\r\n For example, even though most older students know how to spell the word \u201ccat,\u201d they often don\u2019t actually know the rule behind why we choose a C instead of a K. Students learn this important foundational rule in All About Spelling<\/cite> Level 1. The same rule that applies to the word \u201ccat\u201d also applies to more complex words such as \u201cKindergarten\u201d or \u201cconcrete.\u201d<\/p>\r\n\r\n Reassure your student that starting at a lower level has nothing to do with grade levels, but that we take a \u201cno gaps\u201d approach to reading and spelling instruction<\/a>!<\/p>\r\n\r\n In both of our programs, the full-color, hands-on activities are optional. They\u2019re a fun, interactive way for students to practice the concepts they\u2019ve been learning, but if your older student feels embarrassed by them, it\u2019s okay to skip them! You'll still be able to follow the lessons in the Teacher's Manual and work through the concepts with your student without missing the heart of the program.<\/p>\r\n\r\n Our programs are robust and include many other types of practice in addition to the activities.<\/p>\r\n\r\n In All About Reading<\/cite>, we recommend fully utilizing the fluency sheets from the activity book and decodable readers to help build students\u2019 skills, fluency, and confidence.<\/p>\r\n\r\n The Color Edition of All About Spelling<\/cite> includes Advanced Application sections targeted at older and\/or advanced spellers. Older students will appreciate seeing how the \u201csmaller\u201d words they\u2019re currently working on actually help them learn to spell larger words. There are also dictation words, phrases, and sentences built into the program to help students become proficient spellers.<\/p>\r\n\r\n Both programs include flashcards so you can fully customize your student\u2019s review and give them the targeted instruction they need.<\/p>\r\n\r\n As with the activities, some teenagers may also feel that the physical letter tiles<\/a> are too \u201cchildish\u201d for them. In that case, your teenager might prefer the Letter Tiles for Learning app<\/a>, which provides the same hands-on letter tiles work using a tablet instead.<\/p>\r\n\r\n One of the simplest, most effective strategies for helping students fully understand a concept is having them teach it back to you.<\/p>\r\n\r\n Studies have shown that students who teach others a concept have \u201cincreased metacognitive processing,\u201d \u201cincreased use of effective learning strategies,\u201d \u201cincreased motivation to learn,\u201d and \u201cincreased feelings of competence and autonomy.\u201d1<\/sup><\/p>\r\n\r\n Known as the \u201cprot\u00e9g\u00e9 effect,\u201d this strategy is great to incorporate because it doesn\u2019t have to be time-consuming or complicated!<\/p>\r\n\r\n During a lesson, it can be as simple as asking your student, \u201cWhy did you choose a K instead of a C in that word? Can you tell me more about how we know when to choose a C or K?\u201d or \u201cHow did you know where to divide the word \u201ccabin\u201d into syllables?\u201d<\/p>\r\n\r\n Taking this strategy one step further, you could plan to have your student teach a whole lesson back to you. Let them know that you\u2019re going to be the student and they\u2019re going to teach you. Then, have them teach you using the Rule Cards, Letter Tiles, and dictation phrases and sentences. Ask questions as they teach, and even make mistakes in your own spelling to give them a chance to correct you.<\/p>\r\n\r\n The more interactive you make it, the more your student will engage with the material and internalize it!<\/p>\r\n\r\n Struggling learners often have to work much harder to master the same skills that other students learn easily. Older students, especially, may feel discouraged by how challenging reading and\/or spelling is to them, which is why they need a lot of encouragement! Giving your student meaningful feedback about their progress encourages them and shows them you\u2019re noticing the effort they\u2019ve invested.<\/p>\r\n\r\n Swap out phrases like \u201cgood job\u201d and instead, try some of the following:<\/p>\r\n Giving students feedback that is specific, positive, and constructive tells them exactly what they\u2019re doing right and where they need to improve. It also guides and encourages students, building their confidence and motivating them to keep working hard.<\/p>\r\n\r\n We know that, at first glance, older students may feel that All About Reading<\/cite> and All About Spelling<\/cite> are designed for \u201clittle kids,\u201d but by employing these strategies, many people have found the programs work well for students of all ages!<\/p>\r\n\r\n\r\n\r\nTip #2 for Teaching Older Students: Skip the Activities<\/h3>\r\n\r\n
\r\n\r\nTips #3 for Teaching Older Students: Have Your Student Teach You<\/h3>\r\n\r\n
Tip #4 for Teaching Older Students: Encourage, Encourage, Encourage!<\/h3>\r\n\r\n
\r\n\t
All About Reading and All About Spelling are for Older Students, too!<\/h2>\r\n\r\n