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PAcing guide

There are different personalities in this world and mine CANNOT function without a pacing guide. I don’t hold tight to them and force a child to go a particular speed, but I need to know the standard path to make good choices. I make very poor decisions otherwise. I need to know WHAT I’m disobeying, right? Each time I make a change, I (personally) need to know what that does down the road.  That factors into my decisions. It’s just how my brain works.  So, if you are one of those, ta-da!!!!  If you are not one of those people, and you will beat yourself over the head with this, you are not invited to do that. Run away!

WRTR Pacing Guide

In general, here is the structure.  You would only need this if your kid took the pretest and COULDN’T skip ahead at all.  Assuming your kid NEVER gets to skip anything via the pretesting placement, this is what you would need to finish on time, if there is such a thing.

  • 3GRD
    • 6 weeks of review/notebooking
    • 20 words a week pace starting with List H
    • pause in wk 24 for adding pages 3-4 and rule 22 to notebook
    • continue at around 20/wk.  Stop just before “field” in list H.
  • 4GRD
    • 6 weeks of review/notebooking
    • 20 words a week pace
    • pause in wk 14 for adding pages 6,8 and rules 20,23, & 24 to notebook
    • continue at around 20/wk.  Stop at the end of List P.
  • 5GRD
    • 7 weeks of review/notebooking
    • 25 words a week pace, Lists Q-U
  • 6GRD
    • 7 weeks of review/notebooking
    • 25 words a week pace. Lists V-Z

How do I do the Week 1-6 review?

You can follow Mari’s “Starting a Spelling Notebook” pattern, but I think you might need to compress it a week to be on target for my pacing.  I loaded the beginnings of the years with that material on the spreadsheet.

Alternatively, you can follow the pattern I am currently using:

ReviewWeeks pdf

Unless the child is very fluent in cursive, I hold off on the front of the notebook pages. Since my front-of-the-year review is so much less than 6 weeks, I just take a week or so later in the year to pause and do the pages as a review.  If cursive fluency is not going to happen, I have the child mark up a printed copy of them. Then we “read them for spelling” and “for reading” all week.  I have one dysgraphic child that for practice, we marked them up several times this year.  For the front of the year marking practice, we marked A-G, H, and I on printed pages.



{ 10 comments… read them below or add one }

1 Carrie June 25, 2016

Thank you SO much for all your Spalding resources. I’m not using MODG, but still find all these tips and printables extremely helpful. I had read the 4th ed of the Writing Road to Reading, decided it was AMAZING, but then got scared. So, thank you again for all the work you’ve put into making Spalding more user friendly.

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2 admin June 25, 2016

Excellent!!!! I wish the blog was more “other folks” friendly. I’m glad you found what you needed!

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3 admin March 8, 2016

Tell me about your reading curriculum. I have used so many, that will let me know what’s going on. MANY curricula don’t emphasize upper and lower case or the letter names, which is weird.

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4 Annie March 8, 2016

We’re using PAL from IEW, which we love with all our homeschooling hearts! My first daughter was a very late reader due to her own stubborn self-will. This is my second child (4 year gap) and I was so burned out on everything else that PAL seemed like a great fit and it was. We started with 100 Easy Lessons to teach her to blend and once that was mastered, we went with PAL. It is a joy to use. Super bright and exciting. Everyone gets excited when it comes out and my older daughter is spittin’ jealous. But I have heard a lot of moms say they never teach letter names, which I don’t really understand either. I am very visual in addition to being hard of hearing and I would fail if I was ever required to produce every phonogram sound. I keep the phonogram app from AAR on my phone nearby to remind me of the sounds. The other day we went through the first 26 phonograms, reviewed their sounds and discussed their name. It was hilarious. She is reading first readers slowly, but is exactly where I expect her to be.

I also accidentally posted this on your about page because I was looking for an email address. Can you please delete it for me. Thank you.

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5 admin March 8, 2016

I deleted it. Ha! That program is so cute! My kids each pick something they refuse to learn. I have one that won’t do alphabet letters. I have to resort to bribery and threats. Actually, AAS is used in the PAL program later and the letter tiles are an opportunity for learning the names and order. I scramble them and he has to put them back. He HATES it. But that’s what you get when you won’t learn your ABC song and YOU’RE NINE. Naughty. For my fourth kid, we play “Mamas and Babies” a few times a week. She is REALLY intent on all Mamas being with their babies. Totally flunked an intelligence test because she refused to match the ducks up by size or color. Mamas belong WITH babies! I just lay out the lower case cards (about 5 at a time) and the upper case on the other side and she matches them up. “Awwww, Ellie Elephant is with her mama now. How nice!” We used Abeka Preschool so all letters have animal names. “You can’t put Alexander Alligator’s mom with Upton Umbrette! She’ll eat him!” It’s ridiculous. There are things in school I say “this is how it is” and things I let slide for years. Tying shoes? You might never learn. Alphabetizing, letter names, and upper/lower case? Letting that slide past 1GRD has bit me in the hiney too many times (3 times, actually.)

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6 Annie March 9, 2016

oh, that is so obvious now. Thank you so much for pointing that out. Yes, we are just about to start AAS…I’ll have her name the tiles and put them in order. Great idea! I have four daughters and all of them make relationships out of everything and I mean everything. All the numbers are related (6 & 8 are sisters with 7 as the mean brother in between), the toys are always getting married, etc, etc, etc. Thank you for your time!

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7 admin March 11, 2016

Good! And AAS has alphabetizing in the plans, so you won’t have to remember to add it in.

8 Annie March 8, 2016

Can you please explain to my mitigated brain what you mean exactly by this…
“Make TWO versions of phonogram cards on index cards or cardstock. One is your “Phonogram” the other is your “Sounds Dictation.” (I do different colors for each.)”

I am at exactly this point with my newest reader and I *think* this would help a lot but I’m not entirely grasping the concept of what you mean. Yes, I know it is probably self-evident but I am a visual learner. Many, many thanks to you for this post in particular and your entire website in general. You’ve been such a blessing to this mama and my family.

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9 admin March 8, 2016

Yes, different colors. There are two ways to practice, phonogram to sound OR sound to phonogram. I find that my kids will master phonogram to sound well before they can write or point out the right phonogram when I make the sounds. Keeping them separate means that you only rehearse the part that isn’t instant. I’ll put that post up today sometime so you can see it. I’m visual too.

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10 Annie March 8, 2016

Thank you for your response, and I’m looking forward to your next post. Here is another question. My kindergartener is getting pretty good at knowing the phonogram from the sound, but completely surprising to me, doesn’t know the name of the letter. If I say write the “ahhh” sound, she’ll write an “a”, but if I say, “please write a smallcase “a” for me, she looks at me like I’m daft. What are your thoughts on that one? And no, she can’t really sing the alphabet song. She can sing all of Silent Night, Joy to the World and tons of other stuff, but not the alphabet song. She thinks it is silly and won’t learn it. God help me! :)

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