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JessBurs

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  1. https://www.medrxiv.org/content/10.1101/2021.05.16.21257255v1 I found this study which I found very reassuring. It's a preprint, sure, but it actually has a control group for looking at long covid symptoms in kids, rather than just administering a survey after diagnosis, which does nothing to parse out kids with unrelated symptoms such as reacting to the stress of the lockdown and a global pandemic. @Not_a_Number i have kids similar ages and also find that long covid is my biggest concern. My state has similarly high vax rates, was down to minimal cases for a while and has recently gone back up with Delta. Right now, we are sticking to exclusively outdoor things (don't even let the kids go into the changing rooms after swimming outdoors). Even though cases are going up, they are still below the spikes seen earlier. Our gov. Has actually been pretty balanced, so I'm watching state regulations and following news about kids. If I see bad developments or large local outbreaks we will go back to more strict distancing and masking. I know my kids, even thought we kept them busy with hiking, seeing family who were similarly cautious, etc, were definitely struggling mentally. Now that they are seeing their friends it's been like night and day.
  2. My dd wrote her first essay for a literature and intro to writing class through her co-op (9 y/o). I'm copying and pasting it below (she typed out the final version so it is exactly as she wrote it). the class did discuss the ideas covered in the essay (Ma and Ba's influence on Minli's journey in Where the Mountain Meets the Moon). I'm hoping to get some feedback regarding how to help her further make the transition into more essay-type writing for next year and any other suggestions or feedback you can offer. _______ In the Valley of the Fruitless Mountain, there was a small, poor village. Everyone who lived there had to harvest rice if they wanted to survive. The muddy fields would stain their simple clothes, and so the village was the color of mud and gray. The only person who didn’t go mud-colored was a young girl named Minli. She and her family weren’t any richer than the other villagers, but instead her father, Ba, was telling her stories. These stories were the reason that she didn’t turn gray. Ba and Minli’s mother, Ma, both made Minli decide to go on a journey --- to go and find the Old Man of the Moon, a wise person who was in one of Ba’s stories. Also, Ma and Ba had a large impact on why Minli went away. In this essay, I will discuss in the following paragraphs about how Ma and Ba made Minli decide to go and search for better fortune. Let’s start with Ma. She always worried about Minli and Ba, and always kept sighing and saying that they had a bad fortune. When Minli brought the goldfish home, Ma complained about how Minli had spent half their money on it, and made a big deal about how they then had another mouth to feed. She therefore, with all her complaints, made Minli decide to set the goldfish free. The goldfish told Minli about how to get to the Old Man of the Moon. Ma, therefore, made Minli decide to go forth and try to find him. Ba, on the other hand, told Minli those many stories, and thus introduced Minli to the Old Man of the Moon. If Ma had been the only parent to raise her, Minli would have also sighed a lot. Ba made it so that she’d instead think about the future. His stories were, as I said before, the reason that Minli did not turn gray like the rest of her village. It also gave her the inspiration to go on this trip in the first place [other than Ma saying that they had a bad fortune]. Ba’s stories were the things that kept Minli going --- until she found what she was looking for: The Old Man of the Moon. The two parents of Minli, although did different things, received the same result, which was Minli setting off alone, to find the Old Man of the Moon.
  3. At least for me, I get concerned seeing reports like this https://www.medrxiv.org/content/10.1101/2021.05.03.21256520v1. Yes, I know it is preprint, but in general I feel that since this first time an mrna vaccine is given to such a huge number of people, it is possible unforeseen issues like this will occur. I am actually fully vaccinated with an mrna option, but keep oscillating about what to do with my two elementary schoolers when the time comes. I would like to see some follow up reports re: the system damage reported in children even after asymptomatic cases. I have also heard some discussion about the 1889-1890 pandemic having been potentially caused by a different coronavirus, resulting in a similar situation to today, but that coronavirus is now just responsible for a common cold as humanity adjusted. With recent reports about this becoming simply endemic eventually, and that herd immunity likely will not occur but that vaccines will simply get the public health emergency under control, it seems as though most of us will likely get it eventually-- vaccine or no (variants, break through infections, immunity wearing off in between boosters as the public becomes more relaxed about this 3, 4, 10 years into the future, etc-- we will just likely get minor infections) so the threat of body system damage is not really mitigated in the long term... it all comes together to make me wonder if vaccination is a suitable risk for my children. Sorry that came out as a bit more stream of consciousness than I intended. Let me know if anything doesn't make sense, and I hope no one minds me jumping in 6 months into the discussion 🙂
  4. I am a loooong time lurker on this thread, as I find it one of the more intelligent and less dramatic (for lack of a better term) online discussions out there. Question : does anyone know if they have studied if the vaccines prevent against long covid symptoms/damage in breakthrough cases? It is my understanding that they have great data on drastically reduced hospitalization and death, but like with any vaccine, there are some breakthrough cases, though most of these cases are mild. However, there have also been reports of system damage even after mild/asymptomatic cases. Are we seeing the same thing in the vaccine breakthrough cases? Second question: have any studies been released about the long-term study of system damage in children? I remember the case reports about children who had been asymptomatic having signs of damage. Have any follow up reports been released about how those children have fared over time? Do they show signs of healing?
  5. I DIY my children's literature lists. For middle school, some I have ear-marked that you might like are: Esperanza Rising (Mexican-American perspective) Roll of Thunder Hear My Cry (and sequels) (African-American, Jim Crow South) Reaching for the Moon, autobiography of Katherine Johnson (African American perspective of brilliant NASA mathematician) In the Footsteps of Crazy Horse (Lakota perspective, retracting path of Crazy Horse in modern times with his grandfather) Geronimo By Joseph Bruchac (story retelling of Geronimo's life by an indigenous (but not Apache) author Code Talker By Joseph Bruchac (about Navajo code-talkers in WWII) Internationally, I really enjoyed When My Name was Keoko-- Korean perspective on Japanese occupation and WWII
  6. Weird duplicate post!
  7. Weird duplicate post again! Sorry!
  8. I am browsing curriculum for next year and was looking at History Odyssey Level 2 Ancients-- and for the required reading it lists this book as 'polarizing' and therefore optional. Can anyone tell me why? Has anyone who has completed this curriculum know if it is do-able with a different reference spine, like SOTW Ancients (I know that is more of a grammar stage book and might not work)?
  9. For historical fiction my similarly aged daughter enjoyed Saba Under the Hyena's Foot by Jane Kurtz about life in Ethiopia in the mid 19th century. We also read African Princess: The Amazing Lives of Africa's Royal Women, which covers royal women across the continent. It spans a few centuries and is more of an overview of each rather than an in-depth bio, but several would fall into the 'early modern' period.
  10. I found myself stuck on one of my daughter's math problems. I mean-- I can solve it using square roots, but she hasn't learned those yet so I know there is another method. This is from the 4a intensive practice Singapore book. Bonus points if you can show me how to use the bar model for it... "The length of a rectangle is four times its width. If the area of the rectangle is 196 cm^2, what is the perimeter of the rectangle?"
  11. So I wrote a few months about about my younger daughter having trouble really getting the whole idea of base 10, and I received some great suggestions. I ended up making a bunch of colored circles for her for ones, tens, hundreds, and we spent numerous math times pouring over them, trying out different problems, and starting to get how base 10 worked, and the system worked! So thank you! Now I am back with a related question. So when I had asked the question, we were mostly dealing with the ones and tens columns. As I said, she seemed to really get this and was able to start doing problems in her head by the end, it was great. Her book just introduced 100s, though, and it was like we went back to square one. We spent yesterday and today working hard with the circles again, and she does seem to get it now. We were able to transition to paper, etc. I just found it a little odd that she wasn't able to translate her understanding of tens and ones into hundreds tens and ones (for the record, she did know beforehand that 10 10s equals 100). When I was teaching her sister she was a bit more intuitive about these things, and I am not sure if the older is just more "gifted" with math and the younger more "typical" or if things just still aren't clicking as well for my younger as I thought...
  12. So I am putting together some resources for our early modern history class next year (doing ~1600-1870) (not full on lesson planning, just compiling so I can see how the year will fill out). I would like to spend a little time covering the Ethiopian Empire that followed the Kingdom of Axsum (which we covered this year) but I am having a lot of trouble finding books/lesson plan ideas/etc. Can anyone help point me in the right direction or give me some ideas to start playing around with?
  13. I seem to have this problem more often with my 7 year old, but she sometimes just decides she doesn't want to do something and just straight out refuses to do it. It comes out in a "I caaaaaaaaaaaaan't" whine along with 'flopping'--- melodramatically laying down on the floor or putting her head on the table, etc. Mind you, this is all stuff she can, in fact, do. Most often it happens with math-- stuff we have gone over, stuff she did perfectly fine the day before. It is typically in response to something she finds tedious. For example, she is working on going from feet to inches and back again for length. She knows there are 12 inches in a foot and knows how to do the math, but find these conversions annoying after the 'fun' of doing the centimeters to meters and thus the flopping commences. How do you balance pulling out your hair, just putting away the book (so you don't pull your hair out or lose your temper), but also not 'rewarding' them for just refusing to do the work by letting them just skip that subject today. I find myself keenly aware that just not feeling like doing a subject would certainly not fly in a traditional school setting. Tips/advice/btdt? Thanks!
  14. To make a long story short, my husband was not completely on board initially with homeschooling, he thinks kids need more structure. Joining a co-op where they would have some group learning experiences was our compromise.
  15. So we have belonged to a great coop for the past few years, but for a variety of reasons we might not be meeting next year. If we do not, the only other option in my area would be Classical Conversations. If you do CC is there any room for your own curriculum? I admit that I am very reluctant to join them because it seems so restrictive and I love what we are doing right now in our homeschool. I have a second grader and a kindergartener this year. Unfortunately I have to do a co-op so just not doing one isn't an option. I know that generally CC the program gets mixed reviews on here, so I am hoping not to start a debate but instead learn a little more about how well I might be able to make it work with a homeschool that has already been working well, if that makes sense. Thanks to anyone who can offer some insight.
  16. My 2nd grade DD recently got into the My America books. She also flew through Magic Treehouse books and has gotten into historical fiction after reading the American Girls books (originals as well as the mystery books). The My America books are like the Dear America books but written for slightly younger kids (I think it is targeted 3-5). I loved the Dear America books myself as a kid, but some of the content is just a little too mature for my DD, but when we discovered the My America books she took to them immediately. Mary Pope Osborne actually writes some of them too, which can be a good transition for historical fiction, MTH lovers.
  17. My younger daughter seems to be struggling getting the whole idea of base 10 to really 'click'. She can do basic addition and subtraction of like 6+4 = 10, but the whole idea of: 6+4=10 so 16+4=20 26+4=30 etc. Seems to confuse her. She will see a set of problems like 6+4= 16+4 = and 26+4= and she will quickly right in 6+4=10 but then start counting on her fingers for the other ones. We spent time going over it with base 10 squares and she seemed to get it, but today it came up in a book review and we were right back at square 1, so I am looking to see if anyone has any brainstorms or ideas that can help her really *get* this. She also has the propensity to claim everything is *too hard* if it is not easy. Ie a resistance to struggling a little to get something, so I have been hearing all morning that her math is *too hard*, even though she did this exact same format of problem a few weeks ago and had demonstrated much more confidence with them. Any advice you have with that would also be helpful.... TIA.
  18. Definitely Singapore Math Intensive Practice. I remember my daughter doing ones with much larger numbers in 2B IP-- something like if a papaya + orange + apple+ banana = 354 and then would give you like two other clues where you had to plug in and create similar substitutions to how you solve your example problem (sorry the book is in storage and I don't feel like making up my own 😊) but I remember her doing it the same way. They also did similar problems with weights-- if 3 triangles weighs as much as 2 circles.... etc with substitutions Anyway, since 2B had those types of problems, I imagine the level 1 intensive practices and the 2A intensive practices would also have them but with similar numbers to your example. We didn't discover IP books until 2B, though, so sorry, can't be more precise than that.
  19. For my 2nd/3rd grader (according to age should be 2nd grade, but she had been eager to 'start school' a year early and I let her call that kindergarten, and she knew 1st grade came next, and thus, here we are going into '3rd grade'). Math: Wherever we are in Singapore, my guess is we will be somewhere in 4a at the start of the school year. Have found this year that using the Intensive Practice books instead of regular workbooks work well for her. Science: Real Science Odyssey Chemistry History: ~1600s to ~~1850. Usborne Book of World History as a spine with a ton of supplements. Have been building my list of biographies for her to read (a lot of Who Was....), Classic Starts of some classical literature from the time period (we do a combination of some abridged for children versions and some full versions), nonfiction about events during the time period, and activities for us to do. A field trip to Colonial Williamsburg tentatively in the works (crossing fingers). Language Arts: English Lessons Through Literature C plus Spelling work out C & D (starting C this year, will finish it next and start D). Her independent reading list will comprise of some bios for history, a few classic starts, and a few other quality children's literature (I like the book lists here: https://www.mensaforkids.org/achieve/excellence-in-reading/excellence-in-reading-k-3-list/ and https://www.mensaforkids.org/achieve/excellence-in-reading/excellence-in-reading-4-6-list/ for ideas) Foreign language: Continue to work on heritage language with Skype tutor. Continue to work on French with Rosetta Stone for an intro) Typing: Still looking.... Religion: Haven't put it together yet.
  20. I am starting to casually look through my book/curriculum options for next year and my older DD will be hitting chemistry (3rd grade). My younger DD will be doing the coursework with us (she will be 1st/2nd grade). What have you found to be the best ways to teach chemistry in elementary school? Science was not one of my strongest subjects (though I did fine, I do not feel as confident in my teaching abilities in chemistry as I do in say, history), so I am looking for something pretty self-explanatory. Both DDs also love hands-on activities in all subjects (our homeschool days are filled with projects), but I do not want to spend a fortune creating my own chemistry lab. With all that in mind, do you have any chemistry curriculum/books suggestions for us? I have one IRL friend who suggested Real Science Odyssey Chemistry, which definitely looks intriguing, so if you have any experience with that I would love to hear your impressions of it as well. TIA
  21. So I posted this last night in the Writing Workshop subforum, only to realize that forum is for actual writing samples... so sorry about that. I am new to the forums so unsure if there is some way to get that thread deleted. Anyway, I am hoping someone can help me here: So my daughter is a young second grader. We are using Writing Strands 2 this year and I have been feeling a bit ehh about it so far (of course, my feelings might change as we progress through the year, haha) but I was hoping people could help fill me in WRT some of the writing curriculum they have seen their children thrive with. I keep seeing people discuss different curriculum options and honestly have trouble tracking which ones are middle school vs. elementary school, what all the acronyms stand for, etc. Background: Elsewhere for language arts we are using English Lessons Through Literature L2 and we are really enjoying it so far (my daughter has really liked the reading selections so far). We also use Spelling Workout and she actually says spelling is one of her favorite subjects, so I do not need anything that incorporates grammar/spelling really. My daughter also loves to read and write. She learned to read early and loves fantasy books, adventure, etc. She also has a very active imagination and has notebooks filled with her own stories that she has created (many of them adopting characters from her favorite books and shows and crafting new adventures for them). Anyone have any curriculum that they would highly recommend? I am looking for something now that will nurture her natural writing and storytelling skills, ideally a curriculum that will mature through the ages and teach more academic writing later on: ie persuasive essays, research paper, etc. Thanks a lot!
  22. So my daughter is a young second grader. We are using Writing Strands 2 this year and I have been feeling a bit ehh about it so far (of course, my feelings might change as we progress through the year, haha) but I was hoping people could help fill me in WRT some of the writing curriculum they have seen their children thrive with. I keep seeing people discuss different curriculum options and honestly have trouble tracking which ones are middle school vs. elementary school, what all the acronyms stand for, etc. Background: Elsewhere for language arts we are using English Lessons Through Literature L2 and we are really enjoying it so far (my daughter has really liked the reading selections so far). We also use Spelling Workout and she actually says spelling is one of her favorite subjects, so I do not need anything that incorporates grammar/spelling really. My daughter also loves to read and write. She learned to read early and loves fantasy books, adventure, etc. She also has a very active imagination and has notebooks filled with her own stories that she has created (many of them adopting characters from her favorite books and shows and crafting new adventures for them). Anyone have any curriculum that they would highly recommend? Thanks a lot!
  23. My kids are young so take what I say with a grain of salt... But if I was in your shoes I would just enroll him in a comprehensive online school (ie not a class here or there, but like k-12), at least for this year. It would make him accountable to others and you would not have to be actively involved with the teaching, taking some of the pressure off of you. It would also give him a taste of what it would like to be in school (he would lose a lot of flexibility) and would also make him fend for himself grade-wise. From what I understand, these online schools also have communities of students for him to connect with/work on projects with/etc. Particularly if his goal is OxBridge, make him research the admission requirements and create a plan for himself to meet/exceed them and set him free for this year. If he flounders, at least it is only 8th grade and not high school and you can help him pick up the pieces next year. If he excels, well, then you reevaluate schooling choices for next year.
  24. I am intrigued by what you are saying about Beast Academy, particularly since it looks like by level 3 they can do the work through an online program. She is loving everything having to do with computers right now (of course, what kid isn't) and I try to limit screen time to educational things. She probably would eat it up-- as on the website it looks like math gamification and challenging problems. How would it work as a supplement course? Do you (or anyone else) know how well the topics covered in Singapore 3A align with BA 3A (I am not totally opposed to switching all together, but it is much more expensive than Singapore so I'm just thinking aloud...)
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