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LilMama

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Everything posted by LilMama

  1. We tried Climbing to Good English last year and went back to Rod and Staff. I do remember that Rod and Staff has workbooks four and up. I might need to look into that again. Thanks!
  2. My oldest son has gone through Rod and Staff Grammar and now AG with success. My second son(4th grade) has been absorbing the content well. However, the format of writing the assignments on a separate piece of paper is not working well. His handwriting is poor, and he is not very accurate in this format. I am looking for a thorough grammar program that uses worksheets for practice. I don't need writing to be a part as we are doing IEW. My preference is that the grammar have a modern feel. Colored/Attractive worksheets would be a plus. Any suggestions? Thanks! Lisa
  3. Great organization! Where did you get the individual containers for the cards?
  4. Thanks for all the input. I think it might be good to try the I See Sam readers. It sounds like there is a lot of built in repetition. The book on dyslexia may be useful as well. I do just want to keep it fun. She is starting K next fall. I just want to give her a little jump start since I think things will take her a little longer than most kids might. She already knows the letter names for the most part. So, I think while we're reading, I'll just focus on the sounds vs the letter names. But, at this point, I think I just need to jump in and see what happens!
  5. Thanks for the replies. I looked over the I see sam readers. I know HOP will not be repetitive enough for DD. It wasn't for my 2nd DS, and that is why we added BOB. Is the I see sam more than just readers? Is there some sort of teacher's manual. How does the program work? DD already knows her letters. I think the recall think is more of a word finding issue. But, she already knows her letters and sounds. But, maybe I should just focus on sounds. I don't know that she has dyslexia. But, I do think she has some sort of learning issues. I have started to look at dyslexia materials since she does have some warning signs. I think her handwriting is okay only because she is so visual. I think she may have some issues going forward since she has some weakness. Any other thoughts or suggestions would be welcome, too!
  6. Hi, I have a newly 5yr old DD who has a history of speech delay. Her SLP's believe that it is/was apraxia. Her articulation has improved greatly over the past year and a half. She his now at the 25th % for articulation. She has a mild expressive language delay that we're currently working on. She knows most of her letter sounds, and I would like to start reading instruction. The problem is for her is that she also has some memory recall issues. Her slp likens it to not being able to find the word or concept from the file system in her mind. She is very visual and really enjoys drawing and art. Her handwriting is good for her age. Problems I have encountered in going over letters and sounds is that she will sometimes misname a letter or sound that she seems to have down for a while. I would like to find a program that takes into consideration her strengths and weaknesses. I have taught two older children to read. The oldest was easy to teach. He picked up reading quickly. The second needed a little more effort. I used hooked on phonics with both. I also used BOB books and starfall with the second. I am thinking that my third will need something more targeted to her needs. Any suggestions would be appreciated! TIA!
  7. My DD is now 3 and is now in public school speech therapy. She was in EI (birth to 3) speech from 20 mos. on. In my state, prior to three, they are concerned with language development as opposed to speech articulation. Even if a child said, " ah wah dah guh dah a dah" for "I want to go to the store", he or she may not qualify since they have the language - the understanding of the words in their head. But, call your local EI and get an eval to see what they think. My DD had an expressive language and an expressive speech delay. Her language delay is really mild now as it is now more a function of her speech delay. Meaning, her articulation is so poor that she can not even begin to say what she is thinking in some instances. Having said all this, it is a challenge to do articulation exercises with a two year old. Lots of language exposure - reading, conversing, and modeling are good. Here are some techniques we are currently using. One is called recasting. http://members.tripod.com/Caroline_Bowen/tx-/mod-recast-with-example.pdf I was advised to recast just one word of sentence my DD tells me. It gives her just that one word to focus on. For example, if she said, "buh bahbah a beh" (put baby to bed). I might just say bed. If I do that, my DD usually will say the word back better than she said it previously. We do that a couple of times. Also, in ST, we are working on speech sounds. We are working on "p" sounds both at the beginning and end of words. So, we've been working on words like mop, nap, pie, pool, etc. Hope all this helps! LilMama
  8. I think copywork of short sentences can be appropriate for a K aged student at the end of the school year. I am not sure if creative journaling is appropriate for K aged children. One idea in Classical Education is that a child needs to be filled up with a certain level of knowledge and life experience before they can reasonably create and express. Not that creative expression is out of the realm of children that age. I see that in my on children's pretend play and artwork. LilMama
  9. bump I'm interested in an answer, too, as I have one who is turning seven and will do SOTW 2 next year!
  10. We prefer R&S in our house. I tried Shurley with my older DS. He liked the jingles. They were great. They teach sentence classification through a question and answer flow. I didn't like that the sentence structure was the same throughout the book. I am sure there was a reason behind this. It just had a strange feel. In the Rod and Staff 2nd grade book, the student learns about sentences, pronouns, nouns, verbs, and adjective. There is no diagramming in this level. However, the student may need to find a part of speech in sentences that don't fit a cookie cutter format. HTH! LilMama
  11. Thanks, Louise, for your reply. That's exactly what I was hoping, but it's nice to hear that your experience lives up to it. I know, there was something weird with my bumps the other day. I tried once, it didn't work. I tried again, it didn't work. But, I guess it did - just later! I actually purchased phonics of drawing and supplies from RR last night(along with some handwriting curriculum - my preK DS loves handwriting). I am planning to do this with my boys this summer. They'll be 5 and 7, so I hope they'll benefit from it as my as your DD! Thanks! LilMama
  12. I like R&S reading. I am doing level 2 with my almost 7 yr old. We do the workbooks orally and trade off reading paragraphs out loud. I like the questions in the workbook. I think it will train DS to really focus on elements of passages he's reading. Plus, DS's knowledge of the Bible is fantastic as a result of these lessons. I think that reading comprehension, etc can be accomplished through narrations. However, my DS will not retell back a story. But, he will answer questions in a workbook. I think the open-endedness causes him to freeze. We also do free reading of other books. I ordered a lot of sonlight readers off of ebay. Plus, DH picks up library. So, that is our reading for enjoyment and read alouds. HTH!
  13. Hi, I am planning to add a structured art program to our curriculum. Would the above make a good combo? I was thinking of starting with the POD then bringing in AP. The main concerns I've heard with AP is that it lacks nuts and bolts teaching. My primary interest in art right now is drawing instruction. I think it might help in other classes. For example, if I want my DS's to draw a flower, I want them to feel comfortable in knowing how to start in making a reasonable representation. Thanks! LilMama
  14. Thanks for the great replies! I had looked at Art Adventures at Home in the past, but I forgot the title and couldn't find it despite hours of searching. I am really interested in the DVD instruction as well! I am sure my kids would love that.
  15. I am currently doing some activities from Drawing with Children and was wondering if anyone could recommend a good art or drawing curriculum that has a little more hand holding with lesson plans. Thanks!
  16. Sorry about your troubles! I do have to say that my two boys were disaster makers like your son, and they are my "typical" children. They are not so much anymore given that they are 4.5 and 6.5. But, they still have their moments. They still require near constant supervision. My older one is highly active as well. I have to really work hard at channelling it. But, my boys have pulled out nearly every towel rod and toilet paper holder from the wall in the house. And, several curtain rods have been pulled out. When DS6 was less then two, he started climbing from his crib. So, we moved him to his bed. It was awful. He overcame doorknob covers and tall gates. We eventually stacked gates to keep him in his room. We could not have him roaming the house while we slept! But, until he was three, he tore apart most books. He got a soccer trophy at 4 and deconstructed it. We've also had to lock pantries, the fridge, and every cabinet in the kitchen. We put three locks on our knife drawer. DS4 is active and slightly destructive. But, he is a little more of a pleaser. And, we were prepared by DS6. Also, we can't have lamps in either boys room. Both deconstructed their cute matching lamps that were set up high and supposedly out of their reach. I now have DD2(almost three) who has sensory issues, speech delays (we think she's apraxic), etc. She has a pretty sweet personality. So, in some ways she's been easier. I can take her out in public and she pretty much goes with the flow. She's compliant. But, if DS6's personality was mixed with DD2's developmental issues, I can see there would be trouble. I do agree a talk with your ped is in order. An appropriate referral can be made. I also agree in gating the stairs. I am sure he can climb them. But, that is sure more difficult than climbing an open set of stairs. Plus, it is a good visual reminder for him to not go up. And, I do think some kids need more supervision. He sounds like a sweet little boy who needs some extra love an guidance to help him grow and develop. For his attention issues, have you tried reading short books while asking lots of questions? Then, maybe gradually moving to longer books? I do a lot of reading with my speech delayed DD, and is seems to give us time to practice speech. Also, is your little boy shy? I think sometimes kids with shyness behave better in public. I think they might not be comfortable showing their real selves to others. At least it seems that way with my kids. Hope you gain some understanding! Being a parent is tough! LilMama
  17. I am using RS A for my DS4. DS6 is using singapore and miquon. But, he's included in the lessons. Both of my DS's really like it. I like that it is hands on and manipulative oriented. I think that it adds a degree of richness to the homeschooling experience. I am not very far into the program. But, we like it so far.
  18. Tracey - thanks for the input on the groups. I think the PS walk in ST is one on one. But, I will check into that. There is a preschool option. I am not sure if DD will qualify. I am not sure how ST works in that environment. Heather - I could understand thinking a problem might be outgrown by age 5. I've noticed in my area, the criteria for receiving ST at age 5 is less stringent than at 4. I am guessing it is for that reason. I certainly hope that DD's language matures and she grows out of it by 5. She's been saying words since around 18 mos and her clarity has not improved much even though she is 31 mos. Fortunately, DD can copy more single sounds than words - she will repeat repetitive single letter sounds. She may be able to repeat the 'n' sound and the long 'o' sound, but not repeat 'no'. A sentence might come out like - ah ah go, mama - for I want to go. She also does cluster reduction. At this point, the ST is mainly having me work on the final consonant deletion issues. If DD says 'beh' for bed, I repeat what she says, but pause and then add a delayed 'd' sound. Then, gradually I can shorten the pause. She said their was an alternative of saying it like beduh, but she found it harder to get rid of the ending than to shorten the pause. Thanks everyone for your input! LilMama
  19. Good info. I like the return policy. We're planning to continue ST. She will be with the EI program through her bday in Jan. I was worried about qualifying under the PS program since they average scores for language. But, once the PS rep heard DD speak, she said that her expressive speech issues alone would qualify her. Thanks! LilMama
  20. Hi, My DD is 2.5 and has been in our states EI program since 8 mos. She is currently doing ST 2x week, OT 1x week, and PT 2x mo. Initially, she was only doing PT. She was not rolling over in both directions. She quickly progressed and started walking at 15 mos. She did not crawl. She started ST at 20 mos. She was evaluated at 18 mos. Her scores were lower than her actual skill since she did not comply with the evaluations. The evaluator got her mad at the beginning, so that set the tone. She started ST in a clinic setting once a week. Apparently, when I was not present, she would not talk to the SLP. Six months into this, I started looking at alternatives. She began ST at home 2x week. She started speaking with the SLP after 3 weeks. A couple months ago, DD had an OT eval. The thought was that maybe she has an issue that's causing her to be quiet with people outside of the family. She was a little sensory defensive and has some tactile and vestibular issues. Fortunately, EI is covering it as she was at age level for fine motor. DD's primary issue right now is her speech clarity. He receptive is at age level. If she said all her word she was attempting clearly, she would not be that behind. She attempts word combinations and sentences. The only words that come out clearly are words like mama, dada, hi, bye, and go. Off and on are "o". Up is "u". Baba represents many words. Her vowels are not clear either. Most "words" are rough approximations. But, she does produce around 100 of these. Likely, she will be recommended walk in ST in the PS system. She will be evaluated for further services. But, educationally, the speech is the most obvious problem. Fortunately, during our first meeting, DD talked a lot. It was actually the first time DD's EI coordinater heard her produce any sounds. I am happy that at least the person we met with heard the severity of her speech problem. And, perhaps DD is coming out of her shell. I am curious if anyone could recommend any good ST resources for home use that would work for a young child. I do not anticipate DD's speech issues to resolve any time soon. TIA! LilMam
  21. I had to stop Shurley English last year. My DS said he wanted to tear it up and throw it in the trash. We are doing R&S this year, and he asked the other day to do jingles.:001_huh: LilMama
  22. http://www.mthea.org/information/church_related_schools.php Here is a partial list of umbrella schools in TN. I am sure any of them would give your niece info needed to register her 1st grader. I registered mine through Home Life Academy. I did it completely online. Their address is in Memphis, though I live in Middle TN. I used a local umbrella school last year, but it was more expensive, which will matter more next year when I will register my second son. Also, another link that may be helpful. http://www.tnhea.org/THEA-Chapters.html LilMama
  23. :iagree: I am often very hoarse. Drs. have said it's due to my allergies and/or reflux. I've also had Graves which is in remission. Not only is reading aloud difficult, but talking for great lengths of time can be uncomfortable. We don't do the hours of reading a day that I've seen others doing. Yet, I still feel my DC's are getting a great education. DH does read to kids at night, too. LilMama
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