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maptime

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About maptime

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    Hive Mind Worker Bee

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  1. Here’s a few we have on our shelves that come to mind (I’m not sure whether you’re looking for non-fiction picture books about plants or for literature related to them, so I’ll just include both): From the Lets Read and Find Our Series (non fiction): - A Tree is a Plant - How a Seed Grows - Why do Apples Grow on Trees? - Why do Leaves Change Colors? Other Favorites: Miss Rumphius, by Barbara Cooney How to Make an Apple Pie and See the World, by Marjorie Priceman The Reason for a Flower, by Ruth Heller Plants that Never Ever Bloom, by Ruth H
  2. Awesome find, and perfect for my kid who asked to study chemistry this year! Thank you for sharing!
  3. For a first grader, especially with older children in the mix who also require teaching time, I would go with Mystery Science, hands down. In fact, that's exactly what I'm doing this year😂 In terms of beefing it up with a reading list, my plan is to just pull out the applicable book from the Let's Read and Find Out series for each mystery as we go. I feel like LRAFO books are perfect for that age, and I like the continuity of having a series like that as a "spine" to guide me. This makes it less likely for me to fall down the rabbit hole of researching the PERFECT book for each and ev
  4. My ds has really been enjoying books written by Steve Sheinkin. Right now he's reading Bomb: The Race to Build- and Steal- the World's Most Dangerous Weapon , but he's enjoyed his other books as well, including Most Dangerous: Daniel Ellsberg and the Secret History of the Vietnam War and Lincoln's Grave Robbers. My kid is already pretty interested in history, but I think Sheinkin has a knack for choosing high-interest topics that even a reluctant kid could read without too much complaining 🙂
  5. This speaks to me 🙂 Thanks for your helpful feedback, everyone. I can't say that I have a firm resolve one way or the other yet, but you all have provided lots of good food for thought. I do have a question for those of you in the use-it-or-lose-it camp who feel that cursive needs to be used across the board in order to be maintained: has this proven true with your kids in regard to printing? Put another way, have your children lost the ability to print because their school assignments are completed in cursive? I mean this with no snark. To be honest I'm still a bit dubious, but
  6. While block letters (all capitals?) is not the alternative I'd be proposing, your point about the speed of writing is one I am currently weighing. I wonder if this is a YMMV situation in which each individual has the style they find the fastest, or if cursive is objectively (measurably) faster. The latter is certainly possible. I just wish I knew by how much. This raises a point I hadn't considered. While the ability to read and write in cursive are non-negotiable to me, if clear communication is the goal, could legible print actually be the ideal default In light of
  7. I feel like these points illustrate my dilemma. It's important to me for my child to be able to read and write in cursive for all of the above reasons, but it seems to me that all of those bases could be covered with a dedicated "cursive page a day", without insisting on it being used for all written work. I do, however, know he would never gain lighting-speed this way. I guess I'm trying to figure out if there is something inherently important about using cursive instead of print as his primary means of writing in his regular life, beyond the baseline ability to read it and form a nice s
  8. I know that there are various schools of thought when it comes to cursive instruction. I decided years ago that my children should be taught to write in it, if for no other reason than I want them to have the ability to easily read it. I've done that, and my current 5th grader has acquired a beautiful cursive hand through various copybooks, etc, but is loath to transition to completing his regular school assignments in cursive. I think the primary reason for this is that at this point, cursive takes him longer than printing (which will likely continue to be the case until I enforce cursiv
  9. So if I'm understanding you correctly, it sounds like you are using WWS1 for your own reference as a scope and sequence of sorts? That's a great idea, and one that could spare me from the temptation to run two programs at once (which over here, would likely result in two programs done poorly). Keep us posted on how this goes! I'm particularly curious how well the two approaches mesh with one another.
  10. I own it, and have taught 3 kids to read with it. It worked really well for us. My first kid balked at the length of the fluency sheets, but that may have had more to do with him than the program 🙂 I felt like it prepared all of them incredibly well. We've continued on with AAS (including my current 5th grader), and the continuity has been lovely. If you are clutter-averse and/or plan to continue on with later levels, I really recommend purchasing the letter tile app. I didn't want to spend the money at first, but I was going crazy trying to keep track of all of those littl
  11. Thank you for sharing this. I have kids of similar ages/levels and it’s really helpful to hear how others are planning to implement this in real time. Do you plan to continue the WWS series with your oldest along with TWR? So far my plan is to start incorporating the because/but/so exercise within content subjects for my 5th and 3rd grader, as well as a daily run-on sentence remediation exercise for the kid whose writing needs to take a breath🙂 We started the year with IEW (5th grader) and WWE (3rd), but I plan to slowly add to/modify/replace those with TWR activities as I get
  12. It’s not a curriculum per se, but my favorite science “spine” for that age is the Let’s Read and Find Out series. My K-2 kids have generally found them engaging, and they’ve served as a great springboard for further questions/discussions/investigation. You can simply pick a book that interests your kid (there are a ton to choose from on a variety of scientific topics), and have that be the topic for the week. There are usually instructions for a simple activity at the end of the book if you want an easy hands-on component. Throw in a couple of related library books that look interest
  13. Just wanted to pop in and thank you for starting this thread! I have thoughts to share, but will have to wait until I have time to sit down and write them out. I’ll be listening in in the meantime🙂
  14. Yes!!!! The because/but/so exercise (or the “Because, Buttso”, as it shall forever be named in my mind- thanks for that) is the exercise I’m most excited to implement once we resume our studies after Christmas break. I love that I can just start that one small thing now, without having to wait until I’ve read and mastered the entire book. In the meantime, I find myself mentally constructing my own sentences from random sentence stems throughout the day. ”She loves chocolate cake because....” That’s normal, right?😂
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