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Kuovonne

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About Kuovonne

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    Hive Mind Queen Bee

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    unemployed bum

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  1. Some people use the same passage for copywork and dictation throughout the week. Monday: Observe the passage and annotate to highlight punctuation, capitalization, spelling, etc. Tuesday: Write passage as copywork from annotated copy Wednesday: Write passage as copywork from un-annotated copy Thursday: Write passage from dictation I didn’t actually use this method for either of my kids. My younger DD really disliked copywork, but was okay with dictation.
  2. We use Anki on an iPad and make & annotate graphics on the iPad. There are lots of free/cheap image editor for the iPad. There are some options for marking up photos in the iOS itself. I actually really like graphics apps that use layers. Layers makes it easy to use the same base image for multiple flashcards, but masking/highlighting different areas.
  3. Was the spelling portion of annual testing a multiple choice test? A multiple choice spelling test is very different from other spelling activities. One of my DD’s is a struggling speller and the other is a natural speller. Multiple choice spelling tests did not reflect either of their abilities accurately.
  4. Another thing that struck me was comparing the activities of making bricks while pretending to be slaves and jumping like the Maasai. In the slavery example, the teacher is the Egyptian guard and the students are slaves. The teacher tells the students “Get to work, you slaves. Get over there to one of those sand-colored tarps and get busy mixing that mud! Get busy and mix that mud!” The teacher is then told to walk around the room urging kids to mix the mud faster. In the jumping activity the article says “Children watch a decontextualized clip of som Maasai men jumping. Children are then required to jump for 30 seconds as high as they can.” In the hands of an inexperienced teacher, these two activities could be similar. A well meaning but inexperienced teacher could easily tell the kids to get over there and jump, keep on jumping, and jump higher, with the same tone of voice and the same urging that was used for the slavery activity. The kids then basically learn that teachers are the boss and kids are treated like slaves. That both damages the student-teacher relationship and undermines how awful slavery actually is. A skillful teacher could probably make a distinction between the activities, but most VBS teachers are just regular parent or teen volunteers who are not highly skilled in adapting activities.
  5. While I agree with most of HeighHo’s post, these suggestions gave me pause. Lifeguarding and first aid certification can lead to part time jobs while still in high school. Lifeguarding is a great summer job. First aid certification can make it easier to get babysitting jobs. Having study hall might make it possible for a student to take an AP class while holding a part time job. Having a part time job in high school will help students get a better understanding of how quickly money can disappear and how hard one has to work to earn money. Plus, money from a job in high school will mean that the student will have to take out less debt in college.
  6. What about requiring students to demonstrate financial literacy before allowing them to take out a loan? While I don’t like the idea of adding another hurdle to higher education, making sure that kids actually know what they are getting into when they sign these loans might help. Whenever I have taken out a loan, the terms of the loan have always been explained to me. However, I have never had to demonstrate that I actually understand the terms of the loan. It is way too easy to tune out the explanation. (I’m not saying whether or not I actually understood the terms of the loan, but rather that I never had to prove that I understood.) Proving financial literacy could be accomplished in a variety of ways: - Passing a standardized test about financial literacy - Having a credit score above a certain threshold (student’s credit score, not parent’s) - Portfolio review that includes looking at use of credit cards, checking account, job history, past and future budgets, job prospects for selected major, etc. What if the ability to take out a loan was similar to getting a driver’s license? My daughter is working on getting her driver’s license, and it is a long process. In addition to the age requirements, she has to have a minimum number of hours of classwork, pass a written test, log a minimum number of hours behind the wheel, watch a video about the the dangers of distracted and drunk driving, and pass a road test. She has been working on the process for over a year, and after she gets her provisional license, it will be several more years later before she has a full, unrestricted driver’s license. What if taking out a loan requires passing a written test, being a named user on a check account or credit card with a minimum number of transactions for a minimum number of months, and watching a video about the dangers of financial bankruptcy? Then also have a cap on the maximum amount of the loan. While kids under 18 currently can’t have a credit card in their own names, they can be authorized users on a parent’s credit card much younger. Or they could get a secured/prepaid credit card. Many banks have free checking accounts for students.
  7. The problem that I have with the “click language” is that children are told practically nothing about the language before being asked to make up words in the language. I think that presenting a new language is fine. Trying to imitate the sounds of a new language is fine. Trying out names in a new language is fine. However, inventing words in a new language while knowing practically nothing about the language is crossing the line. Why not have the kids try to imitate actual words and provide translations of the words? It doesn’t matter whether or not the native speakers of the language hear it. The damage is done because the impressionable young minds start thinking that they have ownership of a language that they really know nothing about. I could easily see a kindergarten age child participating in that activity and telling other kids that he can “speak African” while making up random sounds. I could picture a an older bully taking the information from that “lesson” and making clicking sounds to tease someone from Africa. Calbear’s example of people pretending to speak Chinese to tease other kids is a great real-life example of how hurtful the situation can become.
  8. Thanks. She ended up spending a year and a half on prealgebra. She would be happy sticking with prealgebra because she would rather have easy math and be done faster, but she is definitely ready for algebra in the fall. I tried to explain earlier why I label this kid as non-stem. She has shown a very clear preference for a non-stem activity over the course of several years. I do not label her as non-stem simply due to how well she does in math or how much she (does not) enjoy math. Mostly, I say she is non-stem mostly due to how she chooses to spend the her time and attention in a non-stem field. She may change her interests in a few years, but for now she is not a stem person. Thank you for the recommendation for Derek Owens, I will look into that program for Algebra.
  9. This was not our experience with Horizons prealgebra. While DD struggled with a few things, I do not recall having problems for a topic before the topic was introduced. There were times that DD did not know how to do a problem; however, I was able flip back to previous lessons and show her where the topic had indeed been introduced. Eventually DD learned to flip back on her own to look up concepts. The lack of a table of contents made looking up concepts difficult, but it was doable.
  10. It is a year and a half later, and I thought I’d give an update in case anyone ends up with a kid in a similar situation and looks up this thread. DD finished up Horizons 6 in the middle of 6th grade. I decided to start Saxon 8/7. It was a bust. So then I switched her to Dolciani Pre-algebra. It was also a bust. Finally, I switched to the last program I had, Horizons Pre-algebra, and it worked out. I had to give up on having her write out the problems. It just wasn’t going to happen with this particular kid at that particular time. Horizons Pre-algebra ended up being a good fit and she finished it at the end of 7th grade. So, she spent a year and a half doing pre-algebra and she is now well positioned to start Algebra in 8th grade. I also got her standardized test scores back and her math scores improved over last year, so Horizons Pre-algebra worked well for this kid. There is a chance that she will go to school for 8th grade, so I am glad that she is ready to start a new math book at the beginning of the fall, like everyone else. There is also a chance that she will stay homeschooled and want to either graduate early or have a very light senior year, so starting Algebra 1 in the fall and doing only one year of Algebra 1 makes sense.
  11. The introductory workbook is all level 1 problems. The regular book has problems for all three levels. Unless you need a lot of practice with just level 1 problems you will be fine with the regular verbal problems book.
  12. Totally normal. No reason to be concerned. In fact, don’t be surprised if it also takes awhile to grasp that ten hundreds is a thousand.
  13. I agree with everyone above who would make “license” the direct object of “got.” I would accept diagramming “got out” as either (a) the verb “got” modified by the adverb “out”, just as you did with the second “out,” or (b) a phrasal verb. A phrasal verb often looks like a verb + adverb, but the combination has a different meaning from what the words mean individually. (A phrasal verb is different from a verb phrase. A phrasal verb looks like a verb + adverb, such as “get out”. A verb phrase is helping verbs + main verb, such as “can get”.) When trying to decide if a word combination is a phrasal verb, I will often look it up in a dictionary that includes definitions of phrasal verbs. One of my dictionaries lists “get out” with the definition of “to produce,” which is the meaning used in this sentence. Your 10 year old did a great job diagraming the sentence!
  14. It’s a fine paper for 7th grade. She has good vocabulary, sentence structure, and mechanics. She also has solid topic sentences. However, the fact that the paragraphs were initially written independently does show. If you want to do more with this topic, here are some ideas. -Try rewriting the paper in the 3rd person and cut out half the exclamation points. Most academic writing is in the 3rd person. Taking out the “you” and “me” can be surprisingly difficult. - Pick an overall structure for the order of the rides. In the current paper, these seems to be no particular reason for the order of the rides. For example, she could organize the rides by type, location, ridership, length, tameness/wildness, age, or some other feature. Then add in transitions based on the organizing principle. If you do this, I recommend using only 3-5 ride for the paper. - Include more parallel information across the rides. While the current paper lists the name and location for each ride, some features are only mentioned in a few rides. For example, the type of car, seating arrangements, end point, and height restrictions are each described in multiple paragraphs, but not all. - Pick one of the roller coasters and go more in depth in it. Brainstorm about the different sections of the ride. Look for more sensory details and emotional responses on each part of the ride to give a fuller experience. - Write a paper that makes recommendations for different rides for different types of people. Instead of simply describing each ride, you daughter will have to analyze and evaulate the rides, which is a higher order thinking skill.
  15. What worked for my DD who struggled with spelling was repetition, lots and lots of repetition. While I used All About Spelling, I added in a ton of review of previously taught words. We spent far more time on reviewing old words than on learning anything new.
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