Kendall
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Posts posted by Kendall
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I did WWS 2 with a 9th grader who had not done WWS 1. Since you are purchasing WWS 1 anyway, you could look closely at it and move on to 2 or do some parts of WWS 1 (that might be better). Then he did some of WWS 3 and then AP English online.
I also really like the imitation work that Writing in English by Maxwell does. https://books.google.com/books/about/Writing_in_English.html?id=s1sQAAAAYAAJ
I'm not far into it, but the analysis portions are similar to the WWS series, but the imitation part is not.
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My brother, who is a marketing manager says that he learned "everything he needed to know" in
Kindergartenworking at a fast food restaurant from 16 to 18.5. Dealing with customers, dealing with bad fellow employees, dealing with good ones, some accounting, management. Not what teens want to hear...-
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I so appreciate all of the responses, both those with ideas to try or potential problems as well as those who are indicating maybe she just needs more practice and/or is already doing okay.
I taught her using Alpha Phonics (and some readers and real books as soon as we could get to them). I used flashcards with vowels/consonants and vowel and consonant combos (sh, oi, etc). I used them with her longer than with the other kids. I also had to go back and have her read easier things to me and I had her read each little book every day until it was smooth. This helped a lot and I expected she would then jump ahead, but she has only moved steadily. I think that was at the beginning of 2nd grade. She does read on her own now without being told. I taught a few sight words, but not many (would, could, the, many-there were others).
I did the MWIA with her today that was one of the first links in the link Elizabeth B and OneStepAtATime posted.
We started with the Holistic-II words. And then did the Phonetic-II list. Her difference was 7%. It could have been less I think but she was trying to read the first list too fast. WPM was 70 and 65 I then had her read the VOTE articles (136 and 89 ) I wasn't sure what to count as errors. There were words she tried 3 times before getting correctly(she self corrected and noticed they were wrong herself), there were 2 words she didn't pronounce correctly (minority and material) and a few words that she subbed a word (for for or, this for It). Counting all of those as errors she missed 3 on the easier one and 6 on the harder one.
On the phonetic -II word list there were words in which she put a letter in that was in a nearby word. She reread all of them correctly except for monk, which she knew wasn't correct but couldn't fix on her own. She had 6 errors total on each word list.
The investigation and steady practice continues!
Thanks again,
Kendall
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Thank you so much for all of the responses. I've been reading about stealth dyslexia. I haven't ruled it out, but she does not have the writing issues that are mentioned. She has nice handwriting and she wrote earlier than my others. Including writing stories when she only knew short vowel sounds. She does choose to read during some of her free time.
I used the easycbm site reading fluency passages and for 3-1 (she is in 4th) she made only one error(read a comma as a period) and her speed was 129 which was in the 85th % (seems to me that she should be in the 99th for 3rd grade). I had her read an Easy Reader (Henry and Mudge) and her speed for that was 106, but that includes page turns. She didn't noticeably struggle with any words, though it seems that she should read this easy book quicker.
I had her do the nonsense words from
http://teacher.scholastic.com/reading/bestpractices/phonics/nonsensewordtest.pdf
She missed 3 words total from the 5 sections. When I pointed to them later she read all but wolide correctly.
Tomorrow will be spent with a different daughter at an outpatient infusion center. So research and assessment will continue on Wednesday.
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I agree with the they don't have to be interested, just have to do it posters. That maybe coupled with some new materials and a Russian speaking trip to his favorite restaurant with Mom?
But if you want to look at another language, I also was going to suggest ASL. Especially if you could find a local class or Deaf person for occasional live practice (swap lawn mowing or something for tutoring?). Sometimes local churches will have free classes.
You can get enough proficiency in 2 years (or even a year) to hold a conversation(albeit quite slowly compared to Deaf speed!). My daughter knew enough to help someone at the place that she volunteers. My son wasn't sold on ASL ahead of time, but has ended up enjoying it. We have used the materials from lifeprint.com. It is the material the instructor teaches his college classes.
They both were much more proficient after a year than my older son was after a year of Spanish. Not even close.
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I will check nonsense words today.
Trouble with spelling? YES! It is getting slowly better.
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Yes, both my husband and I read aloud daily. And as the 7th of 8 other people have read aloud to her lots.
I will try the suggestions and it helps to know that 90's isn't horrible. I know I can't compare her to her 7 year old sister(who is advanced I think), but they are reading the same book to me and the 7 year old is faster and smoother. Also this book has a 5.5 reading level designation according to one website.
I will try the tandem reading and a lower reading aloud level for some of her reading to me. At one time I was doing books below for fluency and books at for vocabulary, decoding, etc. She was improving and I got away from doing that.
I'm also going to make some more observations to try to figure out what slows her down. She doesn't usually labor to sound words out.
Yes, she speaks fluidly and quotes dramatically sometimes with accents :).
Thanks for the responses.
Kendall
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My 4th grader does not read aloud smoothly or quickly. She stumbles over words, skips little words, sometimes reads a word wrong(but will correct it herself if I have her do it again), or often just doesn't move smoothly and quickly from word to word. The paragraphs I timed today were in the 90's word per minute. But then when I timed a paragraph that she read silently her wpm was 156 and her comprehension and memory of it was excellent.
I am going to do more timing to see if this is consistent.
Have any of you had a child not read aloud well but really be okay silently? What do I make of this? I know silent reading is always going to be faster, but her read aloud isn't at grade level according to charts, but her silent reading is.
Do you have any suggestions about what to read to educate myself, what else to look for in her, what to try?
I am going to time something that is easier for her and see what her reading speed is for easier material.
She has always struggled a bit with reading (though she is unaware of it:) )
Thanks,
Kendall
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I am going through the Art of Poetry slowly with my 6th and 8th graders. I find the poems online and print them and I use the TE. It gives discussion questions (and suggested answers) which I need. This would probably do what you are wanting.
I liked Classical Writing Poetry and so did the children, but it took more prep work than I had this year. It also does different things than Art of Poetry. I hope to get back to it next year.
Memoria Press has some poetry books but I don't know anything about them.
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Draw Europe by Draeger http://artk12.com/product/draw-europe/
Drawing Around the World Europe by http://brookdalehouse.com/product/drawing-around-world-europe/
Can any of you compare these two books for me?
I couldn't find samples of the 2nd book.
Thanks,
Kendall
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A jump from sophomore to junior year isn't an issue. I don't know if a jump in a few months is an issue or not.
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Can people who are immunosuppressed continue to do their animal related job and do they have a higher incidence of toxoplasma and other zoonotic diseases if they do?
From what I am reading physicians and veterinarians have different views of the risks. We are hearing the physician side; I would like to hear the veterinarian side. My daughter works with animals at the shelter and doctors are telling her no for now and we aren't sure they have scientific grounds for this. We own a cat and they aren't telling us to get rid of the cat.
Thoughts?
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Thank you for the information! And I needed to hear that about the Challenging problems.
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Thank you, Penelope for the specifics about what the AoPS will cover that Foerster didn't and also what it won't review for us that Foerster did cover.
Ruth, if you had time I would love your thoughts on using the prealgebra at all for a child who hasn't already had algebra. After reading your comment I moved the one(10th) that is reviewing algebra to the Introduction to Algebra book and it is going a lot better and more quickly. Thanks!
My 6th grader is doing MEP 5 and breezing through it and also doing the prealgebra slowly. I moved my current 8th grader to Foerster Algebra I at about the same place in MEP, but she was at the beginning of 8th instead of mid 6th. Do you have thoughts on either of these sequences for her? Both would probably be along side of finishing MEP 5 and maybe 6 at a fast pace but I am open to dropping MEP
Continue prealgebra and start AoPS Algebra or Foerster Algebra when finished
Start AoPS algebra instead of finishing the prealgebra and then do the Number Theory book between or at some point alongside Introductory Algebra.
My goal is not to start Geometry until 9th grade. I don't want to race ahead and get to the high school sequence earlier, I would rather go deeper either by using the prealgebra or by using the Number Theory. I don't think there is time in the rest of this year and the next 2 to do prealgebra, Introductory, and the Number Theory.
Thanks,
Kendall
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If you were using these for a review of algebra for a child, which of these would you start with? I started with Prealgebra and she is moving slowly. I just got the Introductory Algebra and it doesn't look as hard or long in the first chapter, and it is covering some of the same things. So I am thinking maybe I should just start there. She completed Foerster Algebra I last year. She struggles with math. She is doing Geometry now, or was, but due to illness we are going to "repeat* " 10th grade next year so I have time to shore up algebra along with finishing Geometry. But at this pace she won't have time to get through both Prealgebra and introductory algebra.
Thanks in advance,
Kendall
*A more accurate description is extend 10th grade through the end of next school year.
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I have asked this in the past and was convinced to do it all. The exception is the chapter in the middle. The one in my book is on Basic Programming. More recent editions have something else. I can't remember what, but I felt it was unnecessary. It might have been fitting lines to data?
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If I thought my child would reach the 80% I would have them take it because it is a cheap test(I think the cheapest!) and gets the good student discount for our car insurance. We did not make that, so are going to have to take a different one. Though I am going to campaign to the insurance company first that a score in the 70's% on the PSAT is higher than an 80% on a 10th grade Iowa basics standardized test! I really wasn't expecting 80% for this child and only had her take it as a cheap first testing experience. If a student is no where near NM status I probably would not have them take it again in 11th.
I have a friend who is wondering if her child's score is an indicator of how her child may do on the ACT. The PSAT was so different this year that I don't know how to judge that.
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In your opinion, what is a good-don't need to worry about them score (rather than a good heading toward National Merit finalist score).
This is for a sophomore.
I guess the score report kind of shows that in he red/yellow/green coding, but I'm not sure how reliable that is considering the rumor that the percentages are based on kids that didn't even take it.
I mean the scores this year. I'm quite familiar with the previous years' scores.
Thanks,
Kendall
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Here is a link that talks about the topics for invention (brainstorming). It might give you more ideas for leading him in brainstorming.
Lost Tools of Writing shows how to apply these. I'm sure there are other programs that do, but I can't name them for you.
http://rhetoric.byu.edu/Canons/Invention/topics_of_invention/topics.htm
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Foerster Algebra 2 has a 5 minute quick review at the beginning of each chapter. I which Algebra 1 did, but you could adapt it just like OnMyOwn suggested(great suggestion!). 5-15 minutes pulling from chapter reviews or just sections.
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I will confess that the Middle Ages is my least favorite literature year.
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Thanks for the input, thus far. They have already read Beowulf(we spent much more time on this than I normally do, listening to it once and reading it twice and writing about it), On the incarnation(which in retrospect I would skip), and something else the title of which is escaping me.
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So, the last 2 months have resulted in NO school for my 10th grader because of a newly diagnosed disease and acute renal failure from it. She is home now and her kidneys are recovering and treatments ongoing(so we will miss some more days here and there), but we lost not only this time but the 1 month before that was not real solid school wise either because she was starting to not feel well. And we probably won't be at full school strength right away now either.
We have decided to continue 10th grade through next year. I am starting to think through how to transcript this and how to do some of the courses. For instance Biology she will finish next year at least by Christmas. I though about doing some Anatomy and Physiology through the rest of next year as she is highly interested in that now, but would I transcript a semester of that and a semester of her Physical Science from 9th grade? Or just transcript Physical Science and Biology and not even note the Anatomy?
How have you handled such issues? Any other suggestions about this odd situation?
Thanks,
Kendall
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If you had to cut one of these which would you cut? OR which would you definitely not cut.
The Confessions
Song of Roland
Sir Gawain and the Green Knight
The Divine Comedy (Inferno)
Thanks,
Kendall
Readers, Phonics, Grammar, Spelling,Dictation and Narration for 1st Grade
in K-8 Curriculum Board
Posted
A few misc thoughts which may not directly answer your questions:
No grammar (except informal) No spelling (unless they beg) Have them read to you for a minimum set amount of time and get as far as you get. The only dictation I do with a non or beginning reader is letter sounds. Then occasional short vowel words (one of my kids didn't figure out how to read words until I gave him words to spell-he begged). He could spell the word and that helped him learn to read it.
Read to them aloud daily (at least), Memorize poetry, handwriting, phonics instruction (I use Alphaphonics). I use readers only until they know enough rules to read easy readers. Alphaphonics starts with short vowels forever (there is a method to this madness!!) and I use Merrill Linguistic readers 1 and 2 (or maybe A and B) and Bob type books until we are a little ways past that point.
Narration and discussion. Some copywork but not daily at the beginning of the year and only copying single words until they are able to read what they are copying.
Maybe a phonics workbook of some type for practice or at least to give them something semi useful when I am working with siblings. (Like ETC)