Sweet Home Alabama
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Posts posted by Sweet Home Alabama
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Ok... let me muddy the water just a little bit. I've been asking about MFW high school for my oldest, but if I started her in Ancients in 9th grade, her younger brothers would continue in the history cycle and do the next rotation: Early Modern.
Now, if they do this, then by the time they get to high school, even they can use MFW high school in 9th grade and re-use the books from my oldest child. Each child would be on the 4-year plan just not at the same time and would end up in 9th grade doing ancients.
BUT, if we do this, I'll have the oldest on a different history cycle than her younger brothers.
Keep them all together and do Early Modern in 9th for oldest? ..... or
Separate the oldest to do Ancients with MFW?
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Thanks, ladies!
Could anyone suggest anything to help the ancient/medieval repetition to NOT be so boring?
I mean... if we do end up doing ancients and medieval back to back is there a way to spice it up or to do something so that the student does not dread doing these so close together?
Or, is there anything I should definitely not do or avoid ? I'm just trying to make the ancient/medieval years as pleasant as possible especially considering my dd might do these years back to back.
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I am beginning to plug courses into a high school 9th-12th grade sequence since my oldest is moving into 7th grade this year.
We are using BP Ancients this year and will continue with medieval history next year. I know it makes sense to continue with the history cycle, but when I read about MFW high school, I wondered how bad it would be to do that for high school.
So, that means my dd would study:
7th: Ancients
8th: Medieval
9th: MFW Ancient History and Lit
10th: MFW World History and Lit
11th: MFW US History to 1877 with Government, Am. Lit, Biblical Wld View
12th: MFW US History 1877-Present with Econ, Geography, and Lit
How bad would this be to have ancients and medieval back to back? Should I just forget about using MFW and continue with Early Modern history/ early US history?
Thanks!
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I posted this on the high school board, but I haven't gotten many responces. Can any of you on the K-8 board offer an opinion?
I've been listening to SWB's writing lectures.... all of them. I've really learned to appreciate how she simplifies the process of teaching challenging subjects. She makes homeschooling doable and doesn't use resources that are expensive. She makes it easy to understand HOW to teach.
I've never tried to implement her way of teaching writing. We used IEW for the first time last year: History Theme Writing: Early American History, and we wrote A LOT! My kids learned all about structure and style, but it was almost too much... overwhelming especially for my youngest. My oldest adjusted.
Changing over to narrative summaries and outlines will be a lot LESS writing compared to last year. I will have a 5th and a 7th grader this year. Looking ahead to high school, I just want to be sure that my dd will be prepared for high school writing if we use SWB's writing plan.
SWB does not comment about writing different kinds of writing: descriptive, compare/contrast, operational, and she doesn't say to practice 3 or 5 paragragh essays.... a standard in many writing curriculua. How important is that?
I've considered letting my oldest take a composition class through a local home school covering or through Potter's school in her 8th grade year. If we only use SWB's plan, would she be ready for assignments given to her by any other "school" ?
Suggestions? Recommendations?
Thanks!
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Jenn,
Thanks! Yes, I have listened to SWB's high school writing although I'm in the process of listening to each one of them several times each because that is the way I learn best. I'm just about ready to listen to high school again.
Please.... could others offer more opinions? I know many listen to and use SWB's advice.
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I've been listening to SWB's writing lectures.... all of them. I've really learned to appreciate how she simplifies the process of teaching challenging subjects. She makes homeschooling doable and doesn't use resources that are expensive. She makes it easy to understand HOW to teach.
I've never tried to implement her way of teaching writing. We used IEW for the first time last year: History Theme Writing: Early American History, and we wrote A LOT! My kids learned all about structure and style, but it was almost too much... overwhelming especially for my youngest. My oldest adjusted.
Changing over to narrative summaries and outlines will be a lot LESS writing compared to last year. I will have a 5th and a 7th grader this year. Looking ahead to high school, I just want to be sure that my dd will be prepared for high school writing if we use SWB's writing plan.
SWB does not comment about writing different kinds of writing: descriptive, compare/contrast, operational, and she doesn't say to practice 3 or 5 paragragh essays.... a standard in many writing curriculua. How important is that?
I've considered letting my oldest take a composition class through a local home school covering or through Potter's school in her 8th grade year. If we only use SWB's plan, would she be ready for assignments given to her by any other "school" ?
Suggestions? Recommendations?
Thanks!
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Is it necessary to buy the teacher's edition for math, or is it enough to just do the next page?
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Please vote for one of these for 5th grade math. This child has completed Horizons 5th grade as a 9-10 year old. He needs time to mature, and I want to repeat 5th grade math before adding new/more complicated skills.
Which one gives the best instruction and has the best scope and sequence so that we can continue on grade level in 6th grade? ....can prepare for algebra? Which is more teacher/student friendly?
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Thanks so much, ladies! This has confirmed adding hands on projects is a step in the right direction. I appreciate your help!
Any other thoughts?
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My youngest is working through these right now. She is working in Key to Fractions, Decimals, and Percents all at the same time. I set it up so she rotates through the workbooks. I actually had her working in Key to Algebra as well until she hit a wall in the 2nd book. My dd finished the Fractions series back in May.
This is what her schedule looked like at first:
Monday: 5 minutes fractions, 25 minutes percents
Tuesday: 5 minutes decimals, 25 minutes algebra
Wednesday: 5 minutes percents, 25 minutes fractions
Thursday: 5 minutes algebra, 25 minutes decimals
Friday: 5 minutes decimals, 25 minutes fractions
When I dropped Key to Algebra (which wasn't until May), I replaced all the algebra slots in the schedule above with fractions.
My dd is in the 2nd or 3rd decimal book and the 3rd percent book.
She will probably finish all the books by October. She started in February.
It is most definitely possible to do all the fractions, decimals, and percents books in one year.
I would recommend doing a mix of the books rather than working through the series one at a time. Do something like Fractions on M/Th, Decimals on Tu/F, and Percents on W.
I added in a separate 5 minute math time because it helped my dd to see every topic come up at least 2x/week.
Thanks, Angie! This is very helpful.
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This is so out-of-the-box, but I'm going to ask anyway.
I have a ds who has been working ahead one grade level until now. I'm going to move him from a grade 6 level back to grade 5 level. I advanced him in kindergarten just because he flew through his math. We just kept going.... Now, he just needs time to mature. Some math and language arts skills have become frustrating to him, and I cannot allow him to continue on this path. He would begin to just dread schoolwork and not experience success. You all know what I mean.
I think I'm going to use CLE math and language arts: grade 5.
My question:
My dh and I would like to expose our son to hands on projects that would supplement the skills in math. Think of a unit study approach. For example, while studying measurement, use measuring skills and build a birdhouse. Learn, in a "real world" way how math skills apply to everyday life. We'll be studying life science this year and ancient history, and my dh is a hanyman with tools and can help build/make anything.
This kid is a wonder at Legos and drawing. He is a scientist a heart and analyzes EVERYTHING! He loves animals, making maps and charts, and using the computer. If we could apply math to things he loves naturally, we think school would just take off for him!:001_smile:
Do you know a way to merge math with science? or math with life-skills?
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I worry about this same thing happening with my daughter. She is just zipping through CLE Math, (which already seems a little ahead in the scope and sequence than other programs I have used) and now she's also almost a year ahead of her grade level. I'm really worried this is going to come back to bite us at some point. I think I'm going to start slowing her down some so she doesn't get more than 1 year ahead.
I haven't read all the replies, but how about using the Key To series to build mastery and bide some time. Then maybe he would be ready to start the next level of Horizons in January.
Lisa
Thanks, Lisa!
I looked at everything that has been suggested yesterday, and boiled it down to either Key To series or CLE. I'm leaning toward CLE because it looks like it has more explanation.
I like CLE because it is clear and it speaks to the heart of our issues. I can present it quickly, and since he's already been exposed to the content, he'll probably say, "I've got it, Mom." Then he'll go do the work. If I chose something like BJU, which gets fantastic reviews, I think that program is more teacher intensive. I think it would feel like we were starting over with a new curriculum.
I do have a bit of a new problem though.... I'll be doing more skipping around than I ever intended in doing. From CLE, I've always thought we'd go back to the Horizons 6 book (which I have). But, after Horizons 6, I'll have to choose something else since that is the last book in that series. Once again, another change. I guess I need to put blinders on until we get over this current hump.
I had not considered, however, the Keys To followed by continuing Horizons in January. I think that would depend on readiness once again. If the Key To books had him ready for Horizons by then, maybe we could continue. Great idea!
I'll have to keep thinking about it.... I kind of like the thought of using CLE grade 5 for both language arts and math. I'm just very relieved that he won't have to struggle through grade 6 content. My next step will be trying to explain to him why we're not doing Horizons and why there is a "5" on the books he'll be using next year.... :001_huh:
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Which 5th grade math would you choose? It goes without saying that I know algebra awaits us in just a few short years, and I want to have a good base now to prep for it.
CLE
Bob Jones University
Key To Fractions; Key to Decimals; Key to Percents
Math Mammoth
Other
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My dh just got home from work, and as we sat and talked, we had an idea. Thought I'd ask to see if any of you could give some direction.
Our ds has the personality of a scientist. He constantly thinks in terms of analysis..... of EVERYTHING! He is very creative, and he has a great vocabulary. He likes to pretend in terms of being a professor (teaching) or a spokesman for a product (persuading someone in a commercial). He builds with Legos all the time, and he loves animals and dinosaurs. He loves to draw. He's talked about science and business in terms of a career when he grows up.
All this to say, it may help him to do some "out-of-the-box" math skill projects. One example: my dh and ds once built a bird house together. Ds had to measure, cut, glue, etc.... He LOVED this project. It gave him the opportunity to practice practical math skills while learning about bird habitats, etc....
Do you have any suggestions for project-based (unit-study approach) ideas that would either supplement math or take the place of curriculum?
My biggest problem with this idea is the NEED of a lesson plan. I am NOT an out-of-the-box person!
Any ideas?
I may need to repost on a new thread since this is a very new slant to my situation.
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Thanks, Mandy!
4 Fraction books4 Decimal books
3 Percent books
11 books at 3 weeks per book = 33 weeks with 3 weeks padding for any topics that need more time.
This should be doable.
HTH-
Mandy
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Bless you, Karla for this encouragement! I think we have the potential for the same kind of improvement!:001_smile:
I empathize with what you are going through. My daughter has a September birthday. In some states she would be entering 4th grade next year, but in our district the cut off is Sept. 1. For many reasons, I decided to dub her a kindergartner a year early. I regretted this decision for a long time. Last year we repeated 2nd grade. I can hardly express what a HUGE relief this has been for me. She now excels at her math and she works ahead in science and language arts. Her standardized test score was fabulous. Really one of the best decisions I’ve made. She feels successful and is happy. I was able to explain to her that I had made a mistake in calling her X grade and I was merely correcting my error. I realize this simple explanation probably won’t work with your son. It was mostly math that she was struggling with at the time I made the decision, but making this simple change has made everything easier, I feel far less stress, the weight has been lifted from my shoulders. Good luck with your decision. -
Can anyone tell me if this series of math books could be done in one school year? What is a reasonable amount of time to expect to spend on each one?
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Beth,
I've heard of the Key To workbooks, but unfamiliar with them. When I went to CBD to see them, I only say the Key To Algebra books. Is that all they have or is there any other math in that series?
So sorry.... just found Key to Fractions and Decimals.... I'll check them out.
How about using the Key To workbooks for this year's math? They have several series that would cover the things he needs to review. He could even work through two or three of the series at a time...rotating between Fractions, Decimals, and Measurements, for instance. They are not at all babyish, and don't have any grade identifiers that I remember.FWIW, I went through this same thing with my daughter. She was so good at several subjects that I pushed her to work above grade level. She was enthused about being "ahead" when she was young, but ended up crashing and burning spectacularly when she turned 14. The combination of acceleration and adolescence was just too much. She recovered and went on to graduate later than we originally planned (she was 18 instead of 16, what a tragedy.:tongue_smilie:)
Having learned that lesson the hard way, I'm now probably over-compensating in the other direction by going out of my way not to push my son too much. But we wouldn't be human parents if we didn't screw them all up equally, eh?
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Beth,
The Key To books might be great! I am interested in non-grade specific material.
I am so sympathetic to what you went through with your daughter!!! Oh, how I want to make the right decisions for my ds. I feel like he is paying for my mistakes.
Ok... I can't afford to over dramatize this.... keep it simple... work the problem at its lowest level.... :chillpill:
I'll check out Key To!
Thanks!
How about using the Key To workbooks for this year's math? They have several series that would cover the things he needs to review. He could even work through two or three of the series at a time...rotating between Fractions, Decimals, and Measurements, for instance. They are not at all babyish, and don't have any grade identifiers that I remember.FWIW, I went through this same thing with my daughter. She was so good at several subjects that I pushed her to work above grade level. She was enthused about being "ahead" when she was young, but ended up crashing and burning spectacularly when she turned 14. The combination of acceleration and adolescence was just too much. She recovered and went on to graduate later than we originally planned (she was 18 instead of 16, what a tragedy.:tongue_smilie:)
Having learned that lesson the hard way, I'm now probably over-compensating in the other direction by going out of my way not to push my son too much. But we wouldn't be human parents if we didn't screw them all up equally, eh?
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Having him move more slowly in some subjects does not mean that you are holding him back/making him repeat a whole grade. Nor does it necessarily mean that you pushed him too much when he was younger. It could be a momentary glitch. It could be that the math product you're using is not a good fit. It happens to children all the time, regardless of whether they started "first grade."
Absolutely, Ellie.
Thanks for keeping me in check. The last thing I need is to blow this out of proportion. Yet, I tend to do that very easily!
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Nan,
Thanks for responding!
TT might work for his personality. I'll have to consider it.
I really hope not to make a curricula change since we switched from MUS to Horizons in 2nd semester 4th grade. I think continuity is important, but I might have to consider changing.
I've read that a lot of people like TT. I've also read TT levels are not at the same level as other curriculua and you have to be careful.
How about using something like Teaching Textbooks 6? Most here say it's a year"behind". So, you'd probably be doing math right at his 5th grade level? Just a thought.Nan
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I see two issues here. One is the grade you're calling him vs. his age and the other is his academic options. There was NOTHING wrong with giving him the math ahead of his age. Where you made the mistake was calling him the grade ahead. (Is that what you're doing?)
Yes. Yes. Yes. He should be in 5th grade. This is where he would be if I had not moved him ahead. He knows that he has finished the 5th grade math book and that he should do the 6th grade book next.
If I take a compassionate but matter-of-fact approach with him, I might be able to convince him that doing 5th grade math over will be less frustrating and give him greater opportunity for success. Then again, he might feel aweful about repeating 5th grade.
Kpzz, who used to post a lot on the accelerated board, had posts explaining how to decide whether to grade skip. There are times when this is helpful, but IN GENERAL it's wise to remember that MANY kids are advanced and that kids CAN plateau out or change pace later. In other words, I would start calling him by his age grade and correct this immediately. Just be upfront and bite the bullet. WTM gives you a concrete standard to compare to, and unless he's there or ahead on every single measure (amount and level of writing, etc.), I would call him by his age grade and be done with it.
I actually agree with you. Practically speaking, I have to choose something. I'll certainly look at CLE math. He likes the format of Horizons, and since we switched math when he was in 4th grade (from MUS to Horizons), I really would hope to stay with Horizons for the sake of continuity.
Next, it sounds like you're very in the box on levels and grades. You can start CLE math in the middle of a grade level, because it's lots of separate booklets. Figure out where he places and just do it. Or go to a program that focuses more on understanding.
What you're reaping is the consequence of just doing math without understanding.
Absolutely! An under-lying issue: We constantly work on reading, understanding, and following directions. These things directly impact everything in his school work. These are also developmental/maturity related.
I also don't think it's accurate to expect a dc to go from Horizons 5 to LoF. They might, but it's more typically a math 6 to LoF. LoF is trying to get them to think and apply outside of the box, not just crunch formulaically. My dd had no problem going from BJU 6 to LoF and FLEW through it.
Absolutely.... once again. My dd who finished Horizons 6 this year (previous MUS experience in grades 1-5) has not had any problems with LOF Fractions and is now in the Decimals and Percents book. It's becoming challenging, but she has not really struggled with it at all.
He sounds like a very bright, rising 5th grader.
He is!:001_smile: I love him so much, and I hate that I made a wrong decision that has put us in this situation. Honestly, I'm not trying to be dramatic.... I'm really trying to keep this situation simple, and fix the problem at its lowest level. I have to tackle this problem in the most practical way and not blow it out of proportion.... for my ds's sake.
I'd give him a placement test and put him into a math curriculum that allows you to work with him and build better understanding. BJU6 is good. MUS would be fine. My dd did Math Olympiad stuff this past year (5th gr) and enjoyed it. You might look into something like that. Acceleration is not the only way to do well.
I will also check out BJU6 and Math Olympiad.
Thanks so much, Elizabeth!
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Lisa,
I agree... This is also a child who has handwriting issues. Working with manipulatives might take some of the struggle out of math by avoiding so much writing.
He is really a scientist at heart and will probably end up being a college professor or entrepreneur one day.... if not an archaelolgist... one of his true loves! He writes just like a doctor!
You have a great idea. I, however, have a weakness.... I need a lesson plan. I need something that tells me to start here and finish there. Without a lesson plan, I feel like I will leave out important concepts and end up being behind. There has to be a balance between hands-on and skills. KWIM?
Don't beat yourself up! :grouphug: Really -- many kids hit a wall throughout their development and, then they grow and grey matter kicks in and they scale that wall. You are wise to want to shore up the basic math before moving into higher level concepts. And, really, there is time for him to continue into much higher math through high school.What about playing games to reinforce the basics? Games with fractions, decimals, multiplication and division, place value, etc. Maybe getting away from pen and paper and just playing with math would spark some math intuition.
Lisa
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Paula, I do feel very responsible for my ds's situation. If I had not pushed him ahead, he would naturally be in 5th grade this year without a struggle, I imagine.
I'm trying to keep this situation simple in my mind. I don't need to blow it out of proportion. I just need to fix the problem at the lowest level. That way, I hope, I'll avoid making him feel self-conscious.
Using non-grade specific books is a great idea.
Thank you!
:grouphug: My ds 12 is all over the board academic wise. His skills run through about five grade levels. One of the best things I did was stop thinking about grade levels at all. When he was in 4th grade I had chose one book that was 1st grade level, I took the pages out and gave them to him individually.As a mother it was a bit humbling to think I had somehow failed him. Now I find myself gravitating toward materials that don't use grade levels as part of their labeling. It's very freeing. If you want to repeat fifth grade material I would suggest looking for products without those grade distinctions.
If that's not possible, sell it. Remind him that you require mastery to move ahead, this publisher has a different scope and sequence, or if the grade level is on the cover, remove the cover.
Our 4-yr history cycle is off schedule, but I want to do MFW high school
in High School and Self-Education Board
Posted
Yes..... I reluctantly agree. Hind sight, you know. I feel like I need to stick with the decision I made since I bought BP Ancients, lots of books, and reference materials. I am financially invested in ancients now. When I was trying to figure all this out, I just wasn't sure what to do.
My current plan is to make Ancients and Medieval years "fun" . These two periods of history are somewhat obscure to my kids. We've just finished two years of US history with SL Cores 3 and 4. These history years were "real" to us.
If I can manage to end these years with my kids enjoying the content, maybe then my oldest won't mind so much. I'm going to do the Biblioplan Cool History pages, read-alouds, a Kay Arthur Bible study, Drive Through History Greece and Rome, and Diana Waring Ancient Civilization CDs. I'm going to begin to incorporate SWB's writing for logic stage: narrative summaries and outlines to begin with since we haven't done this before.... hopefully getting to re-writing from outlines by the end of the year.
If I had it to do over again, I think I would try something different, but since I have 3 kids, and I (think) I want them all to do MFW high school, one of them would end up repeating part of the history cycle since I've kept them together from the beginning. I didn't know about the 4-year history cycle when we started homeschooling, so we've never actually been on schedule.:001_huh:
This is not a perfect situation, I know. But, MFW looks like something we would both enjoy together. Unlike other history curriculua I've looked at, MFW has a Biblical worldview theme which gives the student a real reason to learn. It's planned, which is something I really need.
I'm still very open to change if something else would fit better. It is a huge relief to just express what I'm thinking and have others share from their experiences!