merry gardens
-
Posts
2,499 -
Joined
-
Last visited
-
Days Won
2
Content Type
Profiles
Forums
Events
Blogs
Classifieds
Store
Posts posted by merry gardens
-
-
Double post.
-
Cleaning. Deep cleaning. I wouldn't want anyone cleaning who would put things away where I couldn't find them.
I like cooking and enjoy yard work. Plus it's winter so there's not much yard work where I live right now beyond getting snow off the driveway.
-
DH may have just bought home leftover chocolate cake from work and *possibly*mentioned something about sharing it. I can't remember really because I was too busy shoving it behind the milk so the kids won't see and then there will be less for me.
Another example of an adult treat. He brought it home from work, so allowing children to eat that cake might be prohibited under child labor laws.
-
Today I'm the mom who tells her kids that if they want a treat they can munch on frozen grapes while I'm sneaking off to my room with an ice cream bar. It makes me wonder how often my mom secretly did unhealthy things she told us not to do.
Grapes are food for children or adults, but wine is for adults. If we don't feel bad about not giving our children adult beverages, why feel guilty or hypocritical about not sharing other adult treats?The problem, as I see it, is that you sneak children's treats. (Unless, you're speaking of an ice cream bar like Dove or Haagen Dazs, which are clearly adult treats because they're expensive.)
Avoid sneaking foods that feature cartoon characters on the box, add florescent food dyes, or advertise with childish jingles. Beyond that, we can use our discretion with adult treats.
-
The words "Artistic temperament" come to my mind when the dance teacher with a difficult personality also manages to be capable of helping your daughter to dance her best. That's not to say that everyone who achieves excellence in the arts is crazy, but there's a certain amount of crazy often found in those areas. You found it.
Personally, I'd switch dance schools after the spring performances. While we like dance, but we do it primarily for enjoyment. The kind of thing you described would seriously detract from our enjoyment.
I'd also buy another pair of dance shoes that fit properly, but I'd find another place do the fitting and buy the shoes from there.
-
At least one wall or wide stripe on the wall should be chalk board paint. It's available in a variety of colors, and some brands can be custom mixed to any colors. Personally, I like the idea of creating a green hill with a blue sky and some magenta touches such as shown on this can:
-
...
Just embrace the roller coaster. It will all work out in the end. :)
When we encounter roller coasters, it's also okay to sometimes just throw our hands up in the air and scream. :D
My sympathies to the original poster and anyone else whose having a bad day.
-
And then this comes out suggesting that delaying vaccinations actually results in more problems for the child: http://www.scientificamerican.com/article/delaying-vaccines-increases-risks-with-no-added-benefits/
"Concerns about vaccine safety have led up to 40 percent of parents in the U.S. to delay or refuse some vaccines for their children in hopes of avoiding rare reactions. Barriers to health care access can also cause immunization delays. But delaying some vaccines, in addition to leaving children unprotected from disease longer, can actually increase the risk of fever-related seizures, according to a new study...."
While that's very interesting, I wonder...
did the increased problems with delayed vaccination happen because the vaccinations were delayed
OR
where they simply observing that children who where at greater risk for complications from vaccinations more likely to receive their vaccinations after a delay?
Was this a double blind study? Probably not. Perhaps those families who may be at higher risk for vaccination complications are also more far likely to delay vaccinations, either intentionally or unintentionally.
-
Praying.
-
Red meat. We'll prepare a small roast that's served pink in the middle.
Red potatoes. Probably with parley and butter, but maybe mashed with the skins.
Salad--mixed leaves that include some red leaves, topped with pieces of red apple, bits of dried cherries and a fruity vinaigrette dressing.
Buns. Last year I tried making buns shaped like hearts, but instead they looked like the other type of buns, (and thus deserving of an R rating for nudity.)
Red wine. Probably cabernet--my husband will pick it.
A dark chocolate cake, served with red raspberries & raspberry sauce for dessert.
-
:( That's sad news to read.
Praying for your daughter.
-
My sympathy on the loss of your grandmother. How unfortunate that you were unable to attend her funeral. :(
I hope you get better soon. It can take a while to recover from pneumonia, so don't push yourself too hard!
-
:party:
It's great that they could each finish her first chapter book so close to her twin!
(I also have twins, but only one of them is dyslexic.)
-
No, I can't get an auditory processing screening done for another year at our local hospital. Our insurance will cover it, but the only place near us that does it won't screen until the child is 7. No idea why, but they are extremely firm on that policy.
I did the Barton screen with her, since she had just woken up from a nap and was pretty refreshed. She failed the first two sections... miserably. Not a surprise, because the compound word section of the SLP testing was also way beyond her (the SLP didn't finish that test, because it was so confusing and frustrating for my girl).
I'm confused as to how to rate her performance on the third section. She did wonderfully on the "repeat these sounds, build them with squares". Missed one, but got it right on repeat. But then she'd forget the sounds when it came time to "touch and say". It's not like she was making sounds and guessing, she was just like, "I forget what the sounds were that I just build..". It's like the process of building then with the squares distracted her enough that she forgot them (her auditory memory is very, very poor). However, she WAS able to repeat the sounds, clearly, and distinguish between them enough to build them with squares (we actually built them with Blokus playing pieces, but...). So, with that... needs LIPS? Doesn't need LIPS?
I think you need professional help in selecting the right programs for your daughter. Susan Barton is the one who directed my son to LiPS when he passed parts A and B but failed part C. While my son has memory struggles, it wasn't his memory per se that caused him to fail part C. He was unable to distinguish between several similar sounds, (particularly vowels) and it took a great deal of time and effort before he could. I'm not sure what she'd suggest given how the OP's daughter did on the Barton Student Screen. To my recollection, she recommends something besides LiPS if the child fails section A and B.
-
When we moved to Hawaii we moved 8 people into a 1700 house. We did fine. That particular house had three full bathrooms. For the size, it had the most bathrooms/sq foot of any house I've ever lived in!
I agree, layout is the key.
Layout--and climate!
Outdoor living areas, such as porches, patios, decks, and even just lawn chairs in the yard, provides additional living space. In some climates those outdoor areas can be used most of the year, but in colder regions they're basically unusable in winter. A big home can feel much smaller during a long, cold winter than that same home feels during summer!
-
Whites on cabinets come in all kinds of different shades. To find the best sage for you, get a few samples (real paint-not just chips!) and compare how they looks with your cabinets, countertops and all the other colors in that room. Slight differences in shades make all the difference, so a paint that looks fabulous in one place can look bad in another. Greens, (which mix both yellow and blue), can be particularly tricky to get right. Get paint samples!
-
Sounds yummy! If I didn't already have a huge amount of chicken wings ready to go in the oven, plus two hot dips in crock pots, this would be on my list. :D
-
Oh E--I'm sorry to learn about your pneumonia. :( Hope you get well soon.
As Oh E wrote, Barton Reading and Spelling has a student screen. The first level of Barton covers phonemic awareness exclusively and the program continues to develop those skills; however, some children don't have enough to even get started. That's where LiPS comes in. Lindamood-Bell centers are expensive and not always close by, so some have turned to doing LiPS at home--or finding a speech therapist who can administer it and/or teach those skills. LiPS was developed by a speech therapist, Phyllis Lindamood, and some speech therapists incorporate similar things into speech therapy. You don't yet have the slp evaluation, so perhaps you are one of the lucky ones whose speech therapist plans to cover this in speech therapy. I'd suggest you consider taking the Barton tutor screen and then administer the student screen, which could give you idea of where Barton would tell you to start. Then, once you have the slp report with the therapist's recommendations, you can better evaluate what your options are on how to proceed with remediating the phonemic awareness challenges.
Also, in the mean time, you can try playing some auditory memory games with your daughter. A number of traditional children's games and songs help build auditory memory skills. Things like "Old MacDonald" require the children to repeat the animal names and sounds in the order work to build these skills. The game "Going on a Bear Hunt" fits in actions too, but it's primarily an auditory memory game too. There are lots and lots of them. Look into playing games with your child that involve saying words and remembering what's been said.
-
1
-
-
love your idea! The Teaching Company has something that would fit in with the theme and it looks interesting. If you decide to use it, please let me know how you like it. I haven't used it, but it interests me. http://www.thegreatcourses.com/courses/food-a-cultural-culinary-history.html
-
These workbooks look great!! Will they be as effective without doing Seeing Stars or VV?
I actually have VV, but am rather overwhelmed at actually using it.
"As effective"? Maybe, probably not? I don't know. I used them apart from the entire programs and found them helpful. I'd read both manuals first so I had an idea of what the programs were about, plus we were using other very high quality special education materials.
With Vanilla Vocabulary, I just read one page a day with my children, which was about three words/day. I read the sentences and then they created their own sentence for each word. I had the book on my lap and my children couldn't see the words. I wasn't working on reading the words at that point--just understanding them. I bought the book used and it some writing in it from a previous owner, so it could be used to write in if the child had enough reading and writing skills. Mine didn't, so we did it together orally, which I happen to think was a better way to do it so that I could correct any confusion about any words right away. When any of them had troubles using the word in a sentence, we spent more time on that word until the meaning was clear to him. It was usually my youngest son that had the trouble. The further we got through the book, the easier it was for him and I eventually set the book aside.
As my son made progress with reading and writing, we moved to the Seeing Stars workbooks. In isolation as workbooks without that program or another strong phonics program, the workbooks seem more like teaching words by sight. They are words good readers know by sight, and many of them are true sight words. Many of the words have meanings (and sometimes multiple meanings) which can confuse some children. They were fewer and often simpler words than found in Vanilla Vocabulary, but once we'd finished all the workbooks (which took him two school years, during which time we also worked on Barton and various other materials) it seemed that he made significant progress so that I no longer worried about his language comprehension .
I learned about Lindamood Bell materials after my son was referred to LiPS when he couldn't pass the Barton screen. After doing the necessary portion of LiPS, we used Barton as our primary reading and spelling program, but I liked what I'd seen of the LMB materials, so I incorporated pieces from some of their programs into our homeschooling.
-
If this teacher wants to encourage reading she could let them children to draw something relating to what they're listening to as she reads a book out loud. She can call it "illustrating" since she doesn't like drawing.
-
There are a couple of books we've used that might help address your son's situation.
http://www.ganderpublishing.com/Visualizing-Verbalizing-Vanilla-Vocabulary-Level-1.html I just recommended this one yesterday on another thread. It covers basic words. It uses them in sentences with the goal that the child will develop a mental image of what the words mean. The first book is thick and covers about 1200 words.
A simpler series is the workbooks from Seeing Stars. http://www.ganderpublishing.com/Seeing-Stars-Catch-a-Star-Workbooks.html They use the words in sentences, but the print is bigger and they don't cover nearly as many words. These 6 books work with the 300 most common words in the English language, (50 words per book).
I like the Seeing Stars workbooks as workbooks for grammar school children. Vanilla Vocabulary needed required more help from me, but it was very helpful. We never got all the way through Vanilla Vocabulary. It's thick and there's another volume. These are supplemental books to Seeing Stars and Visualizing and Verbalizing. Both are reading programs, but there's a language comprehension involved in reading beyond just de-coding words that these particular books address. I think you'd probably find the Vanilla Vocabulary very helpful with the problems you described, but the simplicity of the Seeing Stars workbooks might be a good place to start.
-
I have no experience with CAP, but we've used the Progymnasmata approach with a tutor when two of my older children were your son's age. They started with fables. Even though CAP places a lower grade level on writing fables, that seems a perfectly appropriate place to start. Pro-gym builds, so if you are going to use that approach, start at the beginning. One thing that I learned through my children's progym classes that was re-enforced through special needs programs: teach to mastery. The one-on-one tutor gave only two or three corrections a day to their work--and that process kept going until the child produced an "A" quality paper for that lesson.
As OneStep suggested above, there's also the Institute for Excellence in Writing. The reading program for dyslexia we use recommended it, and I used it this year for the first time. It really is a very systematic approach for teaching struggling writers how to write, and my dyslexic son produced some of the best writing I've seen from him with IEW. I was just looking through their catalog yesterday and noticed they offer something for high school students that's pro-gym based http://iew.com/search/site/progymnasmata We haven't used that, however the IEW that we've used so far is somewhat reminiscent of the progymnasmata approach: show a student a piece of writing and then teach the child write based off the writing he just read. They mixed in both writing of both stories like fables but also reports.
Since your son is 12, I'll mention the only downfall I found to teaching writing through pro-gym: much of the writing techniques used in subjects like history and science is very different from the writing used in fables. Your son may need to have some additional formal teaching on how to write reports.
We've also used Bravewriter, but that's an entirely different approach than Progym. We've taken some of Bravewriter online classes--and at one point there was a speech and language pathologist who taught writing. She was excellent and helpful, because she had lots of experience and tips for helping a dysgraphic child to write.
If you decide to use CAP with your son, please share how it goes! We finished the IEW material I'd bought for this school year, and now I'm exploring what to do next.
-
Vanilla Vocabulary by Lindamood-Bell is worth exploring. http://www.ganderpublishing.com/Visualizing-and-Verbalizing/Vanilla-Vocabulary.html I'd suggest book 1 (intended for grades K-3) just to make sure your child understands what these very basic words mean. These are supplements to their Visualizing and Verbalizing program. The intent is to help a child create images in their mind for words. They are very ordinary words that we often take for granted that a child understands, (lots of prepositions and even articles,) but these 1200 words are words that children with language disorders may not fully grasp. The visual side of the V&V program is largely mental images--or at least that's what they're trying to help develop. The books themselves are quite plain, but you can add images from magazines. Looking through magazines to find pictures to illustrate any words she struggles with could be part of her vocabulary assignment.
Spelling Test!!! 100%!!!
in The Learning Challenges Board
Posted
I've often shared my frustration with my ds' spelling, so I now want to share my joy. He just got 100% on a written spelling test and a 90% on the defining those same words orally!!
And that was with words from a normal, grade level vocabulary workbook!