SEGway
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Posts posted by SEGway
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Nothing to add to that list, but wanted to tell you about something we are using with Hakim's History of US. This here: https://www.hewitthomeschooling.com/Materials/mItem.aspx?id=2852
Do you know how this compares to the K12 TG/Student pages?
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Wow. I've read it before (more than once), but started it again on audio, and it kept me up till almost 2 a.m. (even though I know what's going to happen)! Such a powerful story.
(Also, I'm tired now. :) )
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Just FYI.
I don't get a commission or anything, I was just excited to hear the news and thought someone else might be, too. :)
The first link is for the hardcopy.
The second link is for the pdf
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Is there anywhere to look for the previous norms? The results for dd's 3rd grade test came back today, and it's based on 2005 spring norms. But, I wonder if there's a place I could reference to see how different those norms are from ones in the 90s? 80s? earlier? Would the categories/questions on those era tests be different enough that it's not a helpful comparison to even search for? (apples/oranges, etc.)
Just wondering. :)
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Ellen Raskin (who wrote Westing Game) has several other mystery-ish books. Although, it sounds like he might have read them, too.
The Tatooed Potatoe
The Mysterious Disappearance of Leon (I Mean Noel)
And something else I've unfortunately forgotten.
Ah....yes, thank you, Google.
Figgs and Phantoms
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Very cool! I got the pdf for Evan Moor, How to Teach Art to Children. Fun!
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My dd8 is finishing up SM3B. This year we've done four days of regular math (SM) and Thurs. are fun math days (LOF elementary and/or logic puzzles and/or some FAN math/CWP). I think it's a good rhythm for us.
We have all of LOF elementary-PreAlg. Biology. But, I'm not sure we'll buy any more. It's more in the read-aloud category than math at this point. It's starting to feel more and more scattershot. She really likes the story, but the math is often way too easy or so abruptly intruduced that it's not discovery, it's just frustrating.
She really liked the look of the Beast Academy samples online, and I'm wondering if using level 3 for summer/next year would serve basically the same function as incorporating more of the IP/CWP combo that some people like with SM. (I'm planning to continue with SM for this child till she's ready for preAlg. or Alg. She does well with it.)
Also, she's really vocal about liking fractions right now. And her birthday is coming up. Is there any big story-flow reason that someone might have to advise against doing D before A, B, or C? I don't think I can swing $100+ for a math book set birthday present, but we might start out with D (since it contains fractions) and see how it goes in real life (how fast she charges through, how good of a fit they actually are, etc.).
Any thoughts?
TIA,
Sarah
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My copy is the 1951 version. That chapter is not included.
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We laminated them to make them last longer. My girls just use them as paper dolls. (IIRC Hammerabi married Joan of Arc one day.) But, they do bring bits of the actual person's story into their pretend, too. It can (and has) helped with reinforcement. But, I'm not sure how to make it more than a fun extra.
However, it's a fun enough extra that we've gotten all the history ones so far for birthdays and Christmas presents. And, they've been well received.
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Serious hit here this morning! Thanks!
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I guess I would most like to know if I'm overlooking something key in contemplating teaching from one set of HIG/texts (standards ed.) and giving independent work from another (US set). Some people do this already with just the IP, right? Do they really not play well enough together for that to work? Esp. if I have an answer key?
I feel like my particular kids take the material (whatever subject) more seriously when they have their own workbooks, and it's Theirs (vs. "I'm trying to keep the book nice to last through all your siblings, so make do with a sheet of paper next to it." kwim?).
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Well...I went back to read the thread I was thinking of, and it didn't say precisely what I remembered.
It seems more like, a third option is in the wings. When we phase out one, it will probably be the Standards Ed. All the names are the ones they've always had. We can't guarantee how long they'll be available.
So, maybe I'm borrowing trouble?
I just don't want to buy the texts/HIG's ahead (as I find them used) and have it bite me because I can't get any of the workbooks.
I considered having her writing the problems in a graph comp book, but there are quite a few puzzle-ish pages that would be hard to replicate by working the problems on a separate paper. I suppose it could be done. But it doesn't seem optimal.
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I just learned that the Singapore Standards Edition will probably be phased out in the next few years in favor of a CC aligned version of Primary Mathematics. So, here's my dilemma.
My oldest is in 3rd grade and on track to finish 3B on schedule this year. I already purchased textbooks, workbooks and the HIGs for 4A/B. I have three youngers who I anticipate using SM with in the future.
Would I lose anything terribly important by switching to US edition (which might be printed a few years longer?) for 5A/B and 6A/B for my oldest?
I could get the Standards HIGs for level 5 (for concept teaching helps) while it's still being published and an answer key for US ed. 4-6. (I read somewhere that Standards 6 is a lot of review with just a few new concepts, so I was planning to go with an answer key, not the TG for that level anyway. There's not an HIG available for Standards 6, right?)
Then I could plan to utilize my textbooks/HIGs for teaching the younger kids and have them practice with US ed. workbooks. (again, using an answer key for those workbooks instead of buying another whole set of HIGs) Is that setting myself up to go crazy?
Is anyone familiar enough with both tracks for these questions to even make sense? :P
I don't think I can swing buying all four kids all the workbook levels up front just to make sure they're available when I need them. However, I probably could buy 5A/B 6A/B for my oldest in advance if I really needed to.
Any thoughts? I'd appreciate any feedback you've got!
Sarah
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Math: Singapore 4A/B
Language Arts: LLtL3, RLtL2-3 (spelling), CAP Narrative 1&2
Foreign Language: Elementary Greek 2
History: SOTW4
Geography: Evan-Moor Daily Geography 4
Science: Science in the Beginning
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When in April????!!!??? Aaaaaaaaugh! :)
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If your library has _Invitation to the Classics_ by Louise Cowan and Os Guinness, you might check it out. It can be a helpful starting place.
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This one seems to be free at the moment, too.
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Rob Ingliss reading Tolkein is brilliant.
Also, Peter Denis reading A. A. Milne.
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How to Train Your Dragon read by David Tenant (Dr. Who)
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So...does the idea of the True Tales/What in the World?/Elementary Activity book (for a 4th grader) + TM/Digging Deeper (for the teacher) sound like a good idea? Or is this really just better all the way around if you wait till your oldest student could do the program normally?
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I missed the part about looking for the workbook. As was already pointed out, my link was just for the textbook. (Scrolling and scanning quickly is fun and helpful. Except when it's not. :glare: ) Sorry!
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Is the Language Lesson through Literature Level 3 workbook not an amazon? If it is can someone link it b/c i can't find it.
I bought it on Amazon last week.
HTH,
Sarah
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Learning the spelling rules in RLTL depends on the repetition of hearing the rule stated with individual words rather than studying the rule and then focusing on words that use that rule. I imagine that either method could work beautifully, depending on the child. But because of the focus on repetition, I feel it's best to go through as many books as possible. The issue is knowing how much of the material they've already covered in another program.
I usually say to start with 1, especially since you already have it. I figured it out once, and an older child doing 40-50 words per week could complete all three levels in 34-43 weeks. Level 1 has 480 words, so at 40 words per week, it would only take 12 weeks to complete. I also think that doing more words leads to the parent becoming more confident about how to analyze the words, something that will help when you come into contact with new words to analyze. The competence and the CONFIDENCE, which is harder for some of us, both come from feeling like you've analyzed so many words you could do it in your sleep. :-D
But if you feel like she already knows and understands everything in Level 1, and she's really not getting anything out of it, you can certainly move on to Level 2. Part of the reason for simple rules only in Level 1 is to keep from overwhelming the beginner, which she's not. The rules get a little more complicated as the word lists do, but the simpler ones are still mentioned, so she'd still be getting them.
All of the actual markings are mentioned in Level 1; there's not a lot of them. Level 3 has the most rules mentioned. Any level you start with will give her a basic familiarity with the rules so that using the spelling journal and prepared dictation will be easier.
Did that help at all?
Thanks for responding so thoroughly. That helps. I think we'll just speed through them all before starting the spelling journal/prepared dictation. She's getting bored of easy words. But, she's picking up the rules/markings, and I'm gaining familiarity. Win/win. :)
Scholé Sisters launch: You're More Classical Than You Think
in General Education Discussion Board
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For the giveaway, is there actually a way to leave a blog comment? I couldn't find it. (That doesn't mean isn't there. :) )
ETA: It's totally obvious now. Thanks!