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lewelma

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lewelma last won the day on April 8 2014

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About lewelma

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    Hive Mind Queen Bee

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    Female
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    New Zealand
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  1. Deconstructing Penguins was helpful to me when my kids were this age. It is a short book that shows how a literary analysis conversation would play out with younger but smart kids.
  2. My older boy was a nose in a book kind of kid, but all he did was math. It was actually through writing math proofs that he learned to write English papers. Thesis, structure, support, conclusion etc. I had people at the time tell me that I should not let his math get so far ahead of his English (at one point it was 7 years different), that I should focus on his English and should restrict his math time. But it was the passion he had for math that motivated him to learn to write. School people just couldn't understand the idea of letting a passion run, while shoring up weaknesses. They wanted me to focus on weaknesses and limit strengths, so that students went in lockstep through age-graded content. It was fine to have a globally gifted kid, 2 years ahead in everything, but a 7-year difference was a no go. But I think Holt would have appreciated our journey. I have always viewed Holt as focusing on a student's *engagement* in the learning process as the making of a great education. And I agree.
  3. We ended up carrying Chemistry over 3 years. In NZ there are national exams, my son simply worked his way through the 6 exams on offer over 3 years, and in the end I gave him credit for a full year of Chemistry and a half credit for organic chemistry because I thought he had done more than a year's worth of content. (A full course in NZ is 14-18 credits with 22 on offer) He earned 22 NZ credits in total. 10th grade: 7 credits. 11th grade: 10 credits 12th grade: 5 credits. No school wants to see Chemistry split up in some sort of 7/22, 10/22 and 5/22nd credits, even though that is what was accurate and actually on his NZ national exam register that I went to all the universities he applied to. I claimed Chemistry for 11th grade, and made organic chem for 12th grade, even though NZ does not consider organic a separate course. It is outside of the American standard chemistry curriculum, so I gave him credit on his transcript. In addition, I shifted his entire education to the Northern hemisphere calendar, so it wasn't even 10th, 11th, and 12th grade here because school years here run Feb - November. In the end you really just make it up. Your kid does some learning, you consider what makes sense in the educational environment, you write it in a way that people are used to seeing. You do not need to be pedantic. The transcript is a *summary* document, so you write it in a way that best summarizes the learning that has taken place.
  4. Well, I teach a lot of students for multiple years and multiple hours per week. I have seen a lot and adapted programs to a lot of circumstances including physical illness (leukemia and debilitating migraines), mental illness (depression, anxiety, cutting, burning, suicidal), mental disabilities (ADHD, dysgraphia, dyscalculia, dyslexia, slow processing speed, and ASD), but no students with physical disabilities. I have taught kids from the full range of mathematics from a kid who at 17 who could not subtract 10-6 up to my own kid who went to the IMO. Out of all these experiences, I have found 2 situations that are by far the worst: 2e and ADHD. These kids are just that much more difficult to help than all of the kids with the issues listed above. One of the best places for me to learn strategies for helping all my kids is in the learning disability crowd, both here on this board and in the homeschooling community. They work hard to adapt to very difficult situations, and I very much value their advice.
  5. I also think that using the label of 2e is also a shortcut for "this is an incredibly difficult educational situation that will require lots of adjustments from a typical program of study." From that point of view, I personally include gifted kids who have learning disabilities, mental illness, physical illness, and physical disabilities. That might not be the official legal classification for getting accommodations at school, but from the point of view of homeschooling, the tribe of parents of 2e kids can learn so much from each other regardless of the type of disability or illness whether mental or physical.
  6. I have a friend like this. I kept telling her that her expectations were too high and that she was going to burn out. She lasted 2 years. Her kids are now back in school, and she told me yesterday that I was right.
  7. I think this is the way my older boy experienced some mathematics when he was doing the IMO. We called it insight. He would work work work, and then in an instant it would coalesce into a whole.
  8. On the low end of age, I took a freshman to prom when I was a senior. I had to drive because he was only 14 and his curfew was 11pm. haha. I knew him through cross country, and asked him because I realized no one was going to ask me. This was 1987 so very much not common for girls to ask boys in the South. He was the only freshman boy ever to attend the prom at my school, and I apparently propelled him to stardom for the rest of his high school career. 🙂
  9. We are actually zoned for the best school in the country, either public or private, based on the National NZ tests. But I would never send one of my kids there -- the stress level is just too high.
  10. My ds only had 2 high-school science courses validated -- Physics and Chemistry. No one questioned our homegrown Biology, even though I stated quite clearly in the course descriptions, that 1) it was assessed based on research papers and discussion (not tests), and that 2) he did a single large lab rather than numerous smaller labs. And in fact, this 'lab' never included any data collection, as it was a large-scale, statistical-analysis of ecological data that others collected from the rocky intertidal. His Bio class was not typical at all as he focused on gene manipulation and statistical ecology which is where his interests lay at the time.
  11. We had to work hard on spelling because NOTHING was automated. Spell check only fixes words that at least have a few letters in them that are right. And when you are sounding out every single word, even words like 'cat', you are going to slow way down and forget what you are trying to say. Unless we planned to switch to speech to text, he needed to automate his spelling. No spelling program we used automated spelling, there just wasn't enough writing of words in context. This is why we switched to dictation. When my son typed The Cat in the Hat from dictation 5 times over many weeks and then switch to Frog and Toad and did that 5 times, (and on up the book list), he simply practiced writing the words over and over, but in context. And I sat there and corrected him word for word. He had to automate, not sound out words. And we agreed to a 2 year effort on dictation before abandoning typing all together and switching to speech-to-text. Luckily for him, this last approach did the trick. It also allowed me to teach him punctuation in context, because he simply could not understand how language went together no matter how much 'grammar' we did. Later in the process as we moved up to harder books, he used dictation to really think about how writing was put together, and how different authors used language differently. I was glad to see the back end of this effort, but it definitely served its purpose.
  12. I put the courses in the year that the majority of the work was completed.
  13. He is *still* working on his spelling at 16. He is up to about 90% of words now. For the remaining words, he keeps the red underline on, but then tries to correct them himself before looking at the spelling suggesting. When he does need the spelling suggestion, he will think about what he missed and manually make the correction. He NEVER just says yes to autocorrect. He works and works every day to figure out what he is missing. I'm super proud of him.
  14. Yup, we picked it up from SWR (one of about 10 programs we used). Basically, you use it with your own accent. Say the words for spelling in the way that you need to hear them to spell them phonetically.
  15. Oh, I should mention "think to spell' was very effective for schwas and unusual letters. So you say 'mus Kle' so you remember the c in muscle. Or you accent sounds that are often misprounced in every day english, like opportunity. We say oppertunity so when you 'think to spell' you say op POR tunitiy. So you remember it is an or not an er.
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