LanaTron
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Posts posted by LanaTron
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my older dd I referenced above struggled mightily with Singapore. I switched her to Rod and Staff for a while, util she begged me to go back to Singapore. The time she spent doing the drill and kill of R&S allowed her to mature and get addition under her belt a little better, so she was successful with Singapore then. When she started really struggling with multiplication in Singapore, I did the same thing--but used MUS Gamma until she begged me to go back to Singapore. She completed through 5A, then I switched her to Lial's BCM in 8th grade, and now she's starting Algebra in 9th. But, I still cannot use the more abstract type programs with her--my ds is using Life of Fred, she's using Lial's with it's very clear, concrete explanations.
Wish I could be of more help. But perhaps some math guru will pipe up soon.
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also remember that in Singapore, children don't start 1A until they are 7, or in what we would call 2nd grade. And just because your dd is advanced/gifted in reading and Language arts, doesn't mean she will be in math. Some kids are lopsided for a while--like my older dd who can set the house on fire with reading, but struggles with math.
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Is she using any type of manipulative? I've allowed my kids to use manipulatives with Singapore until they decided not to use them on their own, especially with that regrouping stuff. It's just too abstract for some kids to grasp without having a concrete example. My dd is starting 3rd grade with Singapore 2B, and she's just now able to do the regrouping in her head. And I'm sure when we get to multiplication again, she'll need the manipulatives again.
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I think you've got too much time scheduled for history. Since he's doing WWE, I would only do either the summary or the outlining in History--I would probably have my dc do the outlining. That frees up one time slot in cell B5. Also, you have a free time slot on Friday. Also, you could free up another time slot on Thursday by doing the history timeline and mapwork on Monday and Tuesday, as part of or after the reading and discussion time.
So, that's three time slots for Spanish.
Also, many of us around here don't do both spelling and vocabulary at the same time. We hold off on vocabulary until the student has mastered spelling. So, if your student doesn't need spelling any more, only do vocabulary, and then you have those spelling time slots for the Christian Studies. If he still needs spelling, then either skip vocabulary for now, or do it at a slower pace once a week, and use the other time you have set out for vocabulary for the Christian Studies.
HTH
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I was just reading about verbals in Magic Lens 1 this morning: verbals...become verbal phrases when they are modified by another word or when they have their own object. Now, what the correct term for that is, or how to diagram it, I have no idea.
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We'd probably study the same stuff, and use predominately the same materials, but in a more relaxed timespan, more like before they hit high school. The biggest change for us has been feeling like the "credit" has to be earned on academic year...before high school, I really didn't care if it took us 1 year to finish a resource/curriculum (like the 7 years we took on SOTW 1-4). Now, I feel a lot of pressure to help my dc produce a certain number of credits before they graduate. Also, I would not keep grades! I might grade things, just so they get an idea of how their doing, but I would not worry about a transcript, etc.
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I saw this on the Hewitt Homeschooling Resources website, but I cannot find a place where I can see samples. If you have used or seen this curriculum, can you tell me what you think?
Thanks!
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I'll post all mine at the current end of the thread, but wanted to say I also have a dd with middle name Rose.
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yep: singing, humming, chewing gum. Sometimes, breathing. Ds11 was eating a very juicy plum the other day, so lots of slurping noises, and dd8 nearly came undone over it.
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And Happy Birthday, Pooh Bear, too!
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It's still the 8th in Central time, so technically I'm not late yet. Happy birthday, Susan. Hope you had a great day.
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I'm not, but only due to time constraints. I've decided to do a grammar and writing intensive with my dc during August, doing as much as we can of Jensen's Format Writing. Then, they'll practice what they've learned through the year across the curriculum.
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Or you could take LfC slower, and spread each weekly lesson out over two weeks. It could be done twice a week, or do half of the lesson each day.
OTOH, I had started each of my elder dc on Latin and French before 5th grade, and in retrospect, there really was no need to do so. With my younger two, I'm only doing Latin with them, and will start a modern language some time later...7th grade, maybe, or maybe not until high school.
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Do you have Netflix? There are a number of National Geographic ones on Egypt, and I think some History channel ones, too. I haven't looked to see if there are ones on other ancient cultures yet.
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I don't remember Song School Latin having any religious elements in it. But it may be too "young" for some 3rd graders. Latin for Children, by the same publisher, is for grades 3 and up. Not inexpensive, though, if you get the DVDs, and not unconsumable. Sorry I don't have any other suggestions.
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I am going to get an ancient history syllabus from Hewitt Homeschool Resources predominately for the project ideas, not the syllabus. It's only $6. Maybe they have one for American History?
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Vocabulary from Classical Roots is what my dc are about to begin. Or there's English from the roots Up (don't know if it's a workbook, though).
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And remember that whatever the decision, it's probably not one that cannot be undone.
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He's a fairly mathy person. I'll probably have him do some SAT/ACT prep the summer before he takes it, just to be sure.
OTOH, I'm not using it at all with dd14--she's using the Lial's series, because she needs more explicit instruction that's not buried in a story, and plenty of practice and review.
So, I think LoF is complete as far as topics covered. Whether or not there are enough practice problems and review would depend on the student.
Hopefully someone else can answer, too.
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Lots of good responses here...just want to add that it is certainly also okay to still do picture books. There are many great books that tell great stories and have beautiful artwork; they are just as edifying as reading "classics."
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My 9th and 10th graders will be doing ancients this year. I'm pretty much following the recommendations in WTM with them. They will read SWB's HoAW, summarize what they've read (in either narrative, outlining, or note-taking form) make notes of any important people/events, find dates on a timeline, and do some type of mapwork (which may just be finding the places on a map and on a globe). Every other week I will expect some type of paper (1-2 page) or project--they will choose. I'm going to get the Ancients syllabus from Hewitt homeschooling for project ideas.
Then, for lit, I've picked out 6 works for us to study (pretty much following Lori D's ancient lit year). We'll use the questions in The Well-Educated Mind for discussion and for papers.
OR...
Or History Odyssey is another one that comes to mind that might fit your needs--I'm just not sure how much work is offered with the literature in that curriculum. At level 2, my son just reads the books--there are no discussion or comprehension questions or anything in the curriculum. I'm not sure about the high school level.
HTH
I was just looking at
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Some people use what's called "loop scheduling." If you search for it on the boards, you'll find many previous threads.
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Reading Lori D's post reminded me of our failed art endeavors:
Artistic Pursuits (1st level)--not enough direct instruction, but I keep thinking that the upper levels might work, now that my kids are older
Masterpiece Art Instruction--this would probably work if the parent had more art experience, or the dc were older/more experienced. Great program, but very frustrating for us.
Atelier--I drooled over this for a long, long time, but it was never in my budget. I finally found one of the modules used, and was so excited and thought my kids would love it. Nope. I still have it, though, and I like it, so I may do it myself, and have any kids who want to join me do so.
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But I like filling out forms, too.;)
My dd will do for credit:
Math--Lial's Introductory Algebra
English--Jensen's Format Writing, MCT Grammar, Vocabulary from Classical Roots, Ancient Lit as per WTM/WEM, IEW's poetry memorization
History--History of the Ancient World as per WTM; some type of mapwork
Science--Miller/Levine biology
Foreign Language--Learnables French, either SYRWTL French or BtB French, and French converstation at co-op
Logic--Traditional Logic 1
Music--Band (clarinet and bass clarinet), choir, music theory
Extras:
Girl Scouts, EYC, computer projects at co-op, possibly canoe class, possibly Venture scouts, and considering some type of daily devotional for us as a family--perhaps just catechism
Am I going to scar her for life?
in K-8 Curriculum Board
Posted
But it's a co-op, I have to be there, and he's not old enough or responsible enough to stay home for 5+ hours alone. The other three kids want to be there, so he has to go. I make him do it, but if it were only him, I would have had him try it, and if he didn't like it, I would have found something else for him to do.