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mom2bee

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About mom2bee

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  1. Yertle the Turtle and The Sneetches were on my initial list, but I had cut them because the Dr. Suess books take a while to read well and I doubt that we'll have time but I would like to do them at some point any way.
  2. I'd like to compile a list of books that are 1) able to be read well in about 10-15 minutes (or less) 2) very discussable in a group for 9-11 year olds. NO NOVELS! I found and liked Oliver: The Second-Largest Living Thing on Earth. I think it's a great message to share and invite kids to think about for themselves--especially as young-peoples society becomes more and more obsessed with Likes, Shares, Subscribers and Re-tweets, etc... I also like After The Fall: How Humpty Dumpty Got Back Up. The message on what to do after "a fall" and how it addresses and models the
  3. Several of the vintage books from the Open Court Basic Readers series are online as PDFS. These are from the 70s They are at the bottom of Paul Wigowskys Open Court Page. 1.2 Reading is Fun 2. 1 A Trip Through Wonderland 2.2 Our Country 3. 1 A Magic World 3.2 A Trip Around the World 4.x What Joy Awaits You are all available online.
  4. I would guess that if you want to cover History sans-violence or the hard-edged stuff, that you should look into public school textbooks. They're typically written to hit the middle so you can always add to them, but they'll provide the basics without any really upsetting stuff. I can't recommend a specific text/series for History, and it's hard to tell whats in them without hunting them down in person and perusing them. But a list of publishers to get you started would be: McGraw Hill, Pearson, Scott Foresman, SRA, Houghton MIfflin and Harcourt. If you are open to doing US History than
  5. I just wanted a snazzy sounding title 🙂 In my experience, I have found that for many students fractions are the make-or-break concept for their mathematical literacy and competency in higher level mathematics and I've been working to build out my delivery and scaffolding of fractions. I have found that many students struggle with fractions because often fractions are the first topic in mathematics where context is as meaningful as the numbers and operations themselves. It can be very difficult to work through fraction problems without understanding what the symbols mean. There ar
  6. Topic Moved to the General Education Board with the other Math Talks. Sorry for the confusion.
  7. What in basic school mathematics do you feel is "Need to Memorize" and why? What content, facts, patterns or relationships has your combined insight, experience and education led you to realize is truly useful for students to know as they continue through the continuum of mathematics. Memorized in this context simply means reliably committed to a memory that is easily and reliably accessed and activated when needed. I don't want to get super technical about what it means for something to be "memorized" in this context. Use your best judgement. It can be anything from the scope/seq
  8. So, the role that language plays in teaching arithmetic, particularly in primary/elementary school level, interests me a lot. It's something that I've been thinking about quite a bit for a while now. If you had to give each of the operations a simple, plain-English definition (or interpretation) to be used in 1st-8th grade arithmetic, what would it be? Please note the range there. If your definition is only good enough for a sub-set of that range, can you think of a way to improve it? (It's okay if the answer is "no") To be clear, the arithmetic operations are: Addition S
  9. Stick with Abeka is my vote. Abeka has a fantastic scope and sequence for beginning reading and their phonics can be beefed up or pared down as needed without straying from that publisher. The Handbook for Reading is very comprehensive. You don't have to have workbooks and writing assignments. You can just do the HfR and use a wide-tip sharpie on construction paper to make cards for her to hop on, slide together/pull apart, etc. Let her write in sand, diluted soap, or whatever. I wouldn't buy anything. I won't even put in a plug for my favorite and go-to beginning reading program.
  10. I have a a few illustrated hard back version of "classic" books that I like A Little Princess and The Secret Garden both illustrated by Graham Hurst has beautiful illustrations. The Arabian Nights illustrated by Sheila Moxley, retold by Neil Philip is really nice also. The Hobbit illustrated by Alan Lee is a pretty nice D'aulaires Book of Norse Myths (I'm on the look out for the other D'aulaires book of Greek Myths in hardback) I still need an amazingly illustrated anthology of fairy tale, poems, etc.
  11. I have a 14yo boy who greatly enjoyed Animal Farm. He enjoyed Old Yeller more than Big Red, but he liked them both. He enjoyed Animal Farm so much that his dad has decided to read the book as well so that they might discuss it. He requested another lit-book instead of nonfiction. I went to purchase Lord of the Flies for him--I only know the premise, I've never read it--but the font is tiny so I'm going to go look at several copies at the library and try to find one that isn't such tiny print. I looked at The Old Man and The Sea, but I am not as familiar with it and I couldn't judge. The
  12. So you do you want something that offers guidance/support to a teacher or something aimed at the student? You seem to be leaning towards older resources. Any reason why you haven't looked at something more modern/readily available? What made you interested in these particular materials? The SRA Reading Power set is probably a good set to have around, but it gets tough quick, It starts at 1st grade level and hits highschool passages by the end and it's only 100 booklets, but it does include little exercises for each one that make it easy to pull a few for 10-20 minutes of reading prac
  13. I am specifically making to the effort to make and maintain the distinction between "drawing" and "art". Drawing is the specific fundamental skill that I'm talking about in this thread and art is the broader subject, with many subtypes of art. 3D animation is not drawing. Painting is not drawing. Sculpting is not drawing. Collage is not drawing. Metal working and jewelry making are not drawing. Drawing is drawing. McIntyre specifically talks about "art" vs "drawing" on p. 9 of The Drawing Textbook in How the Art Department Got Its Name.
  14. I've only completed lesson 1 of The Drawing textbook, practicing regularly and already my drawing has improved some. Because I've learned that a foreshortened circle and square exists and are the "heart" of some shapes/images, I'm able to draw other things that use the foreshortened circle. (my foreshortened squares still need work). I can not only draw a decent cake, but am able to draw food and soda cans, canisters, cups, bowls, vases, hats and ponds. Seeing that progress is motivating me to draw more. If there is a drawing that I can't seem to get, I check The Draw Squad (since it has
  15. What McIntyre writes on page 10 of The Drawing Textbook really resonated with me and aligned with what I felt, but couldn't articulate. He goes on to write on page 11 about "Free Expression (creative self expression)" and "Appreciation" which are often the stated goals of a schools art program. I agree with his point about Free Expression being dependent upon an ability to draw. I liked to draw as a child, but I became discouraged by my inability to draw and my lack of improvement as I grew older and I all but gave up by the time that I was in my teens, though my desire
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