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onaclairadeluna

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About onaclairadeluna

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    Hive Mind Level 5 Worker: Forager Bee
  1. My son just started his Freshmen year there as a math major. It seems like a really special school. The campus is drop dead gorgeous with 70 degree temperatures year round. The students get priority registration, no credit cap, can drop any class until the last minute etc. The professors email you back within minutes. Everyone there is happy and friendly. The dorm is steps from the bluffs of the pacific ocean. He starts his first actual class tomorrow.
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  3. My son really enjoyed the EPGY number theory class. They used the Stark book but they also have lectures and an interactive computer thing (really old) that walks you through the material. It was good. I don't know how this would correlate with competition math. http://epgy.stanford.edu/courses/math/M152/
  4. :iagree: Kilgallon! It's great for style. Word choice is a common problem with dyslexics. I am on the hunt for resources for this. However your DDs problems could be due to fatigue. I know my son has issues with fatigue when he is writing. You might want to use her work in Kilgallon to get picky about things like word choice and punctuation. If fatigue is really what is going on it will be much easier for her to work on these skills with shorter (ie. sentence length) assignments. Teaching my son to write is like teaching a cheetah in lead boots to sprint. It is so hard and yet it is completely necessary. And I have to be really careful, otherwise he might bite. Most of the time I just feel sorry for him. I am chipping away at the boots and helping him "walk the track" once I get the boots off, he will fly-I know he will. BTW thanks so much for bringing this up. I just popped into "The Lively Art..." This is a win. Love it. It was exactly what I needed today. I love Colleen's advice about grammar and diagramming.
  5. Choosing curricula for my dyslexic son is a balancing act. On the one hand he needs high level challenge, on the other he needs very explicit skill based practice. Sometimes I find it helpful to separate the two. For example when he writes I don't really harp on spelling errors. I try to keep that separate. Lately I have been trying to figure out how to give him practice with word retrieval. This is a big challenge for him. During his last writing assignment he was using the word "devout" and he really meant "devoted" this small difference made his sentence sound weird. The funny thing was, I couldn't figure out what he was really trying to say until we checked a thesaurus. Anyhow, the point of all of this is I think it's generally a good idea to find what your daughters big challenges are and figure out ways to address these challenges separately. I found WWS to be really helpful for DS because one thing he had a super hard time with was summarizing information. Ideas are all swimming around in his head and he takes a very long time to organize them and get them out. I still haven't decided if he needs WWS2 for next year. I am toying around with Rhetoric level material at this point. On the one hand he isn't ready and on the other hand he has been ready for years. We have a big disconnect with thinking and skills. I am trying to build the bridge in both directions. If your daughter needs editing practice, maybe you can find an editing book. You know one of those books with a prewritten essay with errors that you edit. What other things does she need help with? I found Kilgallon very good. I also have MCT and though it wasn't explicit enough it did help DS with the big picture of essay writing.
  6. Well, I can but I am sure I did *not* do this correctly. Thanks so much for all of your suggestions. I saw this after we finished so I didn't have a chance to apply them unfortunately. However, the really weird thing was that he did seem to follow the instructions for step two. He just naturally wrote it differently. Because of this it was not possible to piece together and he just wound up writing something new from scratch. What I wound up doing was letting him eat and run around and then we curled up and read a little of the Kane book and I just let him do it his way. What he came up with after this was much better than his first try. He has gone from essentially not being able to write to actually writing, which is really excellent. But he still sometimes gets bogged down and confused by sequential instruction. Things that help other kids sometimes confuse him. Anyhow thanks for your suggestions and for asking questions about this. Teaching writing is so difficult! It's really awesome to have support. And big thanks to Susan for all of your help. I'll go post what he came up with on the writing thread.
  7. Lesson 23 again... My son is really struggling in adding narrative to his analysis. His analysis didn't contain much narrative (not like the examples in the book). His focus in the second paragraph was on the similarities of Rikki and Nag (both have something to protect both are fighters with similar tactics, both are smart etc.). The problem is the first paragraph doesn't match with the second and just tagging on a narrative introduction makes it look like a bad collage. Is there a way to fix this, should I bother? The idea that Nag and Rikki are similar is just dropped in the second paragraph out of the blue. His writing (at this point) resembles a picasso. It is all pasted together. I think he might do better with a traditional essay format but I really don't know what I am doing so I have to ask (in the small voice of piglet) "help, help"
  8. Well my son takes an eternity to write, so this assignment will most certainly take 2 days. I doubt we'll get to step 3 till tomorrow. But I did go back an look at the teachers guide. I think that all you want from the narrative summary is one sentence which will set the scene for the final essay. And the rest will be analysis. But of course we haven't actually done it yet and I often change my mind about things after we dived in. Best of luck. :001_smile:
  9. Hey we are doing that day right now.:D I just assumed that the narrative summary is the first paragraph and the analysis follows. The teachers guide says 2-3 paragraphs and the student guide says 3 (and then I suppose 2 we aren't up to step 3 yet). I am assuming this was just an editing mistake (not sure if they ultimately wanted 2 or 3 or if either would be ok). We aren't done yet but I figured I'd pop in and say hi and see if any other advice follows. ETA: My son is just about completing step one and I realize that I must have been mistaken as what he has produced is far too long and cumbersome to be an opening paragraph for an essay (though it is a pretty good narrative summary). Just starting step 2...
  10. http://math.buffalostate.edu/~giambrtm/MAT501/Projmath/Project_Mathematics%21.html This has videos and pdfs of the chapters. And the same site some bits from "Elements of Mathematics" which my son loves. If you poke around on it there are a few cool things. http://math.buffalostate.edu/~giambrtm/MAT501/Chp1/operations.htm You have a great list so far! I'd add competition math. AMC 8 that type of thing might be fun for him. Zome Geometry and EIMACS logic for mathematics materials
  11. http://www.welltrainedmind.com/forums/showthread.php?t=310976&highlight=space+distance+words+wws
  12. I do hope everyone is ok and every thing is ok too. I have another question for when you are back online. Or for anyone else who might have suggestions. I went ahead and got the audio lectures, which by the way are amazing. The middle school lecture talks about outlining in complete sentences however, the excerpts in WWS seem to lend themselves to one word descriptions. How does one judge which is appropriate? Is it just a matter of complexity of the text? More complicated texts will have sentence outlines and simpler texts are better outlined with words and phrases. Or does it depend on the place in the outline? The first level is more brief than subsequent levels. Or does it depend on the style of the person making the outline? Thanks!
  13. Thanks. Yeah, that's my feeling too. We did a little bit of two level outlining (from WTM 2009) which is probably why he's having such an easy time. And when I say a bit. I mean a little bit. Like maybe 4 times. I was having him outline sections of his history and science texts. I changed my mind and decided that the questions in the book were better for him. I have done a considerable amount of skipping around with this child in other subjects (to no detriment) but I think in this area it would probably benefit us to stick with the plan.
  14. I have a question for Susan. First off, thank you so much for this. It's wonderful. I just started with my gifted dyslexic 8th grader. It is a great fit for him because the assignments are short and interesting. Narrations are hard for him, the good kind of hard. However we got to week 2 and he thought it was very easy. He went straight from day one to day two. Completed the outline and looked for the next step (he was finished:001_smile:) I am reluctant to skip anything as he frustrates easy with writing, however he seems to need more challenge with outlining. What would you do? I tried to look ahead for a two level outline but couldn't find it in the first several weeks. I am afraid to skip something important. I could continue to have him do two lessons in a day (when they are easy). He seemed fine with that.
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