onaclairadeluna
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Posts posted by onaclairadeluna
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I believe parameter and area is covered in SM 3B. If anybody has it at home, can you please give us a simple comparison between SM and AoPS approach to this topic?
Thanks!!!!!
I't been 7 years since I looked at singapore 3B but off the top of my head.
AOPS discusses rectilinear shapes where you can deduct the lengths of corresponding sides.
Questions like... "Can a rectangle whose sides are all whole numbers have a perimeter of 13? If so draw it. If not explain.
Also there is a concept called rep-tiles. Repeated congruous shapes. Can you decide if a certain shape is a rep-tile. Interesting spacial problems that I don't remember from singapore. I didn't do CWP3 however.
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My friend Jenny received a sample and has pictures up at her blog. Tres jalouse!
Yeah, her title "How to get boys to like math." I think is pretty spot on. Anyone else out there with a girl? My little girl could not relate to the monsters at all. As a matter of fact when I opened the book she pointed to every monster and said. "I don't like that one, I don't like that one..."
Once the math got interesting she stopped complaining about the cartoons.
My daughter BTW is happy to be an Eladrin and fight Orcs with her big brother.
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On the contrary, I think that's a huge deal. But, I'm hopeful that these formatting issues would be relatively easy to fix.
Some of it is the formatting and some is the pirate dialect and some is just terminology. Most of it is the dialect and the formatting. She is working out of the workbook now and only needs help now and then with a few big words. She is much more able to read this part independently. Changing the font of the guide would fix 90% of her problems
I will definitely give detailed feedback. I feel so honored and lucky to have the opportunity to review it.
It's going to be terrific.
The font size looks just about the same as the online samples.
Except for a short break to go get food she has been working on this non stop since my first post here.:D
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Or we could invite them here...
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Well her first reaction was similar to mine. She doesn't love the layout. Not only that, despite being a pretty good reader, she couldn't read the text. I had to read it to her. No big deal, but still... Don't think the pirate dialect is a great idea. And the font in all caps is a problem too.
Math can sing on it's own they don't need all the bells and whistles. In the very beginning there is too much story and fluff for my taste.
She does however love the math and is giggling with glee as I type.
We are up to the math meet section and this is a HUGE hit with her. She has now decided she likes the characters and is on their side. So, OK if she likes then I like. I do agree that they should tweak the format. And definitely change the font.
So far it is well loved despite it's flaws. They really have a gift for teaching problem solving. I'd like to see more of that and less of the rest.
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Me to DS "Check the mail today, DD's math book might be there"
DS "Oh, I have something for you in the car."
It was in the car all night and he didn't even tell me. He might have even <GASP> gone to work with it still in the car. Thanks so much for the heads up. This is so exciting. I'll be back. Yay.
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I am really loving Kilgallon. This site has samples you can look at.
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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!
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I'm "disappointed" with how all of this played out too. I was just at the point of learning so much about my dd' date=' and had such hope that I'd learn so much more with the hope of a place for this, and now I'm just left with a whole lot of questions and no avenue to pursue them. I find the logic used by those against this new section flawed. I thoroughly understand if those in charge of the board don't want it for whatever reason, as it's their absolute right to have the board however they want, but I don't understand when someone not interested in the topic comes out so strongly against it. The diversifying would in fact bring more people here and probably add even more to the other existing areas, not take away from them. JMO.[/quote']
Just post a new thread here on the accelerated learner forum. The one thing that people should take from all this is that there are plenty of 2e parents frequenting these boards. Most gifted parents are used to discussing asynchrony and accommodations. It seems like as good of a place as any. I hope people will come out of the woodwork.
I agree with your last point. However I think we can effect a similar change just by making an effort to participate more.
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I am impressed that folks already have a 9th grade plan in place. I barely have an 8th grade plan in place. I'll share that (still a work in progress).
History
"Worlds Together Worlds Apart" spine
supplemented with
TTC Rome and the Barbarians and ?
Spelling Barton level 9 and 10 :001_smile: Almost done.
Writing
WWS (yay for sample pages)
Kilgallon Grammar for HS
CW Herodotus
I realize that these materials are of very diverse levels, but this is my DS, I am mixing middle school skills with HS content. Or at least that is my intent.
Literature/History
Ancients-Books from the library
Supplemented with as many of the E. Vandiver courses that I can get my hands on.
Grammar (possibly)
Maybe Warriner's Complete Grammar. He's been through MCT level 4 however I think diagramming might help him, we'll see.
Science
Biology Raven Johnson
Thinkwell Bio Videos
TTC Biology course (I think it's titled "Biology the Science of Life")
Math Hmmm...
Elements of Mathematics Book 3 Fields possibly Book 4
AOPS Intermediate Probability and Counting
Maybe AOPS Intermediate Algebra
Spanish
Destinos w/ text and workbooks
MIT OCW handouts
+?
Visual and Performing Arts
Music Lessons + Band
Pottery Class
Mostly my 8th-9th grade plan is "Make sure ds can write before high school". We are fairly interest led so I can't really plan 2 years in advance. Also my DS's pace varies wildly. Sometimes he blows through material very quickly and other times he goes rather slow. I still can't predict this, so I tend to take things year by year and adjust as needed.
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Pooh
Charlotte's Web
A Child's Garden of Verses
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Rat a Tat Cat is a great game. You can play it with a regular deck of playing cards. Kings are draw two. Queens are peeks. And Jacks are trades.
Here are the rules.
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I feel that I have just won the lottery. Do I lack perspective?
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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.
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When my DS is WAY ahead of me in a subject, I make him teach it to me. Of course this is not so easy with a toddler. I used to take advantage of my daughter's relatively early bedtime when she was younger. Now that she doesn't sleep so early I sometimes steal him away for walks. This might not work so well for math, especially if it is not your comfort area. But it works for history and even science.
It's ok with a GT kid if you are not *ahead*. I would recommend trying to keep up as much as possible just so you can communicate about the subject.
The great thing about having your DC teach you what they are learning is that it has two benefits. It's a relatively easy way to learn about what they are studying AND it helps them practice communicating to the "common" person.
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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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Oh, I admit it is partly me. I just can't take it after a while. And I admit that sometimes I RESENT even having to deal with him and wish he would just go away for a while so we can not be so darn tense around here.
:grouphug: It is OK to let other people help with a difficult child. Don't feel guilty if you decide this is what is best for your DS. It's OK we are only human.
Today is NOT going well.
Hang in there. What ever you decide it won't be the end of the world. If you can, wait until tomorrow to make a decision. Your needs are important. If you put your child in school, will it be a complete disaster or only "less optimal"? One of the reasons I have stuck with homeschool all these years is that for my DS school would be a disaster. I know other kids who have gone back to school from a homeschool situation and they did fine. You have to weigh this with your own need for sanity. For example it could be that you decide PS is slightly worse for your DC but for you it would be wonderful and would give you the energy to be more available to your child.
If it were me I would ask myself the following questions...
How often does my child disrupt my day?
What are the benefits of PS?
What are the drawbacks of PS?
What will happen if I continue to homeschool my dc? How will it benefit him? How will it benefit me? What are the consequences?
How does homeschooling DC effect other children? Are there benefits? Are there problems?
Is there a change that I can conceivably make that will improve the situation or have I tried all possible solutions? How difficult would it be to implement any possible change?
But honestly tea, chocolate, perhaps a glass of wine and a long walk are my first recommendations. Take care.
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Susan Barton's website is informative. As is the book "Overcoming Dyslexia" by Sally Shaywitz
http://www.dys-add.com/symptoms.html
http://www.amazon.com/Overcoming-Dyslexia-Complete-Science-Based-Problems/dp/0375400125
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I'm excited about this! Has anyone requested any samples?
I did. Now I just have to wait. DD has been asking me to do her brother's math for a year now. Oh I hope I am able to get a sample.
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No, no! I'm not talking about avoiding foods. I'm talking about using foods (or supplements) to get the neurotransmitters and precursors. Sorry, my ds had been pecking earlier and I was going fast. Soy and eggs are high in choline. Look at Yllek's posts on it.
Sorry it was late. I understood what you meant. I am not quite sure what I meant. :confused::confused:I think just that it doesn't surprise me that there might be a dietary connection though I hadn't thought about it before.
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and his speech his THROUGH THE ROOF this evening.
Yay! That's great news.
I had not considered the food connection before (for speech issues). However DS is gluten and lactose free because gluten makes him moody and lactose makes his allergies worse.
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There's a book called "It's on the Tip of My Tongue" :tongue_smilie: by Diane J. German that goes into various forms of word finding problems.
This looks interesting, thanks.
"The Great Courses" for younger kids?
in Accelerated Learner Board
Posted
My son has been listening to TC lectures since the third grade. I think he started with Ancient Greece and Ancient Rome. We'd listen to them in the evening after my daughter had gone to sleep and would watch 3-4 lectures a night. Often falling asleep on my bed (both of us...DH worked nights). The next day I couldn't for the life of me remember where we were in the video. DS remembered so much about the videos that he could tell me whether or not we had seen that bit by watching only seconds of the video. I was pretty impressed. He loved Einsteins Physic's and the Quantum Revolution and Joy of thinking. He also really loved the History of Asia Minor with Kenneth Harl.
He's been a fan ever since.
I think the most accessible is the Ancient Egypt lectures. My daughter is less riveted by them (she is only in second grade though so who knows). She watched along when DS watched "The Universe" and really liked it. She is mostly ignoring "Rome and the Barbarians" though she sometimes sits down to have a listen.
My son is a very strong auditory learner. 8fill is right they are not generally geared towards little ones. The video is just a guy lecturing. Still, it was a blessing that I found these for my little guy. He's really bright and dyslexic and was a fantastic fit for him.
Just recently I had an epiphany. My son is in the 8th grade and still getting the hand of outlining and narrations. He asked to watch a lecture and I said "OK can you write a one level outline" and he did. I said "great job" he said "if this is a great job I'll do this every day" OK. This could be a good thing.:)
I would not recommend doing this in the beginning though. It is really wonderful to just enjoy and learn and maybe discuss the lectures. Still I am so excited that my son is so eager to do outlines and narrations about these lectures.