I did this with my ds when he was in 6th grade. Although I bought the premade cards, I had him make his own because it helped him retain the information better. Plus, he enjoyed it. :) I used a guide called "Teaching the Roots" that I downloaded from somewhere and I can't remember exactly where right now but I'm thinking it was through IEW's website. The woman who wrote it included crossword puzzles and other activities that helped drill the facts. She had the book divided up into set number of weeks with a lesson per week which included a number of the roots. So we just worked on the roots scheduled for that week and my ds would do any worksheets included. I would also just drill the cards with my son. Last year, we moved on to study Latin so I dropped the roots study but my son learned a great deal through the process.

Amy, I think I can answer this question. :) I purchased the DVD's to go along with the Elementary/Intermediate combined course. On the cover of the DVD case it states. . . FOR USE WITH: Elementary Algebra Elementary and Intermediate Algebra Intermediate Algebra

Oh.my.goodness! This is exactly what my ds16 said when he saw me looking at Art of Argument for ds13. Ds16: "Mom, are you serious?! He already knows how to argue. It's all he ever does!" Me: "Yes, I know dear, but I should at least teach him the proper way to do it." Ds16: groan :lol:

:iagree: I'm very visual too. I couldn't tell you what my pin # is at the atm because I've memorized it only as the pattern on the keypad as I type the numbers. Once I had the pattern down, I tossed the paper with the numbers on it. It works for me. I've gone months without going to the atm and I've never forgotten my pin # . . . this is incredible because if you ask my dear family they will tell you that I have a lousy memory for those kinds of little details. :D Oh, this is also how I remember friends and family phone numbers.

Here's my experience. . . I used Shurley through level 7 with my ds's. When my eldest ds reached his 9th grade year I began looking for a grammar component that I thought would compliment the style of Shurley. I found Analytical Grammar and liked what I saw. I, too, liked that it would be more student directed and less teacher intensive. Here's the problem we found. The style/method of analyzing/classifying sentences is different enough that it drove my ds nuts. It was like learning a whole new way of doing things when you had a good way already. This new way of doing things took time but eventually my ds figured out the new way and did well. BUT, what I have found since, and I believe this to be true of any grammar program, is that none of the classifying methods really help the student in the real world of real sentences and their own writing and by real sentences/real world I mean the kind that aren't structured to easily teach a specific concept, ie. the verb transitive, etc. I have spent the last month reviewing and reading over the KISS approach to grammar and I am loving what I see. I believe this is the way to go and it's all free and can be found here: http://home.pct.edu/~evavra/KISS.htm However, the KISS site is confusing at first but Dr. Ed Vavra is working on making it less so with the help of those who have used his approach successfully. I'm planning on going through the 'Master Book' with my boys which covers all the levels at a faster pace but there are grade level books being worked on for students who are younger. If you're interested in reading an introduction to the KISS approach go here: http://home.pct.edu/~evavra/kiss/wb/LPlans/Overview_Levels.htm So, I think Shurley is a great way for children to learn how to begin asking the questions in order to classify. It certainly helped my children to recognize when a word that could be a verb was being used as a subject(verbal). But, the learning never really developed beyond that to their own writing and more difficult "real world" sentences. I also think Analytical Grammar is the same, a great program but still lacking. Switching from one to the other is, I believe, very confusing for the child. In the end, though, what is really needed is a tool that can be used to craft better sentences. This is where KISS excels in my opinion and I'm thankful I found it! HTHs,

I used this with my ds13. He did Practical Arithmetic Bk 1 during his 4th grade year. We went quickly through the first half of Bk 1 since it was mostly review for my ds but then slowed down considerably for the second half which covered 4th grade math. Then we spread Bk 2 (5th-6th grade) over the next two years. He did well with it and I believe it helped him to slow down and focus on the basics. This past year, he worked through the beginning modules of Systematic Math and has not had any problems. I think you could easily work your way through both books in two years as a good review. HTH's :001_smile:

Thank you mhg!!! That clip is proof that I'm a visual learner. :D My dh has been trying to teach me that little ditty for years but I could never figure out exactly what the pattern was and believe me, he would sing it painfully slow but to no avail. Now having seen it, it is sooooo easy! :lol:

I've never read Harry Potter but I'll give it a go. . . Isn't that what the kids say in the new Disney theme park commercial?

I posted this on the high school board the other day but thought I would try here as well. I really would appreciate any input you have. I read the "weird" curriculum thread on the K-8 board and you mentioned that your child is doing this. My ds has done Systemath and we switched to TT for geometry but I really would like to get back to something similar to the teaching approach of SM. Do you think this math by Dr French is close to SM? It sounds really good. Thanks!

Yes! Thank you! I just bookmarked both sites. I am especially excited about the ethics curriculum. :D Thank you!

I read the "weird" curriculum thread on the K-8 board and you mentioned that your child is doing this. My ds has done Systemath and we switched to TT for geometry but I really would like to get back to something similar to the teaching approach of SM. Do you think this math by Dr French is close to SM? It sounds really good. Thanks!

I don't post very often but glean a whole lot! :D

My ds16 has been working his way through this since last year (mid-year). He reads 1-2 chapters a day in his bible and then goes and answers the questions listed for those chapters. He doesn't spend any time looking up the other verses listed with the questions as he found that process too distracting. He likes to read a section and then meditate on what he has read for the day. He averages 15-30 min tops each day. He says he is about 1/3 of the way through the book (he began with Vol 2) and alternates OT books with NT. This has really helped him maintain a daily devotional time. :) HTH,

Thank you ladies! I appreciate all the info. :)

sigh, disregard the first part. . .I just found the test listings. I really should finish my coffee before trying to do anything! However, I would still like to hear from those of you who have children that have taken it as to whether they added the writing part. Did you find it beneficial??

I was checking out their website and it doesn't say. It only lists the next test date which is at the beginning of September. Also, if you have had your child take this, did you have them take the writing part?

:iagree: For some of us, humbly accepting our weaknesses and then persevering through them are the hard lessons learned through the process of homeschooling not only for us but for our children as well.

Yup, I cried. I went to see it with my two boys who grew up with Buzz and Woody. . I mean, we watched the original Toy Story until my ds16 could act out whole scenes with his toys of which we had every. single. one. I can vividly remember him standing at the stair railing by our front door (we live in a split entry) and tossing his *soft* buzz over while singing "I Believe I Can Fly" Good thing it was the soft Buzz or parts would have been flying!:D So, I sat between my two boys (and me with no tissues) trying very hard not to give in but the tears pushed their way down my cheeks regardless. It was a great movie.

I'm not sure what is best for your daughter but I will tell you that I switched my ds16 from LOF to TT at the beginning of this year. I really thought that he would love LOF because he is my writer/reader. However, for some reason LOF frustrated him. He has enjoyed TT geometry as much as a non-math person can and it allowed him to be fairly independent. I say "fairly" because geometry is unlike algebra in that for proofs there is more than one way to the end so I did have to stay involved. ;) After looking at the sequence of the book your daughter used, it looks very similar to TT so maybe the transition would not be so difficult. Also, one thing you could do since your daughter has covered quite a bit of material already is after you have decided which curriculum to go with start at the beginning and when you get to concepts that she already has learned skim them quickly (don't do all the lessons, exercises if she already knows it). So if she were to switch to TT, I would have her skim the first chapter and if she feels confident that she has already mastered the material, have her test out of it and keep doing that until she hits a bump. Just a thought.

Melissa, When I did this with my boys a few years ago, I found it immensely helpful to go through the TWSS on my own. It really cemented the teaching concepts for me. I think it took me a couple weeks to work my way through all the teacher dvds. I also did all the writing assignments so that I would understand them better. I found I could teach it without feeling overwhelmed after doing this. Take it slowly and you'll be fine!:D

In my area we are allowed to use the Hewitt testing for *end of year* evaluation. I use it for my dc up to 8th grade (that's as high as it goes). I like it because it's not timed which for my dc relieved a ton of the stress. I also tell my dc that the testing is more about figuring out how I'm doing as their teacher so they do their best but don't take it personally if they don't know everything. Also, before the test I remind them they will probably not know up to 1/2 of the questions (most children in schools average in the 50%). . .which makes them have a sense of great accomplishment when the test is over and they realized that they knew most of the material.

Oh and remember the coca cola machines where you would put in your quarter, open the door and pull out an ice cold bottle of soda!

Oh, and you could paint *his* side of the fence a nice bright pink with purple polka dots! :D

I remember 'Romper Room' on PBS. Of course, my sister and I had to have Romper Stompers! :D