Walking-Iris
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Posts posted by Walking-Iris
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She is and She can are not stand alone simple sentences. In both instances, they were tied to the sentence before. The only way that "She is" could be considered a complete stand alone sentence would be if you mean she exists.
"She runs" is a stand alone sentence. It isn't reliant on another sentence to give it meaning.
English grammar is certainly very interesting with all the rules and exceptions.
Exactly. In my previous post I mentioned about using verbs as a state of being verb or as a helping verb within of a verb phrase.
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I would absolutely remove the number-line, especially as you already have one older "counter" as a role model. It might be fine a a demonstration tool for negative numbers, or for playing a game, but as a means of problem-solving/calculating? No. Lose it!
Bil
Why exactly? I wouldn't use a number line as a main manip for operations---but number line skills can be incredibly handy in learning some abstract numeracy skills. Just wondering your reasons?
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I've always used Miquon. I consider myself something of an expert in tweaking it. :lol: To answer your questions---always use the c-rods, or at least have them available. Or use them as an example for two or three examples. Don't take away the number line, Miquon has some number line work anyway. We have been working through Miquon at a slower pace. I decided to do this because where Miquon shines is the experimental lab aspect of math, but I feel it flops with drill and practice. Also it introduces some concepts too early at times (I've found problems requiring an understanding of regrouping before that concept would be introduced for example) and leaves some things out (could use some more measurement practice). I have found that Miquon and Kumon work wonderful together.
We will use Miquon to introduce a lesson/concept and then use the Kumon books to practice. For example, right now we are working through the multiplication pages in Miquon. That would be pages F-21 to G-20 in the blue book. We finished those this week actually. We are going to continue on with the fractions pages that come next and then put it away and work in the Kumon multiplication 3rd grade book. I also try to do as many as the activities as I can in the annotations, but honestly, a lot of them were for a classroom setting. So unless something jumps out at me I just use the annotations to get an idea how to use the pages. I don't consider our Miquon time independent work. I consider it a lab we do together. And I insist we understand before moving on. For instance my ds could do a lot of the mult pages mentally, but I wanted him to take the time to use the rods to understand the distributive law. Then we use the Kumon pages for mental math drill and practice.
This combo has been working for us. He has a good memory and is something of an answer grabber when it comes to math. Doing the Kumon helps get those facts down and the Miquon helps him understand why. I don't skip around in Miquon , but work straight through. The spiraling review approach to math works best for us. I've struggled with wanting to change math curr before, but this is working right now. It's great that you got some Right Start extras. I didn't want to rely on c-rods alone (although I love them) so I got a Saxon manipulative kit and base ten. We also do some games from Family Math some weeks.
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Definitely if using those as state of being verbs. If using linking/helping/auxiliary verbs then they need to be in a verb phrase. She is going to the store. Then the verb is needs to modify the verb going. But I also still say She is going is a complete sentence, even without an object.
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We've been talking about that informally at the same time as doing the ancients book. Mostly just reading some Usborne books about prehistory. We've watched nearly every Walking With episode we could find on Netflix (Dinosaurs, Cavemen). My boys also had a little obsession over ice age anything for some time. And the How the Universe Works episodes are wonderful.
I just considered it science more than history. It worked well to do at the same time. We always go back and re-read or watch things anyway---we're always zipping up and down the "timeline". :lol:
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Right. The verbs teach, leave, write, for example. My parents teach. That couldn't be a complete sentence because it's begging the question, teach what?
I can't even really remember the transitives. :lol: But then it would be the intransitives that wouldn't need an object. Either way, you *can* have a complete thought without an object.
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I'm going to disagree. I believe "I can" or "I am" or "She can" are complete sentences. Very simple sentences---but sentences nonetheless. There's a subject and a verb.
Now those are pronouns---but just any noun and a verb together--say: "cat can", 'table is", "horse galloped" are not sentences. Obviously. There needs to be an article adjective. The horse galloped.
But I don't believe there needs to be an object to make it a complete thought or complete sentence.
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I have timeline guilt. I'm all about making my own visuals and manipulatives but the thought of timelines makes me feel sooo tired. My oldest is in 3rd and I think I would just try to buy one and then just look at it as we read about certain things. Idk, maybe next year...sigh. Also I've heard good things about Bernard Grum's (I think that's right?) book Timeline of History.
It's basically a huge timeline in book form. Not very exciting for little kids but would be good to help fill in some blanks.
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Thanks! That Jill Kuzma site and the Question game look great. Actually the bullet list on the site for the Question game are the exact same goals we have had for my ds these past near 3 years of speech. We're excited he's able to be discharged but want to keep up at home. Thanks a lot---actually some of those games look familiar to me from his time in speech. :)
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My ds is a creative writer---every language arts anything has to have room for him to get creative or he will lose interest faster than that! It's why we don't do copywork---he looked like he was being tortured.
I think it's wonderful to encourage creativity in children---I don't understand why that would not be a good thing. :confused:
If it's just play writing then praise and enjoy the little stories etc. If it's part of "schooltime" you can work on grammar, spelling etc based on your child's age and abilities.
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The insurance most definitely should cover something---especially if your main dr sends a referral.
The main thing any kind of diagnosis would do would be to open the doors to early intervention, speech, ot etc. Those types of therapies have been invaluable for my ds's development.
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Try using terms FAIR & UNFAIR. :D It clicks quicker.
Say things like, "Would it be FAIR or UNFAIR if I gave you 2 cookies and sister 4 cookies."
I'm just gonna say we learned really quick using this method. ;) After a week of discussing and picture drawing we moved on to using the proper signs. Only, we used them as mouths. Saying that it was a greedy guts and it alway sate the biggest amount. ;)
A month after that then I used proper terms. 8 is greater then 4. etc.
yeah we did the alligator always eats the bigger number when doing greater than less than.
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I would also read The Out-of-sync Child and The Out-of-sync Child Has Fun. The first is more descriptive about sensory issues, and the second is more prescriptive about sensory activities/a sensory diet.
Those books are great. Just from your post I would strongly suggest getting an evaluation from a developmental pede and an OT and look into your area's early intervention. The head banging and the other kid's complaints about play are the biggest red flags in your post. :grouphug:
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It might be a speech thing. The tw sound. You say he can't tell the place value of 12 but can he add 10+2? Or other expanded forms----24 is 20+4 etc? 10+10?
I'm not familiar with MUS blocks but we love love love Cusinaire rods. If he could see there's a ten rod and two one rods and that's 12 and here's two ten rods and that's 20 it might help.
Also maybe give him two piles of candies--12 and 20. Count them with him and let him see which is more.
Sometimes i understand why math teachers get a bad rep for being grumpy or mean---the constant never ending review and even reteaching can get exasperating. Stay with it!
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I agree about grouping pairs. We did this with crayons (but you could use counting sticks or bears) First I told them that two together were friends and one by itself was missing it's friend. After they got the hang of grouping a handful of crayons into pairs and giggling about the odd man out, I would grab a handful of crayons and just toss them in a jumble and they would group them into pairs. They then counted how many crayons all together. If everybody had a friend they were even, if someone was lonely they were odd. So after grouping 6 crayons into pairs they could see everyone had a friend so 6 is even---if there were 9 crayons, someone was missing a friend so 9 is odd. Sometimes we would play this game at random times with our stuffed animals or trains etc.
But I suggest keeping it low key and fun---a game. No drilling. They will start to internalize this concept and do this mentally. And it does get reviewed and expanded upon at each grade level.
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We did sequential spelling 1 during 1st grade. I actually went at a slower pace and divided that book into two years. Mainly because some of the words were hard for my 1st grader and the daily list would get old after a few months. We're doing book 2 now for 3rd and we're zipping through it. I think taking those first two years to do spelling at a gentle pace helped. I used to put the lists on Spelling City as well. The extra work on the computer helped. I thought about using the computer cd-rom this year but I still wanted to be directly involved to explain things (definitions, homophones, subtle differences in sounds etc) that I didn't think he would get with the cd-rom.
There actually is a list of frequently used spelling rules in the teacher's guide and we do learn the rules as a result of recognizing patterns. I love this program and think it helps with phonics as well. It's teacher intensive though---you have to come up with your own sentences, seize the moment to explain things like contractions or compound words etc. The teacher book is just literally lists of words!!! If you want something to tell you how to teach those list of words then it may not be a good fit. But I don't like curricula/programs that are too scripted---if at all.
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There are reading lists in TWM. Also Books Kids Will Sit Still For is a great resource. mensa for kids has reading lists. Ambleside is good. Jim Trelease's book is great. Deconstructing Penguins is a good resource.
For history we use Story of The World. Living Math is great for math books and the reading list is free.
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I'm just going to have fun revisiting what my ds did in 2nd grade.
Writing Strands
Miquon math with some Kumon for extra practice
Sequential Spelling
Wordly Wise
Jane Ervin's Reading Comprehension
Explode the Code
Handwriting Without tears
Ambleside
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Thanks. I looked at mommyspeech and thought it dealt with articulation more than exercises or pragmatics---going to look at it closer though!
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Yep---I always check RR first and then price compare on Amazon. :lol:
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I think learning about the real world applications of math are very important too. One project may be good for some students but a flop for others. You may not want to learn about financing a car in 7th grade, but maybe there are other money or real world math projects that would be better. Savings account, stocks, comparing charities, budgeting for a vacation, gift, getting the most meals out of 50 or 100$ etc. There's a ton of ways to show young adults the value of money. They may not grow up to be bankers or stock brokers or accountants, but they will grow up and have to pay some bills :lol:
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And truthfully---if your kid is a leftie than it may be too cruel to teach a slant. I agree with others---there's no point to a slant. I'm a leftie and I don't slant anything---and have very bad memories of a teacher trying to teach me a slant. My handwriting was legible but still wrong??? I never got over it!
My ds8 goes to OT for fine motor work and uses HWT there and at home. His cursive is gorgeous, better than mine!!!
If you don't like the way a letter looks---change it! We like HWT but neither of us liked the way the lower case r was formed so we changed it.
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My ds8 has been discharged from speech services. Yay! He is testing at or above age/grade level in a series of tests our therapist gave him. We'll meet with her in about 6 months but we're on our own.
My question: Does anyone have some good websites/books/games etc to recommend for oral motor exercises and pragmatics? I'd like to keep up at home, as long as it's helping him.
Can we list all Spelling curricula that has lists for each grade level in 1 book?
in K-8 Curriculum Board
Posted
Not grade levesl per se---but we use Sequential Spelling and each book is 180 days of nothing but lists. Challenging words too!!!