What does ALL stand for? Sent from my iPhone using Tapatalk

We are just about done with fll4, and I have no idea what to use next. Any suggestions? Sent from my iPhone using Tapatalk

Anyone?

I'm in the same boat. We finish grade 6 of mm next year. I have no idea what to use. I didn't know there's a mm7! That would mean I don't have to look for two more years!!

Rod and staff English starts in grade 2. It's very thorough and gentle. You could definitely do both your 3rd and 2nd graders in book two. But it can't be done independently.

I started fll 1 when DS was in second. He hated staying in nouns so long so we gave it up for the year and started R&s 2 when he was 3rd. I hated the religious parts of it, but I was able to skip those parts. Now he's in 5th, and r&s 4 and now the religious part of it can't be ignored. I'm thinking of switching back to fll. So I have a few questions. What is the difference between r&s and fll? If DS is in book 4 of r&s what level should I start him with in fll? Is fll all in one book like book 1?

I would rework your kindergarten plan. For kindergarten all I worked on with mine were reading. We started math and spelling in 1st, grammar in 2nd, and writing in 3rd.

My son is in fourth this year and I didn't find it a jump at all.

What is a good program to use for seventh graders at a co-op?

Thanks for the input.

If you are doing mm4a, how many pages a day does your child do and how long does it take? Do you do every problem? If not, how do you decide which problems not to do? We were doing 3 pages a day, but suddenly it's dragging out. I didn't know if maybe it's too much or if it's his adhd and his meds need adjusting. So I cut back to two pages a day and it sometimes takes an hour.

The complete writer had all four years, and you pick the passages and copy work. The wwe1 teacher text has all the passages and copy work. Wwe1 student workbook has lines for the student to do their copy work.

The text that previous poster is talking about is the complete writer. What you want is to buy the text for each level. That's whete the stories for narration are, and dictations and copy work. All the student text is, is lines for the student to do their copy work, and dictations. I just use a notebook for that and forgo the student text.

I would start with wwe1. The lessons Re in the teacher text. I don't use the student text.

I like rod and staff.

So last week we did lesson one. His first writing was a summary. Do then we outlined the original fable, and he wrote a story off of that. And it was much better. He was upset that I had him write it twice, so this go round I want to set him up for success. So the summary that he has to amplify is something he would have originally written. How do I help guide him to amplify the summary?

I would say age 7 is young to do wwe3. If it were me, I would either keep using the wwe2 format, or finish out wwe2 and take a break from wwe until later in the year.

Mine writes only some grammar, the rest we do orally, he writes all of his math, his spelling is words, and sentences. For his writing, we do the discussion questions orally, and I write his outline, and I scribe his story. Then he has a lengthy paragraph for his penmanship. And then he writes three sentences twice a week narrating his history. For reading and science he narrates orally.

And who sells used workbooks???

No way!!! I would buy the hig and that's it!

Here is his second writing. He used his narration of the original, written out, as his guide. The spider ran across the mouse's back. The mouse got angry and took the spider to a tree and set it down and went back to his favorite sitting spot. The spider came back and said, "I only want to be friends. I'm not harmful, I just want to be friends forever." The mouse said, "I don't want to be friends right now. I just want to sit and sun myself." The spider spoke and said, "We may not be friends, but one day I will help you." The mouse thought, "A spider cannot help a mouse, because they're too small." The mouse killer set a jar of honey out so he could catch a mouse and kill it. When the mouse smelled the jar of honey, he went to it,, and while trying to dip his hand in it, he fell. Luckily, the spider was nearby and saw the mouse stuck in the jar. The spider spun a spider cowboy rope and threw it around the mouse's waist. The spider pulled the rope, but he wasn't strong enough. It just so happened that three of his spider friends were out on a walk and they saw their friend, Spider. They came and helped pull the mouse out. The spider said, "A team work of spiders can help a mouse." He also dictated it to me while I scribed. Tomorrow we'll go over it and edit it. Better, right?

I'm not sure how outlining works. So I read the lion and the mouse over to him and had him narrate it had to me. I wrote down each thing he narrated as a number. The we went through each number point and he write his story to go along with it. I can't right now, but will come back tell yall his new story and get y'all's opinion. I was planning on doing TC for fifth grade, but if he still needs a lot of hand holding to write a story from fable, should I do TC before w&r?

We just started fable this week and DS 9 yo struggled with the writing section. At first I told him he couldn't use the examples but he couldn't come up with anything. So then I told him to go ahead and use an example. This is what he wrote. A spider bumped into the mouse. None of them cared. The spider went back to making his web and the mouse went back to his house. Four hours later the spider saw the mouse stuck in an empty jar of honey that has a little honey the spider saved the mouse by a spider string and the spider pulled the mouse up and that's how the mouse got saved. I have no clue what is typical nor what I should expect. The only writing We've done is wwe1&2 and 10 lessons of wwe3. He didn't narrate to me. He wrote it on his own. Can I get some feed back? Is this typical? Also, at the end he said 'the spider saved the mouse.' I had to tell him that he needed to explain how the spider saved the mouse. Does this curriculum teach how to write better? Will he learn to write better? I'm just feeling really insecure that we are on the right track.

The first book is the worse with religion. Makes it seem Iike if a sentence isn't true and orderly then your sinning. I just skip those parts. Other Issues would be that they wouldn't know the answer to the religious questions. I just skip those as well.

I did wwe and rod and staff with my second and third grader.