Petrichor
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Posts posted by Petrichor
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21 hours ago, Ellie said:
These are things they write on their own? Let them. ?
Things that they write for you? Correct, correct, correct.
::whispers:: Also, it's Spalding, not Spaulding. ? ::
my "laugh" reaction was in response to the bolded
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We did 1.5-2 hrs of seat work last year (3rd grade) + 30 or so min or read aloud history or science + about a half hour for foreign language and religion.
That's not including bedtime storytime or free/silent reading.
We had some days that were shorter, but we schooled 5-6 days per week. If we did the full 5-6 days, we had shorter days that week.
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To preface: I live far, far away from the ocean.
I'm surprised that some sort of free transportation isn't offered when people are ordered to evacuate ?
If you are ordered to evacuate, I think it's irresponsible to stay (and ridiculous to feel entitled to having someone bail you out if you insist on staying) but I also think it's irresponsible of the government (City, State, you name it) to not provide transportation outta there.
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Michigan's upper penninsula & Mackinaw (city or island - island is more expensive(ferry to get there) and less to do for free though)
Lake superior is like the ocean, just with no sharks, or starfish. You can visit the shipwreck museum, lighthouses, tahquamenon falls, mining towns(museums, go into the mine, etc. I think that's in copper harbor, but I'm sure there are other locations), sault ste. marie (see a huge working lock). Mackinaw city has some historical attractions/museums/battle reenactments.
But there would be a lot of driving. And there aren't too many airports around there, I don't think, but we usually drive there.
In lieu of that, I second Boston/Salem.
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Singapore Math might have what you're looking for.
Depending on the level, you might be able to get away with only purchasing their B books (i.e. 3b, 4b, etc.) And I'd go so far as to say you probably don't need the textbooks. We rarely open ours anymore.
They also have supplementary books containing word problems. I haven't used any of them, but I imagine "challenging word problems" would do the trick. Their regular workbooks do have word problems though.
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We did the porn avoidance book at 7 or 8, just looking for something more. We used Good Pictures Bad Pictures, and I really liked it a lot.
I'd like to hear recommendations though, even if they don't meet my parameters completely - or at all.
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There are so many out there! What's your favorite?
We are religious, I'd prefer something without the drawings of private parts (though I'm more ok with it if it's a diagram that serves a specific purpose), and preferably with the view of "it's normal to feel X" without the "it's ok to do X" X in my mind being masturbation, having a girlfriend, premarital sex, etc.
I am looking for something that mentions hormones, stink/hygiene, body changes, emotions (I'm thinking mood swings) physical attraction, sex, STIs, contraception, etc. I'm not an expert in teenage boys though.
My son is 9, but taking notes for the closer-to-teenage years too.
But if you have a favorite that does include this sort of stuff, please share anyways. Thanks!
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Anne with an E?
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I remember one that we dropped. We tried reading it for 2 or 3 days and I could tell he was just not understanding it or following the story at all. The Trumpeter of Krakow. He needs a few more years before we revisit that one, I think.
Sometimes he loves a book, sometimes he won't love it but he wont complain when it is time to read it. And sometimes, with the second category, he ends up enjoying it 3/4 of the way through.
If he's not complaining about it, I'd keep reading it. Especially since you are enjoying it. He might catch your enthusiasm for it and start to enjoy the book too.
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I've heard "stinkin'" or "stinking" used as an adverb my whole life. I'm in the midwest. If you haven't heard it until recently, I wonder if it's a regional thing that only recently made it to your area?
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32 minutes ago, HollyDay said:
And while we are on the over use slang...."same"
Youngest dd and her friends say that all the time.
person 1 "I was running late for class." Person 2 "Same"
"I enjoyed that movie." "Same"
"I don't understand the homework." "Same"
I guess I should be grateful they aren't saying "stinking same"??????
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Sometimes I make my own bandage by making a pad of gauze, then using a roll of gauze to wrap around the appendage.
If this is a long term thing, maybe using gauze (dispose) and a washable strip of fabric (a bandana or even a cut up t-shirt) that can be tied or pinned (or even taped, since the tape wont be touching the skin) around the area that needs bandaging.
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Good job! Nerves of steel, indeed!
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My kids never had weird, noticeable eye issues (like crosseye, etc) so I never thought to take them earlier than they are able to talk. Thanks for posting about infantSEE - I hadn't heard of it before.
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That happened to me too. I was in public school though, and they found my bad vision in the school eye screening. I spend over a year (2 teachers) just thinking that the teacher had really bad handwriting (I couldn't read handwriting on the overhead projector, but I could read typed material (it was usually a larger font). I think I spent >6mo squinting at everything. No clue how my parents didn't realize it.
Because of that experience, I take my kids for an eye exam yearly, even though they haven't needed glasses yet. Some places think it's strange that we do this. Not the eye doctor, but the staff. I find that strange! I've taken DS to an eye doctor since before he could read, and it was embarrassing how long he had to use the picture charts (he didn't learn the names of the letters until long after he could actually read because I taught him letters by the sounds rather than by the letter names)
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19 minutes ago, PeterPan said:
Are you *watching* him do the software to see if he's pecking or touch typing?
I do typically just turn it on for him and leave, but once in a while I'll sit with him for the lesson. He's slower when I watch him in any life area (because he's worried about doing something wrong and that I'll try to correct him).
When he started, I did emphasize the importance of not looking at the keyboard, and when I sneak a peak at him while he's working he has his fingers on the keys (touch typing style) but it looks like he's struggling to remember where the keys are.
I started typing with him because I do suspect dysgraphia, but don't know what much else to do besides allow him to do his work orally and to teach him to type. but his typing is slow and I'm feeling like it's a lost cause. (not all the time, but I feel like that sometimes. I still encourage him and get excited for him when he finishes a lesson/typing session)
He does play with legos, and actually likes to draw. His handwriting is good (but he's a perfectionist and the way he learned to write was based on precision(clockface style/spalding). But he draws slowly, and writes slowly.
And yes, he is 9.
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2 hours ago, Storygirl said:
(That was my thread ?). At least I didn't title it: Would you take your puppy to The Farm
When I was little, my parents took a cat we owned to a farm and left it there, saying it would have a better home. Or at least that is what they claimed......
I didn't read your post before posting! I was "tricked" twice into clicking on your thread because I thought it would be a discussion on whether or not to lie to kids about dead pets "going to the farm"
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Would you take your puppy to a farm
If the puppy has fallen "asleep" for the last time?
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With the topic you mentioned, I would say something if I thought it was a hurtful book. Like a parenting book suggesting it's good to whip kids with plastic tubing. TBH I'd post a link to someone else discussing the dangers of the book though. I'm notoriously terrible at explaining myself properly and saying what I mean.
Just like how I posted a link to a website about how X after market car seat product is dangerous when a whole bunch of people suggested it after the original poster asked for suggestions to keep babies warm in a car seat because they were worried that puffy coats were unsafe. (I would have ignored it if the poster hadn't stated their concern about coats being unsafe in the car seat).
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It's hard, but just smile and nod.
Then, go burn their personal library down while they are out of town.
JOKING! I would never do that! Don't do that. No, really. Don't.
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He's using the Mavis Beacon Kids Typing program. It's been maybe 2 months, he's finished all of the lessons where he learns the individual keys (through Z, he hasn't gotten to numbers or to much punctuation), and does some of the included typing games.
His accuracy has consistently been around 97% and WPM is steady at 3WPM.
Is that normal? Does he just need to practice more?
My concern lies in that his writing is about that slow too and that his typing may never speed up. ?
My main reason for teaching him typing right now is that he will. not. write anything. The equivalent of about 15 words per day is his upper limit for writing. We do most things orally. The seemingly slow progress in typing is not helping my frustration and concern any, lol.
I'm wondering if I should push him to be faster and sacrifice accuracy, or if that would just hurt him in the long run.
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When you give birth as a married woman at age 19, they count you in the teen pregnancy statistics.
A teen (for the purposes of community programming for teens) 13-18.
A tween is 9-12. Our library offers teen programs as well as tween programs, and I think what I listed above are the age ranges for those programs.
Our community rec center includes ages 12+ with adults. Most fitness programs are for ages 12+ when they are geared towards mainly adults. They might have a stipulation that kids between the ages of 12 and 15 need to be enrolled in the class with a parent though.
Our library allows ages 13+ to be unsupervised (no parent on premises) in the library
CAN spell, but doesn’t?
in General Education Discussion Board
Posted
If you can look at their work and say, "hey! how is 'princess' supposed to be spelled?" and she can give you the correct spelling, I wouldn't sweat it. Think of it as her writing in her own type of shorthand, just a means of getting the story down on paper.
I wouldn't do this for every word though, just for the select one or two that you think they probably know how to spell, but that you aren't quite sure about.
Another thing, do they see any point in spelling things the right way? Explain the reason for spelling words correctly - so the reader will understand how to pronounce the word if they've never seen it before, so the reader will understand the meaning, so the reader can understand the story without straining their brain to figure out which word you meant to write, because words have heritage (we tend to look up etymology for just about every word we learn), and there are probably more that I can't think of right now.
But don't push it. If they love writing down their stories, and will actually write down their stories, you've got more going on that I do! My kid still wont write more than 10 words... ?