Love_to_Read
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Posts posted by Love_to_Read
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Oh, I have every intention of selling the DVDs if I buy them (used!!!), but we're planning on schooling year-round so I need everything as soon as possible, and I already have on my wishlist the theme-based writing, a bunch of HWT for preschool and Kindergarten, All About Reading, All About Spelling, and possibly HOD for Bible/History where I really do need hand-holding, and some more Math U See in a couple months. Gah! Even using library books for all our remaining literature, history, science readings, I'm needing to bring down the immediate grand total in any way possible.
I'm nerdy enough that I would actually read the handbook from cover to cover. I'd enjoy the DVDs, but I could probably retain the book info. I'm reading all my other teacher's guides right now, so not much difference... And I do love teaching writing, I've just never dealt with dysgraphia in a 5th grader before, and his method seems like just the right amount of hand-holding for the student.
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When you sign up and post your first 10 books in good faith, you get 2 credits to start requesting books. :) After that, you get a credit for each book that you send to someone else.
When you want a book, you search for it. If it says "Order this book," that means that someone else has a copy available that you can request immediately. If it says, "Post the book," that means there are no copies posted at this time. In that case, if you are wanting it, you click on the smaller button that says "Wish." You get put on the waiting list. Wishes are granted in order. It will tell you how many people are ahead of you. Sometimes the wish list queue moves quickly, sometimes ot. It depends on whether it's a cheap common paperback that others are likely to post, or a more sought-after book, or more expensive, or more of a specialty interest, etc. For those, you just have to be patient.
If you post a book that others are waiting for, you'll get a notice to send it to the first person in line. :) Well, actually, they get the notice first, to make sure they still want it. ;) Then the system asks if you are able to mail it. So, you both get a chance to confirm the transaction before it happens. That only takes a copuple days, so when you post books that are in demand, they fly off your shelf.
You can also post what you're currently reading on a separate list on your account. That list will show a W next to the title if the book has a wait list, so if you are desperate for a credit, that tells you which books to hurry up and post for swapping. :lol:
If you post a book that doesn't have a wait list, that means that supply is greater than demand at the moment. Your book title will show up as available to order when people search. When a person orders it, the person who posted the first copy will be contacted. So again, you just have to be patient waiting for enough requests for it to get around to your copy.
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If I promise to read the whole Seminar Workbook, and maybe get the TIPS DVD, can I skip the Seminar DVDs?
My plan is to use a theme-based American History writing course from them. If yyou can think of a cheaper way than Seminar Wkbk, TIPS, and History book, let me know...
Also, do you need to buy the source texts? Are they crucial? (Or are they cited well enough to obtain for free elsewhere, or meant to substitute like WWE?)
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Can I mov to your state?
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Well, I do plan on adding lots of reading...it's just a question of whether I need another spine to supplement the bite-size biographies and historical fiction. :)
For gifted...well, she's a complex mix of gifted with ADHD and dysgraphia...she loves to make connections, theories, hypotheses. She loves to do things, and watch things, and read stories. However, she was not blessed with that photographic memory that so many gifted students have. This year's history was mostly reading a modern textbook and answering questions aloud. She's forgotten almost all of it. (We started hs midyear, so I'm not entirely to blame!) I think I can get her to do Eggleston twice--listen to the whole chapter on Day 1 for pronunciation, then read independently on Day 2 to select vocabulary, then Days 3-5 seem to be more activities, readings from other genres, timeline, notebooking, etc. I *think* that kind of repetition--making connections between activities and texts--will cement it in her brain. Asking her to read the exact same info a third or fourth time (by reading another spine after twice through Eggleston) might cross the line into boredom...it depends on whether there are enough new details to feel like it's worthwhile. If his text only sets the stage, though, and omits much....then maybe need might need more...
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I'm still eyeballing HOD Bigger Hearts with extensions for my 10yo.
I LOVE the history book by Eggleston in the main plans. The history spine in the extension has bad reviews, though. (A Child's Story of History) Do you think I NEED to substitute a different extension spine for a 10yo, or just skip it and stick to the main one?
I *think* I want to buy the Bigger Hearts guide for the activity suggestions, the Bible, art, notebooking, poetry suggestions, character trait tie-ins to literature. But I'll already be using our own math, spelling, beefing up science, substituting/adding some Sonlight readers since I already Core D Language Arts. So, it wouldn't be too much further of a stretch to add one more thing as an alternate history spine.:lol: But do you think I need to? Or will Eggleston's text be enough alonside all the novels? I'm already thinking about adding The Story of the USA workbooks as another way to practice the material and nonfiction comprehension. I was told in a different thread that they were not a history spine unto themselves, but do you think Eggleston's + Story of the USA would be enough to tie it all together, or do I really need another spine with more detail for a 5th grader?
Like I said, I like the look of Eggleston's book so far...but I'm terrible at history myself to know if the details are sufficient or light.
And I wasn't sure whether to post this here or in the special needs forum, but....I'm hoping to spend a significant portion of our day remediating the 3 R's. Dd is smart...in the gifted range...so I think she's really going to fly given appropriate instruction. I really want to focus on that this year--get her phonics straightened out, vision therapy, remainder of her math facts memorized so that she can continue to soar regarding the concepts, typing so that her handwriting will be less of a burden. She's going to need a fair amount of content to keep her gifted brain engaged, but I don't want to spend all day on history when we have other priorities. So, if it would not be grossly cheating her to use Eggleston's as our only spine...that would free up more time for the remediation extras.
Thoughts? Spine suggestions if you think we need another?
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We're going to do one for my kinesthetic learner in hopes it will help with retention more than just sitting still reading/listening. However, I think we're going to reduce down the used kit I bought to just the items that seem the most meaningful (like lists that need to be memorized, a significant writing activity, a map activity), and add a few photos of *really* hands on activities...like if we decide that clothing of the time period is worth mentioning, actually creating a quick costume (Viking women need broches...what can we use...diaper pin covered with a pretty barrette?) would mean more to her than writing a canned answer on a shape book.
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Scholastic has a book club in Spanish...mostly series books in translation, like Junie B. Jones, Pupply Place, etc., but there may be some literature. Homeschoolers can sign up to create an account, so you don't have to order through a school if you find anything worthwhile there.
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Well, for NY, you have to submit a plan as to which books you'll be using, right? That means that she will have to sit down and cobble together a list in advance. What works for us is to just press on with "Do the next chapter." Or next subject of the day, or next book. Planning what she wants to do besides read is a bit tricky, but we usually settle into a good routine...these books lend themselves to narration, these for notetaking, this is how we study vocabulary. Routine like that is good for ADHD...it alllows one to notice that the child is idle and ask, "Have you done the next thing yet?" It can be hard to keep up with gathering materials for experiments, and grading work, and other details, but the main parts get done because a bored child usually calls attention to herself, at least if she's the only one. If she has a long list of resources before she begins, then when her child is done with the main bookwork, she can pull out a video, or game, or historical fiction, or music, or directions for a lapbook, etc., etc. to fill the time. The danger is when an ADHD parent hasn't thought far enough ahead to have enough to keep the child busy, but if she has to prepare a list for NY, she can simply note all the extras as she's writing it down, and pull them out each time they near the end of a topic.
Quarterly reports could be a little rough if she allows herself to procrastinate. If she can get in the habit of blogging, or having them keep notebooks, or jotting down a daily log of what progress was made...things like that would help her to write the reports.
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How much accountability is in your state? It's a hassle, but it can actually be helpful to be forced to create a plan or records of what you're doing.
There's so much curricula available if she needs help with structure. I don't think it's impossible, particularly for just one child. Children have a way of reminding you that they exist and cannot be left idle, as long as you know what's next and don't need a ton of prep for a given activity.
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It's actually far harder to find one in the present tense. :)
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fever isn't normal with periods...we have severe cramps in our family, but they don't cause fevers. I'd go to urgent care and ask them whether they can check her out adequately, or whther you should be seen in ER. It could very well be appendix even seeming to be on the opposite side, or could be several other seriously urgent things like a kidney infection (they use IV antibiotics for those because they can turn septic so fast before oral meds can work). Go to whichever one will take her seriously.
edit--posted while you were posting...good luck in the ER. Sounds like the best choice.
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There's some word-recognition software I've heard about that you might consider...Dragon Naturally Speaking. It types what you dictate. There are some mixed reviews about accuracy, but it seems to be the best on the market so far.
Our plan is to work on the harder non-remedial work by transcribing what dd dictates to me, or trying to use the program above, or supposedly there's a way to do it (free!) through Windows under their disability settings. If I can get her to compose paragraphs aloud, then we can look at what she said and talk about how to organize, word choice, topic sentences, etc., so that she can still learn to edit, but without the pain of writing down the rough draft. For mine, the laboriousness of writing stops the flow of ideas...she is capable of speaking some great ideas, but not while focused on the individual letters. So, I try to separate the two processes...tell me the ideas, then we'll look at the words and letters in a separate step.
Some people with dysgraphia have a harder time copying than others. Google it, and see if you can find a definition that breaks it down by types. Try to think about the skills that might make up his particular type. You say he has beautiful handwriting, so maybe it isn't a motor-based dysgraphia. Maybe it has to do with working memory / language processing? You can do some memory exercises to help. And things like AAS help with the phonological aspect. Or perhaps there is a motor component, in which case OT would help. See what resonates as far as the different types and causes, and that will help you figure out which things work for him out of the different suggestions we have.
For filling in words, sometimes I xerox the page and let dd cut out the words and paste them in. I know that sounds like a 1st grade activity, but when she's complaining that much about copying, it's detracting from the content to make her do so. (She has good days where she can copy well, but too much writing overall or frustration in a given day and her wrist will actually hurt from clenching up to write.) You can still do 5th grade non-remedial content, but allow for oral answers, or cut and paste, or multiple choice if the curriculum comes with any. College level exams invoke multiple choice, so there's no shame in using it as long as you still allow for some practice at composing answers aloud or written.
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So, what do you use for writing curriculum?
I'm curious about copywork because I like the idea of Writing With Ease...and I can't quite decide whether it would be good for her, or a nightmare. So, I'm curious what others think...
As for severity and type, dd's dysgraphia shows up in spontaneous work. Copying is accurate, though it is tiring. Handwriting is quite legible. Still working on retraining some awkward letter strokes for comfort, but legible. Typing has begun.
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Am I crazy for considering copywork? If you have a student with dyslexia/dysgraphia, have you found copywork to still be beneficial? Or is it one of those things that you reduce/eliminate? I plan on modifying it to work with shorter passages than normally used at her grade level, but do you think it will actually remediate anything, or just be a chore?
Speaking of modification...
- Would you have it done by hand, or typed?
- Would you stick with really good literature, or the best phonics readers you could find in order to make sure the spelling patterns are familiar?
- How long do you think it would take to get used to?
Dd is a rising 5th grader, and relatively new to homeschooling.
- Would you have it done by hand, or typed?
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google dysgraphia as well...if she truly reads well, then the poor handwriitng and spelling fall under dysgraphia
it's all related, though...my dd's dx is dysgraphia because she reads chapter books, but the more we cover phonics and phonemic awareness, the more I'm suspecting that she does have dyslexia but just covers it well
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You might also try writing the words on notecards (could be vocab words with definitions on the back, could be cut out of regular cheap paper...) and laying them out, and teaching her to explicitly look for the ones that start with a, then b, then c...ah-ha there's two that start with d, so sing the alphabet until you figure out which of the second letters comes first...
In other words, hand-on is a good approach for us before translating to working out of the book in most of our subjects. :)
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If you decide to bring him home, one thought is to set school hours for a child who rushes. Acceptable free time options are extra reading for fun or for content areas, or working on long-term projects such as writing assignments or science fair displays, or hands on projects like building curcuits while studying electricity...but nonetheless SCHOOL during school hours no matter how early he finishes today's official lessons. TV or xbox start at 3pm or whatever. You could strike a deal that is earlier than public school but longer than his racing through...a lot of states suggest a minimum of 5hrs/day. I'm sure he'll protest at first, which is why I'd try to make it sound like a fair way to meet requirements still less than ps, but it might eliminate the frequent protests by being consistent, and might get him to not race through as badly.
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ditto 3peasinWa
I would smile sweetly and tell him that God is big enough to use other people in her life if He really wants her to convert. And I say that as a Christian myself...really, when sharing the good news means violating someone's trust, that isn't godly! That's incredibly rude!
But honestly, I don't care what he believes or doesn't believe, if he's givng her the creeps, I would not allow any more unsupervised time at all, esp. if she just freezes. Keep working on a script to arm herself with if she ever finds herself in a situation like that again....or maybe a couple scripts. Soemthing like, "Excuse me, I need to call my mom; I forgot something important." or if she's too old to be calling mom, "Excuse me, I need to call my roommate to check on something I just remembered." or even "I need to use the bathroom (escape out the back door)." Ok, that's a little movie-scene dramatic, but seriously, role play or something to help her figure out how to extricate herself when red flags go up, since she's old enough to get caught in situations without you as friends learn to drive and she turns 18, etc., and in the meanwhile protect her from being alone with creepy grandpa.
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A friend of mine graduated early (14? 15? 16? ...I've forgotten) with honors from an extremely rigorous high school and was asked by Harvard to wait another year to re-apply, solely for age. They basically guarenteed her spot.
Another early graduate (13?) I knew went to an almost-Ivy school, and was exempted from their on-campus freshman policy to live with his mom...I'm not sure if it was his idea or if the school pushed it.
granted these were both a while ago...1990's
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A person is not at the mercy of hormones, but it does have a strong pull that seems to be stronger than a lot of people...The best way to avoid unwanted s-xual activity is not to put yourself in a situation that calls for you to "resist"...The s-x drive is strong, and I think it is very unwise to think that "responsibility" will win out when a person is tempted, especially a teenager...
ETA: It is not a matter of trust, but a matter of wisdom...
:iagree: Ask ds how it's going...what situations does he see a need to avoid? Put the responsibility on him to evaluate the situation. As in literally ask him. If he already agrees that he wants to wait, he should be thinking it through very thoroughly so that he can continue to act wisely. Remind hiim of the verse..."FLEE from temptation..." Does he truly feel that he's not tempted at her houe, or would it be wiser to seek privacy in other ways, like talking quietly on a park bench?
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I know this is something of a thread hijack. But my desire to have my kids not s3xually entangled goes well beyond not wanting them to be teen aged fathers or contract an STD (though it does include that). I think that level of intimacy includes an emotional entanglement that may not have both parties on the same page.
When I look back at the relationships I had in high school and in college, I think that they included emotional heartache that I didn't need to have. Especially when my view about a relationship was not similar to the view that the guy had.
I would like to provide my kids a place of shelter. Not in the sense of keeping them under lock and key. But in the sense that a strong tree that has weathered many storms provides shelters. I'd like to help them avoid some of the pitfalls that snared me.
So yeah, I need to make sure they know about pregnancy and STD. I also need to make sure they know that there are potential emotional tolls too. There isn't a foil package that has a prevention for that.
:iagree:
I'd be having a talk from the angle of where does he see this relationship going? Is she marriage-worthy? Co-parent worthy? Getting physical too early can really cheapen that if she is, and can get all entangled if she isn't.
Rehash that your goal for the rules isn't *just* about preg., but also about his future and her future, about being able to have an awesome marriage without the burden of lugging that baggage.
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I haven't used these yet, but I wonder if the One Small Square science series that Heart of Dakota uses would be good to take along? They have one for ocean, and one for desert, and those are two environments he might not normally see in person. You can get used copies pretty cheaply on Amazon, of just the books, not the whole HOD guides.
Trying to economize IEW
in K-8 Curriculum Board
Posted
Anyone know about the source texts with the theme-based history?