Love_to_Read
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Posts posted by Love_to_Read
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I feel silly, but I found there IS a link to a notebook sample on Apologia's website. If you click on the product, and then look between the title and the description, it's there.
I also found this other publisher of a notebook/lapbook for use with Apologia:
http://www.knowledge...19e9e43682cbd18
I think I like her notebook better, and it's still produced with their permission. A lot of it is very similar, but she still carries the 1st Ed. (which I think is what I just bought used) as well as the 2nd Ed., and I like her rationale regarding the use of color. The official Apologia notebooks use a ton of colored graphics, and look like they require more writing in lined spaces, though they have some cool stuff like timelines to cut out and paste. The Knowledge Box Central notebook/lapbook uses more black ink, with colored paper, which seems to fit well into what I know of multisensory learning such as Orton-Guillingham programs with colored tiles and such...I think having the simpler format with different colored backgrounds will help more than complex graphics, if that makes sense.
Also--and this is a big one--the Knowledge Box version is available as an ebook. So, I can choose which pages to print and which to omit, without having dd look at the full printed notebook and feel dumb for skipping around. If worst comes to worst, and the spaces are too small for her handwriting, I could cut and paste from the ebook into a word doc as far as I can tell. That would be a little like reinventing the wheel, but still a lot easier than trying to enlarge by photocopying.
My only beef with the alternate version is that it doesn't use the proper terms for writing up labs according to the scientific method (whereas the one directly from Apologia does write up according to the scientific method....but then they clutter the report by defining what goes in each part, over and over again as far as I can tell).
BUT, the alternate version does have lab reports that are partially filled out, with the repetitive parts like materials, procedure, etc. So, I could teach dd to cut and paste those sections into her reports, and make a template of our own with the appropriate headings. I definitely want her making hypotheses and conclusions.
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So, I have a middle school child with mild dyslexia/dysgraphia, and I'm trying to pick a science with an easy enough level of writing, yet slightly challenging the status quo because we're making progress. Are there any curricula that have some sort of notebooking/journalling that is age-appropriate conceptually, but a fairly light introduction to keeping written science notes?
We've been doing Sonlight Science with audiobooks or me reading aloud, and at the beginning of the year, I helped with most of the worksheets by letting her dictate the answers, but amazingly as the year progressed, it's gotten to where she'll attempt a lot more of the worksheet on her own and just ask for spellings. Now mind you, she has made an art form out of shortening answers--no complete sentences anywhere--but she's actually writing on the worksheets without it being torture, so I'm wondering if we can start incorporating some sort of science journal or lab reports, but trying to figure out how to do that without being overwhelming to both of us, because I really can't afford to go back to transcribing everything timewise. I don't want her science to get backlogged waiting for me to fill in the journal!
So, as I'm looking at curriculum for next year, I see that Apologia offers audio versions of their textbooks (Yay!), and I see that they sell a Student Notebook for each course, so I'm wondering if this might be a good curriculum for supporting her. Have any of you seen those notebooks? Are they doable? Structured enough to elicit answers? Light enough that a few phrases and an illustration would do it for most lessons, or super-heavy expectations of writing long essay-like descriptions?
(to clarify--they don't offer the junior notebooks at the middle school level, just one-size fits all. They don't seem to show sample pages on their site, either. Grrr. So hence I'm posting here to ask.)
I've also been thinking about creating a template for a lab report, preferably a pdf with input fields, so she could type the answers (and if it were a pdf, there wouldn't be any danger of erasing the headings on accident--you know it would happen, and then she'd shut down, right?). But, no sense re-inventing the wheel if it already exists. Ever seen such a thing? That could be a possible alternative.
Thoughts? Recommendations?
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When you say double-digit division, are you talking about something like 32 divided by 4 equals 8? (double digit dividend)
Or something like 144 divided by 12? (trying to do the times tables up to 12)
Or 6724 divided by 58? (a larger double digit divisor)
Just curious.
Are you using any particular math program?
Which part is causing him trouble? Recalling the steps, or the multiplication facts, or lining it up? Was he able to do double digit multiplication?
I would consider doing it concretely with something like Math U See if you thought the concept was still hazy, but the calculator may be a very appropriate accomodation at this point...I guess I'm trying to determine the size of the task, and whether it's time well spent with a couple of multisensory teaching strategies, or whether it's one of those things that most people rarely master all that well anyhow.
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Have her spell with letter tiles, not orally. That's visual, without the added challenge of forming the letters.
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wow...7-8 WEEKS...that is a looooong time to be run over by spoiling...that is an entire summer vacation, just different months.
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Oops, I should have submitted an answer for the last three. I've done everything, lol. Epidural, non-epidural analgesic, and nonmedicated. I prefer non-medicated.
Both of my medicated babies took longer to catch on to nursing. The one with the epidural took a frightening long time...I think it delayed things significantly. It almost turned into an emergency c/s, and that one was my smallest baby! So, it wasn't size, and I don't think it was presentation exactly. I think it was being stuck in bed with nurses who thought I shouldn't walk because maybe my legs were numb. And then there was the doc trying to stich up the episiotomy with the assumption that I was still numb, after the epidural had worn off. :(
The analgesic birth went a little better, but like I said, I think it did affect nursing, and possibly my recovery time. And I was loopy.
The non-medicated births went pretty well. One was easy, and one was hard, but I think being non-medicated was helpful to both...helpful in knowing when to push, being able to change position, etc. Both those babies nursed well right away, and I recovered pretty quickly.
I'm sure there are cases where things are different. I've read of other babies who nursed fine/poorly with the opposite decisions by mama, and I've read of mamas who needed the epidural to relax enough to give birth...but, I think those are the exceptions, and I wish I'd gone into my first birth a little less open-minded about "maybe I might need the epidural." Could have saved us from being a statistic in terms of having the typical problems related to being drugged. But, when the nurse asked me for my final decision, in transition, that open-mindedness and bad timing of the question was enough to convince me that maybe I was one of the mamas who would be fine....and I wasn't.
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I've been mulling this over.
Initially, we had to go back and repeat so much of elementary school to remediate what the public school didn't do for learning disabilities, I could easily hold her back on paper right now, but I do think that elementary is a potentially immature time where there could be teasing, an inbility to explain herself if anyone asked why, and self-esteem issues from it.
Middle school is where I really start including children in discussions of their weaknesses to help move them toward being in charge of their own learning, and even then, very gingerly...as much as I can make it positive about learning styles and being proud of hard work, etc.
My thought is that I may do this as a gap year before high school, an extra year of middle school. I don't want it on a high school transcript, so it needs to be sooner than 12th grade...I think by 9th grade age, the kids will be old enough to reason with...to look ahead toward high school and college and to want to enter on firm footing instead of slightly behind. Middle school isn't the greatest time to rock the boat socially, but I think most 8th graders can stick up for themselves better than elementary kids, if needing to explain to peers. And technically, I don't need to tell anyone other than the state...if it embarrassed the kids, they could enter high school youth group (9-12) after the first round of 8th grade, and save the explaining for junior/senior year, because seriously, until it becomes a matter of graduating and leaving, no one bothers to separate teens by exact grade the way they do for elementary kids.
Who knows? By the time the kids get to entering high school, we might have even outgrown/caught up for a gap year to be a moot point and unnecessary.
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I have a question. I think she signed her first name on the front of her art. Is that "identifying information"?
Unfortunately....most likely, yes.
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side note @Denisemomof4--getting severely infected twice in a row upon piercing might be related to a metal allergy...that's what mine did. Third time we were more careful to use pure gold; titanium and other rare metals are even more hypoallergenic. Sometimes even the gold can be made with nickel, or can be plated over cheaper metal, or stupid stuff like the post is gold but the fasteners aren't. I can't even begin to tell you the horror stories of earrings I've bought that should have been safe and weren't. But, once we found the right ones, I did have a successful piercing. And scar tissue from the original infected site. the successful piercing had to be offset just a little because of the lump where the first two healed.
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Oh that is awesome that there are textbooks! We may have to seriously consider Apologia.
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Ok, a small child woke up just as I was posting the OP. I really should have posted more clearly...blush...
I love all the free audio suggestions!!!! Keep them coming!
However, specifically for www.audible.com, I have credits to use up. So, what would be worthwhile? I got the free trial for the book I really needed (an American Girl History Mystery), and then forgot to cancel. What should I spend it on?
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How old are the older two?
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If he really takes off with it, you might want to read about hyperlexia, but he's probably just on the early end of normal. :)
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If so, how integrated are the additional suggested books?
(This is the main question...rest of this post just elaborates.)
I mean, I get that an atlas would be quite useful, as would Geography A-Z, and Eat Your Way through the USA sounds great. Those are definitely on my shopping list.
But do they really make good connections as far as incorporating Earth Science for Every Kid? I love Janice Vancleave's books, but is it actually connected to the lessons, or just thrown in at random for the sake of having a science? Is it worthwhile to get this specific one because of topical connections and great ideas, or is it no different than chosing any other science at random?
And what about the Zoo Guide and Aquarium Guide? Are they actually connected to the lessons? Or more of something we'd only use once in preparation for a field trip? Are these going to be a convenient way for me to teach them about regional animals, or should I just brainstorm things like library books about roadrunners for Arizona, and polar bears for Alaska? I'm thinking that lions and tigers aren't exactly native to the USA. So, worth it and relevant? Or just scheduled at random?
And lastly, the Profiles in History...are they written well? Would you buy it for a first grader to learn about people from each state? Or is it just as easy to have him meet Ben Franklin in a leveled reader from the library when big sis covers the man in her Sonlight core?
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Do I need a device?
Software for the computer?
Anything free out there?
What's the cheapest way, and how inaccurate does it get?
What's the best-quality way, and how much does it cost?
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My husband made an audio recording of Mr. Q Life Science. Since he offers it for free he gave permission to us to give away the recording for free. So I have in the past offered it for download here. If you google old threads I'm sure you will find it.
Thank you so much!!!! I'm off to search for that...an audio version would allow my science-loving dyslexic to work independently as far ahead as she wants! My limited availability to read aloud is the only thing slowing her down...
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I did a newsletter once. I was rather careful about proofreading, and I am well-educated.
However...
When it was time for me to step down, I spent a YEAR trying to find and train a replacement. I even tried to split the job. I asked if there were anyone who could take over just half of the work. (I did the members' newsletter and the external PR. I made it clear that I would be thrilled if someone would take over either one.) We had a tradition that various co-leaders were responsible for most of the newsletter submissions anyway. All I had to do for the newsletter was cut and paste what everyone else wrote!
Over the course of the year, I only had one person slightly interested. She stopped attending. I have no idea what they did the following year. I found no one. I think some other leader may have taken to producing a single-sided sheet of paper that listed the activities for the month because she felt guilty about the lack of an official newsletter, but not one person actually wanted to volunteer.
So, that said, I can totally picture there being not one busy mom in the group willing to step in and volunteer to help prevent the current misuse of apostrophes. Even half of the "snobs" on this thread are advising the OP to be careful not to get stuck with the responsibility.
Either you care enough to make it happen yourself, or you let it go. If you don't have time to make it your own priority, then you have to turn a blind eye when no one else does it for you. They'd probably be better off not having a newsletter at all, but apparently someone who can't use apostrophes does care enough to keep producing it.
I'd join with Ms. Mungo's approach in mind, or just attend without reading the newsletter.
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All About Spelling
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You might be interested in this website:
http://www.bgcenter.com/siteMap.htm
There's a whole bunch of articles on the site to read for free, about language development in international adoptees, especially how it contrasts with the more familiar model of ESL students beign raised in bilingual immigrant families. Having literate, native English-speaking parents changes things...it accelerates some of the language learning, but the rapid loss of the native language creates a greater need for grammar instruction (which you are clearly seeking out, and being an awesome homeschool mother to provide!). Anyhow...there's some good technical articles about international adoption from an educational standpoint. :)
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Ok, so what kind of improvements do you want? Better maps? Better questions? Would you be happier if you hadn't spent so much money on it? What do you end up using after you send it back?
We do the library approach here to obtaining the Sonlight list of books, but for books that we can't find, we usually place an order with a used bookseller or Amazon. I got a used IG for cheap. I use it a little more than half the time....sometimes I just wing it with read alouds by asking my own questions as we go, and sometimes I skip the occassional book for lack of interest, or add interesting-looking extras from what my library carries. Sometimes we ignore the schedule and read quickly through the easier novels, or slow down to one book at a time for the harder ones or busier seasons. I don't really care about following it exactly because I barely paid anything for it, and I still get to use lots and lots of books. <3
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Wow...that's a tough call. I think I'd give the school a try.
Full disclosure...we started out in public school and left because they didn't use dyslexic materials with dd. But your school specializes in it...and your old tutor is out of the picture...I think I'd send him.
Is it public or private? If it's private, would they be open to any sort of partial enrollment, so that your son could attend just for difficult subjects, and come home for science/history/art, etc., in the afternoon?
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I just saw a textbook publisher advertising an app...I think it came with their ELL dictionary. I'm not having any luck googling it tonight, but I'll try to find the catalogue tomorrow and post it. PM me if I forget.
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For an 11 yr old, I would skip right to D+E, and hit world history afterward with the next core (F? W?)
But, first you really do have to settle whether you want to do a literature approach or not. It works great for us, but I was an English major...I'm a little biased in that direction, lol. What do you think would be a more typical approach? What kind of an approach appeals to you more?
Would you be happier with something like a history textbook/workbook? Maybe pair that with an actual literature course?
Would you rather a hands-on history approach? Something like Homeschool In the Woods: Time Travellers CD-Roms that give a bunch of projects and suggested nonfiction library books (I think)?
What exactly concerns you regarding the literature approach of Sonlight? If you can answer that, you can be on your way to figuring out what direction to go. ;)
(Another related question...what exactly have you returned, and why? :p That might shed some light, too, on what your real style is, and whether the problem is just with specific cores or Sonlight overall.)
Science that works well with dyslexia/dysgraphia? Notebooking...???
in The Learning Challenges Board
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Thanks for the link! :)
Yeah, the exact wording on the scientific method might vary...but I'm drawing the line that it must include the words "hypothesis" and "conclusion," because it takes a long, long time for her to be consistent about using multisyllable words. (Like mis-saying "thermometer" instead of "thermostat" even though she knows the difference between the items...we neeeed the proper words to be used frequently in the curriculum in order to be retrieved correctly.)
I think I'll probably scaffold it so that I transcribe her hypotheses for the first few labs, and have her enter them into the computer like typing copywork, just to get used to typing meaningful sentences now that we're done with typing lessons...then I'll let her try trying them directly once it's a habit. I'm hoping that doing that plus cutting and pasting the materials, procedure, etc., will get her used to producing a finished document....weaning her toward independence, you know? So much of our writing has always been very controlled, limited, remedial...now that we're experiencing some success, it's time to start carefully bridging toward more responsibility, using middle school as a gradual transition...not going so far as to make writing miserable and all-consuming, but making sure we keep reaching just a little toward the next challenge instead of stagnating.
Thank you so much for your input!