estelleblue
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Posts posted by estelleblue
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Thank you for your input!
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Would you do this? My dd is an advanced reader, and understands depth in literature very well. Has anyone done LL7 with a 6th grader? I already was planning to use it for my 8th grader, and this way I could combine them.
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My kids really liked 365 Days of Wonder: Mr. Browne's Precepts by R.J. Palacio (same author of the book Wonder). http://amzn.to/2teRKUn
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Thank you! I will check all of these out.
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How bad is it?
Well, I don't know what is typical, but here is an example of a problem that confused him on which operation to use.
"It takes 1 1/6 dozen eggs to make a fancy angel food cake. If Esther has 10 1/2 dozen eggs, how many cakes can she make?" I am hopeless when it comes to math (dyscalculia).
Edited to add: No, we do not draw pictures. That is a great idea.
Edited to add again: Nevermind, I misread the solution.
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My ds11, sixth grade, is having trouble with word problems. Mainly determining if he should multiply or divide. Are there any resources I can use to reinforce this skill? Honestly, I have a hard time with this myself, so I'm having a difficult time teaching it in a way that he can understand. I think CWP will be too difficult. We use MUS right now, and he is on Epsilon. Thank you!
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I'm planning for 5th grade next year for my dd. She has been doing CLE LA for 3 years, and is seriously burnt out. So, this past week I started her on ILL, and she really enjoys it. I really like the idea of ILL, but implementing it makes me feel a little itchy...I just get worried it's not enough for grammar. I feel like it would make me feel better to add something light for grammar that wouldn't take long, but just make me feel better, honestly. She is great at grammar, and I don't plan to drop it forever. Any ideas? Should I just let her do ILL by itself. For the record, I do plan to supplement the writing. Thanks!
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You may find Andrew Pudewa's lecture on teaching writing to boys helpful.
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Thanks for asking this. Their website has been like that at least since Christmas. This doesn't sound promising.
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No, I haven't used it. I was just looking at the samples. I thought it was pretty heavy for a 12yo, but maybe your 12yo has had enough previous experience that it would be fine. :-)
But if you use that, then use just that. :-)
Thank you!
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Are both children doing all of those? Because that's a boatload of literature and composition. I'd pick one. I would think the Narnia one would be too difficult for your younger dc; in fact, I would be surprised (and impressed) if your older dc could do it. At any rate, pick one.
Yes, I was going to have both children doing that. Literature and Comp are my favorite! So do tend to go overboard in those subjects especially. Have you used the Narnia study from IEW? It says it's for grades 6-8 that's why I thought my 7th grader would be able to do it. I'll have to look more closely at the samples.
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I don't know what all is involved in Mosdos, so I can't speak to that. If it's mostly grammar, you're probably fine. If it's more writing instruction, you're probably duplicating with the IEW book.
What type of writing are you talking about with science? If it's simple written narrations, you should be fine. But if it's more extensive report writing then it's possible it might be too much for the 5th grader ... depends on the kid.
For what it's worth, this is what we do:
In 5th I usually have my kids finishing an IEW theme book (writing) and finishing FLL 4 (grammar). I also have them reading quite a bit to go along with history, similar to your Sonlight Core, with a short written summary of each book. They do a written narration for history every week. They do some science reading every week but very little written output at that age. In 7th they have to step it up a notch. They do IEW SWI-B and part of SICC-B, as well as Season 2 of Analytical Grammar. They still do some readers that go along with history, but I add in an IEW style story sequence chart for every book and also 2 literature guides. They also have written summaries of their history textbook reading. For science they do periodic lab reports.
Hope that helps and you get some more responses!
My understanding of Mosdos is that it is literary analysis with some writing involved.
I like hearing what you have your kids do, that's helpful. I am always over-scheduling.
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I'm looking at my plans for 2017-2018. I will have a 5th grader and a 7th grader. I am trying to figure out their literature and writing. So far, I have planned:
Readers from Sonlight Core F (reading)
Mosdos reading on their level (reading and writing)
IEW Narnia vol. 1 (reading and writing)
All of these programs require reading, and two of them require writing.
They will both also have reading and writing in science for sure.
Is this too much writing and reading? How can I streamline?
Thanks!
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Our family really enjoyed Bound for Oregon. We have not read the other book you mentioned.
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The below will probably explain it better than I could but basically the ability to subitize is how we really develop a basic number sense. It starts in infancy. Even an infant can sense "more" or "less" at a basic level (at least normally). As we get older, and our brain develops, our sense of "more" or "less" becomes more refined. Our ability to subitize improves.
If a young child is learning to count to 5 and is given a piece of paper with 5 dots on it, in the beginning they will probably still have to count each dot to confirm there are 5 dots on the page. Eventually, that child will not have to count each dot anymore. They will look at the dots on the page and just KNOW it is 5. They learn to recognize the pattern of 5 and they learn to break down that pattern into smaller patterns (2 dots plus 3 dots or 1 dot and 4 dots means 5 dots). They will then be able to eventually see a pattern of 5 dots next to a patter of 5 dots and automatically know that means there are 10 dots. Later on that child will be adding a number, like maybe 5 and 7. If they have been working with numbers for a bit they won't even have to think about 5 plus 7. They will subconsciously subitize and add in subgroups without even realizing it. Maybe they will add 5+5+2 and get 12. Again, they may not be aware they are even doing it. Their subitization sense is strong enough that it happens at a subconscious level. This dot pattern recognition gets applied to everything, oranges, t-shirts, whatever. They are subitizing.
When you look at a pair of die and see 2 dots on one die and 3 dots on another die, as an adult you probably just KNOW that means there are 5 dots. Your brain is subitizing. For some children, even older kids, they may look at those dice and have to count every single dot to find out how many there are. Their subitization skills are too weak to recognize the pattern. This will affect every aspect of math.
For some kids that subitization process either wasn't strong to begin with or never actually develops or is developing at a much slower speed than same age peers. The problem with learning math is this assumption that those basic processes are in place. The leap from working with manipulatives and real world objects to just working with abstract numbers on a page happens too early for a child with weak subitization skills. They never get the explicit, broken down, systematic instruction they need to improve the weak subitization skills. That means that the child is basically trying to do math while missing an extremely critical component (trying to put together a puzzle while missing all the edge pieces and no picture as a guide). Even adding 5+7 means they have to stop and count, either on fingers or in their head, and because this such a basic component they may not even be aware that it is missing or that they are having to count each "dot" in their head. Math is this slow, laborious process because the very basic building block of math is poorly developed. This in turn means that math can be a struggle, sometimes a HUGE struggle, but the underlying issue is frequently never realized. They are just labeled as "slow" at and "resistant" to math.
http://teachmath.openschoolnetwork.ca/grade-1/number-sense/subitizing/
THANK YOU! I think he does pretty well with this. Me on the other hand...
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You might look at the CLE placement test.
:iagree: I did this last year, at the end of 4th grade (he had completed TT5 at that time), and he easily placed into their 5th grade program. It was definitely my plan to do that again this year. Like I said, after all the negative reviews on here about TT, I have some concerns, and want to keep on top of that for sure.
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How are his subitization skills?
I'm sorry, I don't know what that is. Could you please elaborate?
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This is a non-mathy kid. He cries regularly just because he hates the idea of having to multiply something. He is able to complete TT 6 work (in 5th grade) with few errors, even though he gets frustrated easily. He plans to pursue an artistic career (I know this could change), so I wonder how rigorous his math really needs to be, if that makes sense. I don't want to sell him short either though.
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But if possible I'd try something like Derek Owens. He does the teaching and the grading and his courses are better than MUS or TT.
Thank you for that suggestion. Can you tell me if you think TT can prepare him until he is ready for Derek Owens?
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I absolutely would not use MUS for anything higher than Zeta.
Would you consider TT a lesser of two evils? I cannot teach him upper level math, so we have to outsource it in some way.
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Aside from a few lingering concerns re: the thoroughness of Teaching Textbooks, my family has been happy using it for the past two years. Basically, I thought we had found our math curriculum and would use it until the end. However, my children are in a once-a-week tutorial. In 2017-2018, my ds will be in 7th grade. At that time, he will be able to take math at the tutorial, and they use Math-U-See. The classes are al a carte, so I could choose for him to not take math there, however, I think he could benefit from having a human math teacher. wink emoticon I would not be a good candidate for being his human math teacher. I am debating switching to MUS to prepare my son for taking MUS Pre-Algebra in his tutorial next year, but I am hesitant to fix something that isn't broken. Can anyone share their experiences with MUS, upper levels, especially, that might ease my mind? I guess my real question is, what would you do? Thanks!
p.s. Please don't tell me to use Lial's or AoPs, etc. I have to outsource upper level math.
edited to specify my p.s. disclaimer
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I started my daughter on TT3 when she was in 2nd grade. She did not struggle at all. Prior to that, we had been doing R&S Math.
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Sonlight Core E
Sonlight Science E or Elemental Earth and Space for Logic, I haven't decided
TT 7
CLE LA 600
CLE Reading 600
IEW United States writing book, along with select assignments from SL LA, notebooking
Maps, Charts, and Graphs, Critical Thinking Co., Typing, Spanish
1 day a week homeschool enrichment
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My 4th grade plan looks like this so far:
Bible/History/Literature: Sonlight Core E
Sonlight Science E
CLE LA 400
CLE Reading 400
TT 5
IEW and select SL writing assignments
SL notebooking
Maps, Charts, and Graphs
Mindbenders & Critical Thinking
possibly Spanish or Latin for Children
1-Day a week enrichment that includes additional science, history, art, drama, and 2 other electives
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8th Grade Planning Thread 2018-19 Updated 8-17-18
in K-8 Curriculum Board
Posted
Finish BYL 7 (2nd 1/2 at 1/2 speed)
K12 Human Odyssey with History Odyssey Ancients 2
ELTL F
Sleep Science from The Great Courses and Ellen McHenry's The Brain
MUS Pre-A
Fallacy Detective
Getting Started with French
ETA: I changed a bunch of things.