Kim C
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Posts posted by Kim C
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My son is doing WWS and we never did WWE. Narrations were rough at first, but he soon got the hang of it.
Kim
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Ok, I've lost it. Can someone please tell me where to find the scope and sequence for the entire WWS program.
Thanks,
Ruth in NZ
I hope this works.....
http://www.welltrain...oi-expanded.pdf
if not, look here
Kim
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I haven't seen any of the geometry curricula you mentioned, but here's my plan. I plan to ease into geometry. We are doing Lial's Intro. to Algebra this year. The current plan is to do Patty Paper Geometry over the summer (or whenever we finish algebra I) before starting geometry. Currently, I plan to use Discovering Geometry, but I'm still early in the planning phase. We will do some form of algebra I review while doing geometry to keep it fresh in my son's mind so he is ready for algebra II.
Kim
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We're doing geometry between algebra I and algebra II.
Kim
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As of now........
Writing: Writing with Skill 2, Creative Writer 2
Grammar: AG Season 3, then ?
Vocabulary: Caesar's English II
Math: Geometry (most likely Discovering Geometry), AoPS Intro to Algebra (for review & polishing skills)
Science: Physics....not sure what yet
History: K12 Human Odyssey vol 3
Logic: ?
Art: at co-op
Music: piano lessons
PE: gymnastics, homeschool PE class at local Y, Irish dance
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My mom taught me to care about others. She taught me that it only took a minute to make a difference in someone's life and let them know you care.
My dad taught me to have a sense of humor. That has taken me far and gets me through a lot of homeschool days. :)
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Thanks to everyone for sharing their thoughts and experiences. I've spent some time talking with my son this week about what he would like to do. Algebra I has been a little challenging at times, but that has mainly been because he has forgotten how to do some basic things he should have learned in pre-algebra/Saxon 8/7. We're taking algebra slowly and not moving to the next lesson until he's ready. So, we may not finish algebra I this year. :001_smile:
My current line of thought is that we may actually repeat/review algebra I next year, doing it alongside geometry. That will keep it fresh in his mind. I'm still working on our math plan for fall, but my current thoughts are:
- do Patty Paper Geometry after we finish algebra I as a hands-on intro to geometry.
- then, do AoPS Intro to Algebra alongside Discovering Geometry. We'll probably continue to do LOF on Fridays as
we do now, moving onto Geometry when we start Discovering Geometry.
- the following year we will do Lial's Intermediate Algebra.
Of course this may all fall apart as my early plans do sometimes. :glare:
Kim
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You know, dd didn't really like Patty Paper Geometry. I was sure she would since she loves hands-on activities. She called it "boring" and asked to stop in favor of AoPS Counting and Probability :rolleyes:
:) Interesting. It will be interesting to see what my son thinks. Just when I think I understand what he thinks and will enjoy, or not enjoy, he surprises me.
Kim
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Dd loves math. She will be starting AoPS geometry soon (just the text, though she's campaigning for the online class that starts next month) while also continuing with the second half of AoPS Intro to Algebra (the "algebra 2" portion).
If she doesn't take the online course, she will cover geometry 3 days and algebra 2 2 days in one week, then flip to 2 days of geometry and 3 days of algebra 2 the following week, etc.
If she takes the online course she will ONLY be doing geometry from March through August-----yes, straight through the summer :eek:
We go all summer too. :) It just makes life simplier. Anyhow, I had said in a previous post that I thought my son would rebel if I suggested 2 math courses in the fall. However, I mentioned it to him yesterday afternoon while we were walking our dogs and he said he thought it would be a good idea because it would give him more variety. So, we could take the route too.
I'm thinking of doing Patty Paper Geometry over the summer, or when we finish algebra 1, as a hands-on intro, and then starting geometry and algebra 2 in the fall. However, this plan is very fluid at this time. :)
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Is that maybe the only reason for doing Geometry before Algebra 2? For the test?
Some people, such as Jann in TX, feel that the order should be algebra 1, geometry, algebra 2 because you need strong algebra 2 skills going into pre-calc and doing the algebra 1/algebra 2/geometry sequence sets the student up for more struggles because there isn't enough algebra in geometry to keep those skills fresh. Some people do geometry alongside algebra 2, however my ds, who does not like math, probably would not enjoy having 2 math classes. You can get around that though by alternating weeks with algebra 2 and geometry, taking long to do the 2 classes. I haven't ruled that out, but it isn't my current plan.
I guess it depends on your general math plan/goals for your child(ren). If you plan to go on to pre-calc, then you want the algebra skills up-to-par before starting so the sequence could matter.
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I'm researching geometry as well. We are also currently working through Lial's Intro to Agebra. I have BJU's geometry because I found the complete set at a book sale for $15. I am concerned because sometimes there are solutions and sometimes there are only answers. We have the previous addition, so I don't know if the newest is different.
If TT textbooks has an automatic grading Geometry program by the time we need it, I'm considering it. The price is a factor, but I like the the way they teach geometry.
I have seen LOF geometry and it looks pretty good. Are you concerned about the PSAT or SAT? I know you should have geometry prior to taking those tests.
I'm not concerned about the tests because I think we would finish both geometry and algebra 2 before taking the tests regardless of the order.
My son does not like online or computer-based classes so that really isn't an option for us. Having back-up videos, such as AoPS is OK, but not as the main teaching source.
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I’m starting to plan for fall so I am ready to look at curricula when our local homeschool conferences roll around. For those of you doing algebra 1 this year, what are you planning to do next? Are you going on to geometry or algebra 2? If geometry, what curriculum are you planning to use?
My ds 12 is currently doing Lial’s Introductory Algebra and LOF Beginning Algebra. We started with Jacobs, but that just wasn’t a good fit so we switched to Lial’s, which seems to be working out OK though we occasionally have rough days. As of now, I’m not sure whether to attribute those days to a general lack of understanding or puberty brain. If he finishes Lial’s with a good understanding of algebra I plan to move on the geometry in the fall. Otherwise, we may do another beginning algebra curriculum (like AoPS) to address any areas he is having problems with.
The LOF recommended sequence is algebra 1, algebra 2 and then geometry, which is not the typical progression I have seen with most curricula. I’m not sure what I’ll do with that. My son really enjoys LOF, which we use as a supplement, so I do not want to drop it, but I don’t know if doing LOF geometry before LOF algebra 2 will be a problem. Thoughts?
Kim
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There is also a genre of books that he gets from the library that are game playing for lack of a better description. As he reads he decides which choice to make which leads him to the next page in his story. The book then carries on from that choice. Each time he reads the story it is different. There are sports and mythology based ones. Probably others. We don't have any checked out now and ds is sleeping (I would be shocked if he knew details if awake--he can just find them in libraries). If you think your ds would be interested I can try and get more info tomorrow when our library reopens from the holidays. They are a somewhat common guy thing apparently -- when mentioned to dads they seem to know what they are frequently. Many say they read them as a boy.
My son loves decide-your-destiny type books. If you happen to recall the name of the books or the series, please share it.
Kim
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My dd sounds just like your son. My dd is highly visual spatial. She used to tell me that each number had a different color that she could see in her head. Anyway, she hated the idea of a video or computer based math program, so I had to really research everything to find something that would work. When she was learning decimals, fractions, and percents we did a combination of Life of Fred and Key to math books. For prealgebra, we are mainly using the Key to Algebra books. They are more geared towards prealgebra because they are a little lighter than other algebra programs, but also introduce some beginning algebra topics as well.
I own the Chalkdust basic math and prealgebra books and it is not a bad route for a visual spatial, the text is not super exciting, but at the same time it gets to the point quickly as opposed to something like Jacobs that takes a more nontraditional route to reach an explanation. The only issue I had with Chalkdust math is that my dd would have to write out a lot of problems on a separate piece of paper. She might be better at copying problems in a year or so, but as of right now, I am holding off on her doing so much writing for math.
A couple of other programs I own that are a little different in presentation:
Algebra A Fresh Approach, very simple explanations, can actually write in the book (although not a lot of space for working out problem). They also have a geometry text and an algebra II text.
Discovering Geometry and Discovering Algebra by the same company that makes the Key to books are . I am not sure how complete the algebra program is, have not looked at it much, but I like the visual nature of the geometry text, it is interesting without being overwhelming like Jacobs or Art of Problem Solving.
We are using LOF Beginning Algebra as a supplement and my son likes it. I do not feel it's enough to be a full algebra course, so we need more. I will look at Discovering Algebra (and Discovering Geometry for next year).
Thanks!
Kim
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My only suggestion, which may be off base but is worth throwing out here for a visual-spatial student who is good at math, is AoPS. It is the ultimate in big-picture math (I don't mean visuals). Each lesson starts out with problems to solve, which in tiny bits teach the lesson *without the instruction up front.* It's important to note that AoPS is very challenging (it was written for gifted math students) and that the solutions following the lesson problems involve reading. Perhaps have your son take a look at the excerpts to see what he thinks about the wording and layout of the lesson problem solutions, and more importantly, what he'd think about a learning approach involving trying out problems that he's never seen before, first, before having to read instruction. The lessons are organized as (1) lesson problems, (2) lesson problem solutions, and (3) exercises. I'd think that his ability to solve problems in unique ways would be a huge asset in working with AoPS and that AoPS would develop that important talent even further. Note that there are also free (fun!) on-line videos corresponding to the lessons, though they are not necessary. It's hard to say what he'd think of AoPS without understanding more about his issues with the Jacobs wording. Also note that AoPS is very different from Saxon in teaching philosophy. If he did not like dealing with the incremental increase in difficulty amongst the Jacobs Set II problems, he probably would not like AoPS.
I have looked at AoPS before and printed excerpts for him to look at, but I think they got lost in the shuffle. I will have him look at the excerpts and see what he thinks.
Thanks for your help!
Kim
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Could you explain what specifically wasn't "working" with Jacobs? Did he just not like it? Too dry? Too "young" for him? Didn't understand the explanations? Was he struggling with the math itself or something about the format or even the font? Did you have difficulty helping him with the instruction? What did he use prior to Jacobs and what are his elementary math skills like? Does he have any left-brain sorts of weaknesses?
Ordinarily, I would think that the way Jacobs develops concepts gradually through the Set II exercises would be great for a right-brained learner. There's a lot more to teaching right-brained learners than presenting information visually, though it also seems that right-brain learners may have more idiosynchratic weaknesses that may affect curriculum selection.
My son did not like the wording in Jacobs. It was different than what we have used in the past, Saxon. He liked the short lessons and the cartoons with each chapter, but he found the wording frustrating. I sit in the room with him while he was doing his math and would explain as needed, but he just got to a point that he was too frustrated with it.
When I asked him about it he said that when he is doing math he 'sees' things/parts in pictures in his mind. Each part of an equation is a block. He asked me to find something more 'visual' so I started looking around.
We went through Saxon 8/7, finishing up over the summer. He has always done well with math. He has a unique way of looking at and solving math problems which I do not always follow, but he is able to solve the problems. His biggest problem is the attention to details, such as signs, making mistakes when copying a problem, messy writing which results in errors, etc., which results in incorrect answers. He has the process down, but makes careless mistakes.
I think we will stick with Lial's and I will work more closely with him on the areas that he has problems with. He is quite frustrated with math right now and dreads math time.
Kim
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We used MUS all the way through Pre-Algebra and considered it too light due to its scope and sequence as well as level of rigor. After researching various programs and trying some out we decided on TabletClass which I highly recommend. It is more closely aligned with common core standards than many of the other programs. MUS Algebra S&S doesn't cover quadratic equations for example. However it is used as *light* Algebra or Pre-Algebra in preparation for a more challenging Algebra 1 course to follow.
Chlkdust is more challenging and expensive. Though some have found a more affordable way of purchasing the textbook andd lectures independently of CD.
I've read mixed reviews of VideoText though never tried it. Here is a good discussion comparing VT with CD: http://forums.welltr...xt#entry4156020
I would also recommend taking a look Derek Owens online Algebra 1 class.
Thank you for sharing your experiences HollyDay and Derek. My son had looked at TT years ago and didn't like it. I found a sample online for him to evaluate after HollyDay suggested it for algebra and he still didn't like it. In fact, he said that he does not want algebra on the computer. He just wants a text book. So, none of the curricula I had been considering will work for us. <sigh>
Kim
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We've used Thinkwell and Kinetic Books.
I have not looked at these before. I'll check them out.
Kim
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My ds will soon be 12. We started algebra in the fall with Jacobs. After a few weeks, we both decided that it wasn't working so I read the forums and decided to try Lial's. We both like it better, however my right-brained son seems to need something more 'visual'. We're on our Christmas break and I am trying to decide what algebra program would work best for us. I am currently looking at MUS, ChalkDust & VideoText algebra and would like to hear from others who have used any of these programs. I want the hear the good and the bad.
Thanks!
Kim
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My ds will soon be 12. We started algebra in the fall with Jacobs. After a few weeks, we both decided that it wasn't working so I read the forums and decided to try Lial's. We both like it better, however my right-brained son seems to need something more 'visual'. We're on our Christmas break and I am trying to decide what algebra program would work best for us. I am currently looking at MUS, ChalkDust & VideoText algebra and would like to hear from others who have used any of these programs. I want the hear the good and the bad.
Thanks!
Kim
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Can someone recommend a grammar/writing program for a 5th & 7th grader? There are so many choices, my head is spinning from all the researching.
We are in our final year of Classical Conversations Essentials class and ready for a fresh start for next year. In the past, we've done FLL, and 3 years of CC's Essentials.
I'm considering these (have no experience with any of the, but have been reading reviews & printing off samples):
Rod & Staff
Voyages in English 2011 (+Writing Strands or IEW or Wordsmith)
Michael Clay Thomas
Learning Language Arts Through Literature
Saxon Grammar
Suggestions welcome. Thanks so much.
After 4 years of FLL, we used Saxon Grammar for 2 years. My son did well with the grammar portion. We tried the writing portion, but it didn't work well for us. We are now usuing WWS and I highly recommend it. I think Saxon Grammar and WWS would be a good combination.
Kim
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My eleven years old daughter has always wanted to be an author ever since she was six. I've been told that she has a talent with words from school teachers, and I encourage her fully, but I worry about her adult life.
I know it's hard to be known and really earn much as an author. I've told her this, and she understands, though she still has that determination - she's a very stubborn child who likes to pursue her dreams. Every time someone asks her what she wants to be when she grows up, her answer's always the same - I want to be an author.
She understands that she probably won't get to the bestselling degree and should probably find another job that would give her financial security when she grows older, and we've discussed this, but she doesn't have another interest in mind. I worry she she will 'put all her eggs in one basket'.
What should I do? Should I do all I can to encourage her with her writing, or should I try to guide her into finding another subject that interests her, so that she would be able to have another job as well as being a part-time writer? If I'm going to try to encourage her, what are some good practices to improve her skills?
**She said that if she has to choose another job, she would want to be an editor or an english teacher/tutor. These all require great grammar and english skills. What should I do to help?
Oh, and I'll try to find a sample of her writing to post to discuss what she needs to improve on. That'll be quite hard, as she's pretty aggressive and private when it comes to her writing. I'm sure I can convince her to give a copy, though, if I tell her it'll help her improve with her skills.
I am in a similar situation with my eleven year old son. He has wanted to be an author since he was seven. He has been working on a novel for about 9 months now, but at a slow pace. To give him a better idea of what being an author is like, we are doing the NaNoWriMo young writer's program next month. Hopefully he will get a better feel for what's it is really like to have a deadline.
In school this year we are focusing on writing with WWS and The Creative Writer to further develop his writing skills. The Creative Writer has been helpful in getting to work outside his comfort zone. He has a specific way he likes to write, but the lessons in The Creative Writer requires him to think about writing a little differently. Some of the lessons have tied well with his NaNoWriMo prep. We are using Analytical Grammar for grammar.
Luckily my son understands that having a best seller isn't a sure thing, so he is prepared to have a backup profession. We try to support his goal to become an author, but have always stressed that it may take a while to make enough money to support himself.
Kim
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It has been a couple of years since we used it, but as I recall there's no reason you couldn't do the space section first.
Kim
I'm having my 6th grader use this program while my younger kids use Apologia's Astronomy and am wondering if it is ok to start with the Space section of the program first before doing the previous chapters? Or, do I need to do the book in order? Thanks -
I HAAAAATE the look of it :( And this is after suffering for months over choosing a pre-algebra!
The explanations are so dry my eyes glaze over.
I wanted a pre-alg w/ lots of spiral but also not too hard. It fits the bill for everything I need, but I just hate how it looks.
Can anyone say it's worked well for them?
It worked well for us. We used Saxon 5/4 through 8/7. My ds learned the material, but by then end of 8/7 he was ready for a new curriculum. We're using Jacobs and Life of Fred for Algebra this year.
Kim
Winners and losers this year
in Logic Stage & Middle Grade Challenges
Posted
Winners:
Caesar's English I: My ds has really enjoyed this curriculum. We had used English From the Roots
Up for a couple of years so he already knows a lot of the roots/stems, but he has enjoyed learning
the 'classic' and 'nonfiction' words. He enjoys working his new vocabulary words into his writing
and finding them in books we read.
Lial's Introductory Algebra: After getting off to a rough start with Jacobs, Lial's saved algebra for
us this year. We like the presentation of new concepts with color-coded examples. We like the
cumulative review at the end of each chapter. My son had grown weary of constant review in
Saxon so the periodic review was a big hit. He knows he needs the review, but doesn't like having
it with every lesson.
American Chemical Society's Middle School Chemistry: Though not all of the lessons had
exciting experiments, my ds enjoyed having a hands-on activity to demonstrate each new idea. He
has had good retention of the material and has enjoyed it so much that, as of now, he plans to
major in chemistry in college. I must admit though that the stoichiometry in LOF Pre-Algebra with
Biology piqued his interest in chemistry. He just loves balancing equations. :)
Life of Fred Beginning Algebra: Ds just loves Fred. :001_smile:
Loser:
Jacobs Beginning Algebra: Though my ds enjoyed the cartoons at the beginning of each chapter,
he soon grew to dislike the curriculum. It just was not a good fit for us.
Love-hate/On the fence about:
WWS: My ds has not enjoyed WWS most of the time, though he has been proud of some of the
things he has written this year, which he could not have done a year ago. Part of the problem is
that he likes variety and has not enjoyed that he does the same thing each week: narration,
outline, topos, longer narration. I'm undecided if we are going to continue with WWS or use
another curriculum for fall.