Page 20 of my PDF version of EIL Intro to Lit specifially names those programs as a precursor to the program. EIL also recommends reading How to Read a Book by Adler so that the student understands annotation. ETA : Windows to the World was recommended over on the high school board not specifically in EIL Intro to Lit.

No, we are nearly 75% of the way through the school year and swamped with essays and logic projects. If DS did pursue some sort of ballistics/science fair project, I expect he would work with a partner. My friend suggested DS spend a year of science specializing in materials. I'm not clear precisely how that would work out and would have to discuss that further with her.

You can use Teaching the Classics DVDs and a free syllabus from Jill Pike of IEW to introduce story charts and analysis. The first couple of lessons are slow but if you push through with your DD, the initial boring lesson is worth the effort. Teaching the Classics uses simple children's stories as examples to teach story analysis with Socratic questioning. I have the Intro to Lit course for EIL. To complete that course, you really need to complete either Teaching the Classics or Windows to the World first. EIL also teaches approach papers, which I can't see the pupose for. If your DD is only starting to use IEW after reading remediation, I expect she would very unhappy using EIL. EIL is good otherwise, but it would be too much as your DD masters writing basic paragraphs using IEW methods. ETA: Once the Teaching the Classics method is learned, your DD can apply the process to any book or story that you desire using mindmapping. TtC teaches the student to examine a story's content, structure, and style.

Free instructions for drawing male and female croquis. I was just provided some info pertaining to a local 10th grader that may want to perform ballistics testing on differing fabrics for a science fair project. I also spoke with the wife of an engineer friend that has volunteered to mentor DS should he take the science fair route. I am majorly bummed out right now that we are too busy at present to pursue this idea fully...

Are you using Weikart materials for clapping? Do you recall this thread? http://forums.welltrainedmind.com/topic/496612-calling-heathermomster-or-another-metronome-guru/?hl=%2Bweikart&do=findComment&comment=5355534 Dmmetler mentioned little kids being unable to clap at 54bpm. What rate do you have your DS clapping?

Have you ladies examined SRA's Corrective Reading Program? It has been recommended on this forum before. A local friend started using it this year with her 10th grade DD and loves it.

Thank-you Ladies for all the amazing responses. :grouphug: :grouphug: :grouphug:

How does that work with the recording? Does he attach a microphone to the iPad? Does he record entire lectures? Recording seems like it would use up a ton of memory. Which iPad does he use? Lastly, what laptop does he carry? DS will need a new one next year, so make my purchasing decisions. :D

The OP's DD started crying 3 weeks ago. Outside of one teacher suggesting that the OP's DD was manipulating her mom, what crime has the PS committed? (If we are honest, all children manipulate. It is their job because they are children). There is no indication that the OP has volunteered at the school or made any attempt to insert herself in the situation to see what is going on. My limited view of the situation indicates a need for further evaluations for learning issues and anxiety. Unchecked anxiety issues may have been one of the main underlying issues that provoked the move to the ps in the first place. I don't know, but it seems that further evaluations are warranted. ETA: If you don't actively engage and support the school as the parent, why should you expect the child to? In my experience, the students with active and engaged parents tend to get the best supports. My son's 2nd grade teacher became one of my best friends. The tutor that I mentioned upthread turned out to be wonderful. I love her and owe her more than I can ever can repay.

You know, I am wondering the same thing.

Thank-you. The book that you mentioned is called Valley of Vision, and it is wonderful. I will check out the product by SmartBrain Technology.

I'm thinking about a fine art credit for 10th grade. My DS loves playing AirSoft so is always looking at chest rigs and clothing to wear. He camouflages bike helmets and air rifle grips for friends and constantly discusses ideas for developing jackets, vests, and outdoor wear. We discuss nylon thickness, buckles, and straps for constructing AirSoft apparel. It is all about construction with him. I can't say that I am surprised really. I taught the kid to sew with a handcrank sewing machine when he was pre-K aged. His 7 yo sister treadles on a Singer 15. I am stunned right now. I have been turning over in my mind the idea of exploring sewing with him but did know whether he would be amenable. DS walked up to me today and told me he wants to pursue design. He has already located a place to purchase a bolt of nylon material. He asked me would I consider buying him a male sewing mannequin. I already own a serger and two nice sewing machines. Does anyone know of a good online sewing course that covers design and sloper construction? Would a year of outdoor apparel design be enough for a fine arts credit? I don't know the first thing about clothing design. I could probably do it but would prefer a class that was spelled out. I'd appreciate any and all pointers. Blessings, Heather

Geodob, do you have any opinions about the research for mindfulness? Do you think I should pursue this line of inquiry or shift my efforts to neurofeedback?

Check out Adobe Pro. I have been told that you can use it to make PDF forms that are fillable.

Dyslexia remediation is extremely hard. Your child should be fidgeting and struggling because her brain is in the process of being rewired. New neural pathways are forming due to the remediation. As a parent, it is painful to watch. Outside of becoming active at the school so that your DD sees you there and you can monitor the environment, I say come alongside her and explain to her the brain, and why she is so uncomfortable. Her feelings and emotions are natural and to be expected. Promise to come alongside her and help her overcome these challenges. Sympathize and try to establish a team strategy. I am working under the assumption that your DD has friends and is not being bullied, either by another student or teacher. Set the timer for one hour of homework per night and be done with it. The teacher should be adjusting her homework load to account for the tutoring anyways. Ask the teacher to prioritize the homework. Scribe and do every other problem. The tutor should be using prizes and actively endearing herself to your child. Try not to be upset with the tutor. She is human and the job is tough. If I were in your DD's shoes, I'd be crying, begging, and pleading with my mother too. Crying, begging, and pleading are the only tools that your child has in her arsenal as a defense. DS worked with the same Wilson tutor from 2nd through 5th grades. There were times when I could barely speak to her. Sometimes, things are just hard. The interactions are deeply personal, and it is difficult to hear others speak of your child. Try to work under the assumption that the tutor cares and wants to help your child. Maybe send the tutor some dark chocolate and dry erase markers as a thank-you gift through the year. Do all that you can to maintain a positive relationship because the benefits are potentially huge. Have you read any of the posts by SandyKC? I feel like she could benefit you, supposing you were to pull your DD.

If your student understands the material, why beat on it? Not even nt kids deal with that too well. Granted, my DD is very young. I purchased everything for Singapore Standards, but we only use the workbook. She prefers games to a worksheet. You guys would die if you saw son's algebra work.

Which organizers? Are you talking the ones in the appendix of Writing to Talking Strategies? Can you scan them and save them in a PDF format?

I mentioned CBT because I keep coming across it. I can't see a need for CBT. It seems like people are all sad about their ADHD or whatever. DS is not negative about his learning. On the contrary, he's extremely positive and not depressed. DS is very sensitive to the feelings of others. He is competitive with certain sports and learning. He enjoys games and does well in the classroom when there are academic games. I think DS could use help with his attention. Now that DS has tested out of PT, I would like to tweak and explore ways to improve attention. The Livescribe is amazing for relistening to classroom instructions, BTW.

DS started taking a NEO Alphasmart to school by 5th grade. We flirted with it in 4th but became serious by 5th. We purchased a printer that worked with the unit, took it to the school, and DS printed to it. The teacher that is giving the worksheets needs to be flexible and work with you. Notability is a PDF writer that you could use with the iPad and stylus. Venn diagrams and mindmapping can be used with the iPad as well. Your child will need access to the school's network, a Dropbox or Google account, and an email addy. Son had a teacher that allowed him to use her desktop. You could use a keyboard with the iPad. Unfortunately, iPad's are not durable. Overall, you need to speak with the teachers and determine what they will and will not do for your student. ETA: As a 9th grader, DS types his work and lugs 3-ring binders with a stapler and hole punch wherever he goes. One teacher uses his laptop to show videos and PPTs in class. Things get better and my son grows older. He is no longer embarassed about carrying a word processor to class.

David Sousa's book How the Brain Learns Mathematics addresses working memory and learning episodes. This book totally changed the way I work with DS. When DS was younger, 5 grade maybe, he could only handle 20 minutes of math and that included review and my teaching. Instructions that I provided were brief. DS could ony handle one concept at a time. I still use 1/2" graph paper and scribe using a dry erase board. Manipulatives such as Base 10 blocks were very helpful. Even now, I can tell when DS maxes out. He stands up and starts making careless mistakes. We work right up to his maxed out signs and then stop. It is better for DS to approach math twice per day with shorter time spent during each learning episode than force the issue.

Thank-you all your the input. I was nervous about posting my question. I'm not looking to cure my DS. I don't think there is a simple remedy or cure. I want to give my child tools so he can empower himself. I expect a combination of mindfulness training, meds & omega supplements, and neurofeedback will help improve functionality, or not. I don't even care about numbers. The article that I read about mindfulness training specifically identified focusing on the breathing. As your focus on the breathing shifts, you are to pull your mind back to the breathing. Recognizing the shift in focus seemed to be the key. The training started by focusing on breathing for 5 minutes and working your way up to 20 minutes. Based upon the article, I started searching for books about mindfulness, and books about meditation popped up. Here are some articles and books that I have been examining.. http://well.blogs.nytimes.com/2014/05/12/exercising-the-mind-to-treat-attention-deficits/?_r=0 http://www.childmind.org/en/posts/articles/2012-4-9-power-of-mindfulness http://www.amazon.com/Mindfulness-Prescription-Adult-ADHD-Strengthening/dp/1590308476 What has been really interesting is reading about individuals giving themselves permission to make mistakes. I am assuming that CBT addresses that. DS has no feelings of remorse when he messes up. He is totally OK with it, and I don't know whether that is a good thing or an issue to be dealt with in the future. Again, thank-you for all the input. I feel much better now and will take the time and read all the information provided.

Do you mind clarifying that statement? Are you saying mindfulness training is helpful or a waste?

DS was given the ADHD Inattentive label last August. After reading about treatment options, DS worked with a PT for a few weeks to address balance and a retained spinal galant reflex. The PT mentioned Developmental Coordination Disorder, but I have no interest in pursuing yet another label. BIL has dyspraxia and bi-polar disorder runs in the family, so I have no doubt that the PT is correct. I have been reading about ADHD Inattentive and have seen mindfulness training mentioned. I am willing to try that, but it seems to come down to learning to meditate. I struggle with that as we are Reformed Evangelical Christians, and I have no interest in using materials that are directed towards Buddhism or any pop culture psychology. All the books that I am looking at online seem to address depression or physical pain. My son doesn't fit into that category either. Has anyone pursued mindfulness training? I need materials that get down to the business of teaching meditation without religious undertones. Is that even possible? Thank-you, Heather

Looking at the lowest scores of processing speed at 27% overall with a coding score at 16%, I would expect the tester to mention a motor planning issue and possibly ADHD. I know nothing other than what I see with my own child.

https://www.homeschoolbuyersco-op.org/inspiration/ We actually prefer the iPad app because it is easier to snuggle up on the couch and use.