MomatHWTK
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Posts posted by MomatHWTK
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Start taking college courses in addition to the high school program?
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Try this:
http://catalog.flatworldknowledge.com/catalog/editions/242
And perhaps the worksheets from here:
http://macmillanmh.com/languagearts/2001/teacher/teachres/pdf/Reteach6.pdf
Don't forget to check Khan Academy and YouTube as well.
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No help with books, but here are some websites:
http://singaporemathsource.com/resources/singapore-math-web-sites/
I've been taking my kids through the Singapore lessons at Khan Academy also.
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I like the book Reading Rescue 1-2-3 and comprehension exercise materials from Remedia Publications.
There was a thread about narration yesterday that might have some tips that would help you as well.
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Sometimes you have to let go of one dream completely in order to grasp another with both hands. :001_smile:
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I have my oldest do a lot of online interactive work. It was $ compared to what I usually choose for curricula and I'm still trying to decide whether to continue, but it does work really well for him.
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I don't know about that particular program, but I often supplement for an older child or simply for a younger child when using the same materials for both.
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Just my opinion- I would focus on being able to spell and do some basic writing for the circumstances where typing won't be an option. Make sure he can sign his name and at least write a short note that someone could figure out, even if it's not all in the proper case.
Then, for the actual mechanics of proper writing and grammar I would go with typing. My oldest DS this week decided to write a short story and a newsletter. He is typing it using Open Office and I am gently pointing out the capitalization issues for proper nouns, etc. I don't correct everything because it's not a school assignment. But between my prompts and the program's spellcheck feature he is learning what I want him to know. ;)
ETA: I have also started using Happy Scribe materials for copywork. The download includes cursive, print and italic so it is very flexible.
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Maybe you could work backwards. Ask her to list all the things that she remembers about the story. Then help her identify what were the key points from those that she remembers.
If she's not remembering the key points, then you have identified your sticking point. If she includes the key point in her list, then you can work on helping her figure out why it's most important.
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I hyperfocus, can you tell me a little more about what you are seeing?
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I use librarything, it's a website. You can state the location of your books in the comments section. You can even get a CueCat scanner to scan in the books with a bar code on them.
Here's my page:
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Oooh, dyslexia, well then of course she's going to have trouble getting the answers correct when she has to scribe. I was just going to edit my post to mention that the scribing of math work is a totally different skill than the computation. I don't think I'm dyslexic, but had this same problem in school.
I could do the work. But there was often a disconnect between what my brain knew and my hands wrote. This is a huge issue once you get into multi-step math because an error in step one messes up the whole process. My son avoids writing anything out for the same reason. He can remember 6 x 8 long enough to move to the next step, but not long enough to transfer the data to his hands for scribing. He'd rather just zip through the problem before the information gets lots in the transfer to paper.
I would- 1. allow her to move forward to the concepts she ready to learn and enjoy success. 2. Choose 1-2 problems a day that are remedial and work specifically on being able to scribe the information as a unique skill set.
I found for me personally, the solution was to work all the problems on paper then return to them and work them through mentally again, double checking for scibner's errors. So basically every test I took in grade school, I did the math twice. :tongue_smilie:For someone with true dyslexia, you may need to seek out a better solution.
ETA: My son sees a therapist and we did testing to discover the processing disorder, etc. Her recommendation for him was that I allow him to use a calculator. So, yes, under normal circumstances we want our children to memorize the math facts. But, at some point you have to allow them to move forward. In "real life" if she needs a calculator to do the multiplication facts it will slow her a little but not that much. And why waste a beautiful scientific mind over a few math facts struggles. I know it's a very case by case situation. But don't be afraid to let your child have the tools to soar.
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It may be as simple as communication issues. My son can look at math and just know things. But, he has executive function and processing issues, so he can't always express himself clearly.
If you and she are just getting used to teaching and learning together, I'd start with you working a problem or two and showing her how you do it. Let her hear and see how you show your work. Also, I sometimes do the writing for DS. I write the problem and ask him what to do. He then tells me step by step what to write. If he misses a step, I can prompt him by asking what I should do with this number or that.
Basically, work as a team and model the performance you want to see. :001_smile:
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My oldest has absolutely no problem learning right along with the youngers. I give him more difficult materials as needed but he's not concerned if I ask him to sit in on a 1/2 grade grammar lesson.
Now, my two that are close in age sometimes get upset with each other. They don't care what grade level I'm teaching, they are just competitive and don't like it when the other sibling gets the answer first. I am not going to split my lessons just because they can't take turns though. :glare:
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I wasn't super gifted in school, but often got the top grade. My school experience throughout was pretty brutal. I was intellectually able but not emotionally so. My parents didn't know how to help with social skills and back then there was no such thing as grade privacy. I spent 12 years (11.5 actually) with a HUGE target on my back. :confused:
Having a bright child requires the parent to do more than just seek to maximize academic opportunity. Making sure the child can navigate through a world where people are competitive and often mean is just as important. Ideally, everyone would be appreciated for their unique gifts and talents and be kind to one another. But, you have to prepare the child for the alternative. This will involve making sure they aren't doing anything to make the matter worse and helping them to develop a "thick skin."
Sometimes the academic gain may not be worth the emotional sacrifice. That's something you'll have to continually evaluate. I'm sure you are doing your best- just remember, you can't always change other people. You only really have control over how you respond to them. :grouphug:
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Just a thought- have you considered online high school? You could still accomodate his needs, it would by default involve more typing than handwriting and you'd still have the ps experience? Is that something that would work for your family?
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We've never tried ps for any of our kids. DS get his behavior therapy through a private provider and the rest is on me. :) I have learned a LOT in the past year reading the posts on various support boards, taking in bits and pieces of a few books and reading some research materials available online.
Our therapist did say that if I needed to send DS to school she'd help us work out a plan. But I have no idea what the local ps offers.
FWIW, on the SN message boards I see a lot of parents comment that they can only get services if their child is falling behind academically. The problem comes up often with ASD kids who have social issues but can perform well enough to pass their classes. So you may face an uphill climb if DS is smart enough to get by. (I call it "Fake it to Make it") :grouphug:
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I would plan to not have outside commitments when baby arrives. But, make sure you don't inadvertently "blame" baby for DD losing her fun co-op.
First grade can be a relaxed experience, do whatever gives you the most flexibility and makes you feel confident that you are covering what is important to you.
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But in case you are curious, everything that I bought (for not a small amount of money!) is now free on the website once you sign up. :banghead:
Arghh! on your behalf.
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Paul discusses this issue, or at least that's my take on his writing. He talks about both the thorn that the Lord chose not to remove and also about doing those things that he hates and not understanding why.
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Ah- Nan reminded me. I can't focus well so if I want to remember something I have to highlight it or write it down as copywork. My textbooks from college and beyond sometimes had whole paragraphs highlighted. For some reason the physical act of touching the words with the highlighter while reading made them "stick." I also made notes on little index cards to re-read, it was easier to flip through those than a notebook.
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Have you tried having some extra special fun activity or treat for Mondays? You know, like office folks get the double mocha latte on that day. (Or was that just me?) ;)
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Bear in mind that even with learning disabilities, a high IQ student is going to perform at or above grade level. That's the "catch." We can sometimes miss the glitches because the overall performance is so well. It's like comparing broadband to dial-up. No matter how bad it is, the broadband is going to look pretty good. ;)
I think the key for you will be to really study his performance- see exactly where the stalls come. The more you can narrow things down (as you have been doing) the easier it will be to target remediation.
If you don't school year round, perhaps you could work with him over the summer while the other kids have a lighter schedule?
Math help... roughly 6th grade please...
in Logic Stage & Middle Grade Challenges
Posted
What about Khan Academy?