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Ellie

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Ellie last won the day on June 19 2013

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About Ellie

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  1. I didn't do it on purpose, but pretty much that was our experience at home. We started hsing in 1982, when I took younger dd out of a private school at Easter vacation of first grade. I never found a math series that I liked, and so we just messed with arithmetic. Older dd tested into general math (i.e., non-college credit) at the community college; she took basic math, then pre-algebra, then three college-level maths. Younger dd tested into pre-algebra, so she did that, then three college-level maths.
  2. In Part II, he has a scope and sequence for no formal arithmetic before 9; that's what I copied and pasted (not the whole thing, of course, because that's in the article). I was suggesting that the scope and sequence the school board came up with might give you a guideline on how to figure out what this child knows and doesn't know, and how to build on that knowledge to the point where the child can do formal work.
  3. Also, I'm looking for this single 6yo child, and I don't see him.
  4. It depends on what is in the teacher's edition, and how much it costs. 🙂 I haven't seen it with my own eyeballs. If it isn't too pricey, and it has helpful information, and maybe actual verbiage on what to say to the children, then it may be useful. Sometimes we can hand a worksheet page to our children and say, "Here, do this," and that's fine; sometimes we need to do some actual instruction before giving the children their assignments. That's why I'd want to see the TE before I recommend it or not (and also, I'm not going to spend $100 on a TE, so there's that).
  5. Part II doesn't talk about a 6yo child. Here's an excerpt: In the fall of 1933 I felt that I was now ready to make the big plunge. I knew that I could defend my position by evidence that would satisfy any reasonable person. Accordingly, a committee of our principals drew up a new course of study in arithmetic. I would have liked to go the whole route and drop out all the arithmetic until we reached the seventh grade, for we had proved, in the case of four rooms, that this could be done without loss, but the principals were more cautious than I was and I realized, too, that I would now have to deal with the deeply rooted prejudices of the educated portion of our citizens. Therefore, a compromise was reached. Accordingly, on September 1, 1933, we handed out the following course of study in arithmetic: Grade I - There is no formal instruction in arithmetic. In connection with the use of readers, and as the need for it arises, the children are taught to recognize and read numbers up to 100. This instruction is not concentrated into any particular period or time but comes in incidentally in connection with assignments of the reading lesson or with reference to certain pages of the text. Meanwhile, the children are given a basic idea of comparison and estimate thru [sic] the understanding of such contrasting words as: more, less; many. few; higher, lower; taller, shorter; earlier, later; narrower, wider; smaller, larger; etc. As soon as it is practicable the children are taught to keep count of the date upon the calendar. Holidays and birthdays, both of members of the class and their friends and relatives, are noted. Grade II - There is no formal instruction in arithmetic. The use of comparatives as taught in the first grade is continued. The beginning is made in the telling of time. Children are taught to recognize the hours and half hours. The recognition of page numbers is continued. The children are taught to recognize any numbers that they naturally encounter in the books used in the second grade. If any book used in this grade contains an index, the children are taught what it means and how to find the pages referred to. Children will naturally pick up counting in the course of games which they play. They will also easily and without formal instruction learn the meaning of "half," "double," "twice," or "three times." The teacher will not devote any formal instruction to the meaning of these terms if the children do not pick them up naturally and incidentally. To the knowledge of the day of the month already acquired is added that of the name of the days of the week and of the months of the year. The teacher learns whether the children come in contact with the use of money at all in their life outside the school. If so, the meaning of "penny," "nickel," "dime," and "dollar" is taught. In similar fashion, and just incidentally, the meaning and relation of "pint" and "quart" may be taught. It continues through grade 8.
  6. No. It assumes you're starting with a 6yo child who knows nothing. I think you could use some of the ideas to figure out what this child knows, and how you might be able to help him catch up/fill in the blanks so he can begin working at age level.
  7. The article actually has three parts. Part I opens at the link. Parts II and III are at the very bottom. Here's Part II. It gives an actual plan on how to teach arithmetic, which I thought might be helpful with the child you're working with. It doesn't include "games and other activities."
  8. I know that's why you were asking. Did you read the other two parts?
  9. When a child's manuscript is quite good and legible, then do cursive. "Traditional" cursive would be hands such as Zaner Bloser and Palmer (I learned both, although I didn't know their names at the time: Palmer in second grade, then Zaner-Bloser at another school in third). (Also, the main difference between them is the shape of some of the upper case letters. I have a story about that which is painful to me after all these years, lol.) My favorite is Zaner-Bloser, for manuscript as well as cursive; it first teaches the different strokes used (under curve, over curve, etc.), then the letters which use the strokes. Rod and Staff Publishers does a slant print as sort of a transition between manuscript and cursive. It isn't necessary. Even after learning cursive, there will be times when manuscript is still used. 🙂 Cursive itself is pretty simple; I don't know why there would need to be a "simplified" cursive. o_0 Scott Foresman (Pearson owns it now) came along with D'Nelian; they built it up--and built itself a market--by coining the negative-sounding term "stick and ball" to refer to basic manuscript. Supposedly, children learn the manuscript, which has little tails in the letters which theoretically make it easier to become cursive because there is really only one "alphabet" to learn to write. The problem with that is that children are not given specific instructions on how to form each letter, which can result in reversals and awkwardness in writing, and they still have to remember two different upper case alphabets. Some people go with a calligraphy-looking hand, sort of between manuscript and cursive, such that they only have to teach penmanship one time. There's also the very scroll-y Spencerian Penmanship, which is beautiful to use, but I don't know...I'm not sure I would teach it instead of a basic cursive. When I'm starting from the beginning with a little child, I do Spalding, which teaches children to read by teaching them to spell, and simultaneously teaches penmanship, capitalization and punctuation, and simple writing. Its manuscript is a traditional style; its "cursive" is connected: once the children have good manuscript, they learn to connect their manuscript letters so that it looks like a cursive. Zaner-Bloser teaches very similarly to Spalding; to use ZA materials while also doing Spalding would not be a conflict.
  10. Spalding would be my go-to for reading/spelling/penmanship/etc. All that is necessary is the manual, a set of phonogram cards, and a sewn composition book. As long as there are no learning issues, and the child is willing, I would expect to see really excellent results in a few months. I wouldn't even think about writing per se until the reading is there. Spalding would cover all the mechanics, including very basic writing (it can do more comprehensive writing, grammar, and literature, but I wouldn't plan on that right now). Here's a very interesting article about an educational experiment (nor formal math until dc were 9yo) that was done with surprising results; and it includes a scope and sequence for teaching arithmetic skills. There might be something here that you can use.
  11. Ellie

    Lent?

    As a person over 60, fasting is not mandatory for me (although abstinence is). 🙂 However, prayer and alms giving are perfectly within my capabilities.
  12. I tomato-staked an adult miniature dachshund, who was not a puppy and should have known better but didn't . It took about two days for her to figure out that no, she didn't get to go poop on the rug in the office or **on the sofa.*** 😮
  13. Ellie

    Phonics help

    Also, although workbooks may have their place, that he wants to do them is not the best reason for doing them. There are way more interesting and educational ways of doing things than filling out workbook pages.
  14. Ellie

    Phonics help

    Which phonics workbooks is he coloring on? (other than ETC, which is quite good, BTW). He could just color those while you continue to do OPGTR, which is probably a better phonics method than the workbooks, TBH.
  15. Ellie

    Lent?

    Lent isn't only about giving up something; it's also about doing something more, such as works of mercy, reading more scripture or praying for people you don't usually remember to pray for, stuff like that.
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