Classiquest Biol is definitely intriguing. Is there a preview of ES Logic Stage Biology?

Neither of the links worked for me. :lol: I don't think you can buy the book by itself. You can find it used on Amazon. OH OH OH K12 is now selling the book and it appears you don't have to take the class!!!! Yes, it's $125. https://ecomm.k12.com/ecommerce/public/itemDetails.xhtml?cid=202357

Are you kidding? These are the threads I learn the most from!!!! This is extremely helpful to me!!!!! I commend you for putting it all out there. I will come back to this thread and re-read it several times and copy it/print it to my resource binder writing section!!! Thank you! And thank you to everyone whose posting and giving help on this. It's very, very helpful. Capt Uhura

That's what I get for posting well past my bedtime. :lol::glare:

I appended your post to the end of my initial post!

TTC is not just for high school. It goes from elementary on up. I'm doing it w/ 3rd and 6th graders. Just the basics....protagonist, antagonist, conflict, resolution.

I don't have Story Grammar for Elementary School. My friend has it but I won't be able to look at until after Thanksgiving. I have Grammar for Middle School (GMS) and Sentence Composing for Middle school (SCMS). They are quite different. GMS focuses on grammar. Contrary to it's title, GMS is the next level after Sentence Composing for Elementary School. It covers opening adjective, delayed adjective, opening and delayed adverb, phrases (absolute, appositive, prep, participial, gerund, infinitive) and clauses (indep, depend, adj, adv, noun). It uses the imitative, unscrambling approach exactly like Sentence Comp for Elementary School. Now, SCMS (very different from Sent Comp for Elementary School) works on sentences and paragraphs. It starts w/ unscrambling sentences, avoiding comma splices, varying sentence structure. It moves into sentence imitating. It then moves into combining sentences, combining sentences into paragraphs, and then expanding sentences w/ words, w/ phrases, w/ clauses. There are exercises where you imitate entire paragraphs from literature. One exercise is to imitate great opening paragraphs. DC writes the opening to a story imitating the one in SCMS. The sentence imitating would overlap w/ GMS however rather than each being it's own section as I outlined above, in one exercise you're imitating a sentence w/ a participial, one with an opening prep phrase, one w/ absolutes. So while you can do one w/ the other, I think it would be helpful if DC had a working knowledge of those grammar concepts so that you can use proper terminology when discussing the sentences to imitate. For ex: "Look at this sentence. How is this sentence organized? What grammar principle is it utilizing?" "Why Mommy, I do believe that is an absolute." :lol: So I thank you for forcing me to look at this as I needed to make a decision and I think I just answered my own question. We'll do GMS and then SCMS. Or maybe tag team them and do one for a quarter and switch to the other as my DS knows all of these grammar concepts.

It's been awhile since I've looked at Story Grammar but I need to as we're finishing up SC in a week or two. If I don't post back in the next few days, drop me a PM to remind me.

AH yes, that's the one I have, "The Complete Course." I usually use my friends or WTM forum for ones I'm stumped on. The price for that teacher's manual is outrageous.

The Sentence Composing for Elementary Grades uses proper terminology. The Story Grammar for ELementary Grades does not. It switches at the Middle Grade. I think it's the Story Grammar for Middle Grades which uses proper terminology and the Sentence Composing does not.

THere are two "lines" of Killgallon books. In one "line" he uses the substitute words and in the other he doesn't.

Judy do you know which grade the First Course was intended for?

Have you looked at http://www.bravewriter.com? You can see if any of the Arrow or Boomerang selections are on your reading list. She uses varied dictation passages and explains why she chose them. Have you looked at WWE4?

DS11/6th grade WWS Week 8 day 3 The room was spacious and welcoming and the ceiling was grand. The windows were extensive and tall with smiling arches at the top. The floor was made of polished oak boards. The sun was calmly setting outside and the light that trickled through the windows was as red as a ruby and as golden as a lion's mane. It did not reach into the cozy corners of the room. Colorful drapes cascaded from the windows and there was a lot of vibrant furniture in the room. The room was vast and the ceiling loomed over everything. The windows were watching over the room. The floor was made out of creaking oak boards. The sun was setting gloomily and the light was blood red and struggled to reach the corners of the room. Shadowy curtains hung at the windows and dark filled the room.

DS11 (6th grade) Week 8 Day 4. I had him list adjectives and verbs that came to mind when he looked at the castle. I then had him use the Roget's International Thesaurus to find synonyms. Reaching up high into the deep blue sky, Neuschwanstein Castle towers over the surrounding landscape. Artistic and grand, the magnificent castle rests high on a mountain surrounded by trees. This monumental castle is great, immense, and substantial. A scenic view surrounds the castle; it’s white stone walls are in contrast with the green fields beyond. With it’s spacious rooms, this castle is fit for a king.

Please post your DC's WWS assignments here. Please post your DC's age, the week and day of the assignment. Since we are the first ones using this fabulous program, it might be helpful to get a range of assignments....not only the advanced ones but the average ones and the struggling writers as well. We each take our kids where they are and move them forward. If you look are for specific comment or critique of your DC's assignment, please post that in an individual thread. From Colleen: I would love to see not only just samples of kids' writing from WWS, but also the unedited and edited versions of each assignment. And to hear *how* you got your child to the edited version. Did you use the WWS rubric? Did you have a rubric of your own, and if so, what did it consist of? Did you tweak/supplement the assignment somehow? Did you have your child edit with current grammar/mechanics/spelling knowledge in mind? Or did you let some of that stuff go for a particular reason? I think this info. would be helpful as we read each other's samples.

SpyCar - As soon as you send me an iPad, I'll try it! Thanks!

http://www.amazon.com/Writing-Well-30th-Anniversary-Nonfiction/dp/0060891548/ref=sr_1_1?ie=UTF8&qid=1321669383&sr=8-1

I need to read that lesson and I'll come back and give my comments. I'm learning along with you though. 8-) Did she satisfy the grading rubric in WWS?

If you look at this sheet page http://home.pct.edu/%7Eevavra/kiss/wb/PBooks/index.htm there are levels beyond 6th grade. So what you're saying is if your DC can do the 6th grade of all four levels, then they are done with grammar? THere is no need to do any of 7th-11th grade?

But the levels above 6th grade are only online correct? So you'd have to just print them directly from the website, yes?

For the levels that don't have downloadable word docs, how you do use it? Do you just print directly from the webpage or do you use it only online and have DC write out all the sentences?

Well the 2nd edition of Image Grammar was a significant revamping....I'd be buying The Lively Art of Writing for aesthetics. I've got to draw the arbitrary line somewhere!!!! :lol:

Good luck w/ that! My only guess would be if a library was getting rid of theirs for some reason. I'd love to have the entire series.