kagmypts
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Posts posted by kagmypts
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While I realize that this thread is several years old, I am wondering if anyone has updated thoughts on the Holt Science and Technology series. I am considering Earth and Physical sciences for my daughter. Are the CDs imperative?
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I have used a cheap textbook series as a guide for the year's topics, do tons of hands-on labs, read supplemental books and documentaries including BrainPop, and field trips. For 2nd-5th, I used Harcourt Science and 6th-8th Glencoe Science. Most of the labs come from the books or online virtual labs (Glencoe), but I have thrown in ideas I get from other places. I have a year in review blog post of our activities: https://kidblog.org/class/ZeyAcademy/posts/8rynl22npjabizxdnvli6lwis
Where did you buy your Glencoe science materials? Did you have a workbook and teacher's manual? I am about ready to pull my hair out deciding on a middle school science program!
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I plan to teach my daughter physical and Earth sciences in seventh and eighth grades, but I have not decided which order yet! I may leave that decision up to her. Anyway, I have am having hard time finding something that works for us. Our requirements:
- The text cannot be written from a YE viewpoint (It doesn't have to be secular, but YE won't work for us).
- Age appropriate for a middle schooler
- Includes a textbook, student book (or some type of work for the student based off the readings), and a teacher's manual.
My daughter really enjoys science, but unless it is laid out for me, it just doesn't get done. My daughter is too old to let science slip through the cracks. Thank you.
ETA - Has anyone used Holt Earth or Physical science?
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Engineering is Elementary
Adventures in Chemistry
http://www.acs.org/content/acs/en/education/resources/k-8.html
Ask your son what science topic(s) most interest him. Have him use library resources to learn about those topics.
For next year, consider one of Ellen McHenry's units.
Thank you. We actually have McHenry's cell and botany units. I had forgotten about those.
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I have just hit an impasse, and I am not sure where to go with science for my fourth grade son. We just finished Nancy Larson Science 3, and I need something for the last 10 weeks of our school year.
While I have not loved Nancy Larson, it gets done on a regular basis. My son seems to enjoy it well-enough, and I do love that everything comes in the box. I originally flinched at the price, but having everything arrive in the box ensures that it gets done. The worksheets and tests help me know exactly what my son is retaining.
I tired NOEO in the past, and it just didn't work for us. I loved the idea of using Usborne as a spine, but when we got into it, it felt extremely disjointed. The kids also lost interest very quickly.
Having said that, I could continue on with Nancy Larson, but we will end up finishing NL 4 around Christmas. Since NL 5 won't be ready before then, I will be looking for a new science curriculum in the middle of next year. That prospect doesn't excite me.
I also thought about using Critical Thinking's Science Detective for the next several weeks. I plan to supplement with videos. While the science content isn't fabulous, I do think that my son would benefit from that kind of analysis.Any suggestions or advice? I am open to other suggestions as well (and would love to find a curriculum that could grow with us as we hit the middle school years). I need to decide quickly because my son's science research project is concluding on Friday.
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I am an ISTJ, and it describes me perfectly.
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Thank you. I decided to go with Form A.
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I just came here to ask the same question as the OP. What are the differences between Form A and Form C? Is there a benefit to taking one version over the other? Thank you.
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I wondering what the current edition/publishing date is for A Beka Phonics, Reading, & Spelling Grade 2 Lesson Plans. If you have the current edition of these lessons plans, would you mind letting me know the publishing date? Thank you!
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That's what most phonics programs get backwards. Letters don't 'say' anything. People make sounds, not letters. We use letters, and combinations of letters to represent what we say. The reading program we used did mention 'oul' as one way we can represent the oo (like book) sound in English. This way enables you to easily teach pretty much 100% phonetically without teaching any rules or worry about 'rule-breakers'.
However, the letters/phonograms that represent what we say do have have sounds associated with them. In that way, letters do make/say sounds. Perhaps, that may not be the most precise way to word it, but letters and phonograms absolutely have sounds associated with them. Reading is the act of decoding letters into recognizable words, and in order to decode those letters, we correlate sounds with the each phonogram. By definition, that is phonics.
Perhaps, I have misunderstood your point, but I am not sure how any phonics program starts with the spoken word. When a child is learning to read, which is the topic of this thread, the written word is the starting point. As such, phonics programs teach the sounds associated with each phonogram. While the letter doesn't actually speak, it has a corresponding sound. That corresponding sound maybe referred as the "speech" or what the phonogram "says." I apologize if I have completely misunderstood your point, but the "get backwards" part of your post is throwing me for a loop.
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oul=oo=u, ÊŠ
a=e=u, schwa or /É™/
ai=e, /e/
It's just that there's not a 1:1 correspondence between sounds and letters. But it's phonetic.
​The words do follow the rules. The rules are just more complicated than explained at first.
The interesting thing is that "oul" is not a recognized phonogram to my knowledge. If it is, I would love to see the source of that information. Neither LOE or AAS/AAR recognize "oul" as a phonogram. As a poster above pointed out, "l" says /l/ except for when it doesn't. The word "could" doesn't seem phoentic to me at all. For clarification, phonetic to me means following commonly accepted rules and/or phonograms.
The same could be said about ai. The phonogram ai is pronounced long a. Once again, I don't see any phonics program where short e is a sound made my ai. It seems to me that these words are actually "rule breakers" and not phonetic at all.
In all honesty if a child can look at the word said and immediately know (without any previous exposure) that ai says short e, that's amazing! It certainly did not happen with my kids. Is there really a difference between teaching a child that said=said or said is /sed/? In each case, the child has to remember that ai does not equal long a. Perhaps, it is just semantics, but I don't consider a word phonetic when it includes phonograms that don't make one of it's accepted sounds.
ETA - I have always taught my kids that said is a sight word because ai doesn't say short e. It's an exception so we just need to remember that this is a sight word - said. It's a sight word simply because ai says /e/.
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Thank you so much!
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My first grader knew last year why "have" uses a silent e. My 4yo this year also does. To read at grade level, a child doesn't need to know advanced phonics. Memorizing rules a Ker needs to read at grade level (which is ridiculous anyway) would serve a student much better than memorizing the 50 dolch sight words by sight. Teaching the rules is akin to teaching a man to fish.
Who on this thread has advocated memorizing 50 Dolch site words? If someone did that, I must have missed it. Many of the Dolch words are purely phonetic.
I still believe that there are some words that need to be taught as sight words - of, was, come, could, would, again, said, and one to name a few examples. If you were able to teach your Kindergarten-aged child(ren) those words via phonics, I would love to know how you did it. I am a firm believer in phonics based instruction (and use that with my own kids), but I don't know how one teaches a young child to read using only phonics. Maybe I am just a bad teacher, but my kids never would have understood why were uses an e at the end of that word. When they were first learning to read, all three of them automatically used the final e to make the first e long. I repeatedly corrected them, and as a result, they all learned that w-e-r-e spells were... simply by sight and repetition. Words like love, what, who, where, want, does, and they were also difficult for my emerging readers. I don't think that those words are too advanced for a Kindergartner, but honestly I don't know how my kids using only phonics would have learned them. As a strong proponent of phonics. I would love to educate myself and am open to suggestions.
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English is not purely phonetic. Words such as of, was, could, would, again, and said are not phonetic. Also, there are several other words that need to be "pronounced for spelling" in order to follow all of the phonics rules. In some cases, my children do not know that the "pronounced for spelling" word is actually the same as the spoken word that they hear every day.
I would also like to add that while almost all English words do follow rules that it would be very unlikely for the average Kindergartner to have mastered those rules. In many cases, it takes several years for children to learn and master the rules. "Have" is a perfect example. Since English words don't end in v, the e is used to protect to the v rather than make the e long. While that word follows the rules, it will not be obvious to the average Kindergartner.
For these reasons, I prefer strong phonics instruction with some sight words in the early years. There are words my kids need to know before the phonics rule has been formally introduced. When the appropriate phonics rule is introduced, we circle back and talk about how those "sight words" do actually follow the rules.
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I was able to speak to my regional director tonight and the call was so very pleasant :) Finding out that the reason why my director may have hung up on me was because of a silly misunderstanding. However, she still should not have hung up on me. I have no interest in going back, but I would like to reconcile with my director. We are all supposed to be loving one another, right?
I am glad that the call with the regional director went well, but I cannot imagine any situation that would justify hanging up on a client. It's all so bizarre to me. By the way, how did you leave things with the regional director?
I have briefly considered CC for one of my kids, but your experience makes me want to run away from it.
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I used 100 Easy Lessons with my son, and it sounds like we ended up in a very similar situation as yours. I looked at PAL at our homeschool conference over the summer, and I was not blown away with it. I really wish that I could remember my specific hesitations, but unfortunately they are escaping me at the moment. I ended up using A Beka's First Grade Language Arts package (minus the handwriting component), and it has been awesome! My son loves school, and he is now attacking words rather than guessing or attempting to sight read. His reading fluency has increased so much, and the phonics instruction seems very solid. If you have any specific questions, I would be happy to answer them for you.
ETA - A Beka has really taught me how to teach reading and phonics.
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I am currently working through IEW's All Things Fun & Fascinating with my fourth grade son, and I am stumped on how to help him correct his work. His composition is filled with spelling, punctuation, and grammatical errors. Although we have studied these things in grammar, he still continues to make mistakes. After he hands in his first draft, should I correct all of these things for him? I am not sure how much guidance to give him and how much to let him figure things out on his own. I feel as if my uncertainty with respect to this issue is bringing the revision stage to a grinding halt. :-/
ETA - I am beginning to think that dyslexia may be part of my son's problem, and we are in the beginning stages of setting him for an evaluation. In the meantime, I would love some input on how to proceed. -
I had intended to do Computer Activity 22 from Science 3 with my son tonight, but my CD does not have the link. Would anyone mind sharing the link with me? I have emailed Nancy Larson about this issue, but I have not yet heard back. I am really hoping to have him complete this tomorrow morning. Thank you in advance.
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Thanks for posting this. But when I try this link and access code, I only seem to be able to download the front cover (1 page) of the textbook from the site. I'm opening it in Firefox and I have Acrobat, but nothing clicks on the page. There's no access to the inside of the book (that I can find)... Can anyone tell me what I'm doing wrong?
Thanks! Brett
We had that same issue. We tried it on 4 different computers, and it finally worked on the last one. I have no idea what was different or why it worked, but it did.
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I have very math-inclined kids, and CLE has been perfect for us. All 3 of my kids are working one grade level ahead of where they are, but they are doing well. They have had no problems solving Singapore's CWP either. I love that CLE is 99% self-taught!
For the record, all 3 of my kids have scored in the 99th percentile on the ITBS math section each year that they have taken it. They have yet to miss a single math problem on the ITBS. I couldn't be happier with the program.
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Bumping as I would love some insight.
I have to admit that I am extremely troubled by this (page 106 of http://www.pandiapress.com/wp-content/uploads/2013/08/RSOBio2SGTBYB.pdf):"It is a FACT that evolution occurs. It is a FACT that the process of evolution is how all species that have ever lived came to be. There are THEORIES about how the process of evolution works."
It is commonly referred to as the Theory of Evolution. I do not subscribe to a YE viewpoint, but I also believe that God is the Creator. Calling evolution a fact is just bad science in my opinion, and I am not sure that I can support a company who so vehemently refers to evolution as a fact. It casts a shadow over the rest of the program.-
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We just completed Holt Earth Science. I purchased the book through Kolbe Academy and used their course plans. I believe CBD and Rainbow Resource may now carry the text. You should also be able to find it on Amazon. :)
Which lesson plans did you use from Kolbe? Also, did you need the Teacher's Edition? Were there a lot of labs? If so, did you have to gather a lot of hard to find items?
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CK-12 Earth Science??? I am using that with Mr Q Earth Science for this coming year.
Thank you. What is CK-12?
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The only requirement is that the text cannot promote a young Earth viewpoint. It doesn't have to be secular, but YE will not work for our family. Thank you so much!
Physical and Earth Science Recommendations for Middle Schooler
in Logic Stage & Middle Grade Challenges
Posted
Thank you. From where did you buy your HM Earth Science?
Thank you. I will look at the Earth Science sample. An OE Christian text definitely will work for our family.
As for the order of science, I did life science with daughter this past year when she was in sixth grade. I had planned to do Earth science last year, but she was begging for life science. I just switched sixth and seventh grade. Since she will be taking algebra this upcoming year, she will have completed algebra before beginning physical science in eighth grade. Thank you for the advice.
I will look at OM.