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wendyroo

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wendyroo last won the day on May 23 2013

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About wendyroo

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    Hive Mind Larvae
  • Birthday 02/14/1981

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    Michigan

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  1. I've been experimenting with Google Classroom. This semester I am using it for my 10 year old's science work. Each assignment lists what he needs to do, and often links directly to the resources he will need. So it might give a reading assignment, link to a YouTube video on the subject, and then have a "quiz" that guides him through outlining a summary paragraph about the topic. The next day he might write his summary paragraph and then read through the attached instructions for a lab he will complete. I can then go in and view his paragraph (as a Google Doc), make notations on it, and assign revisions the following day.
  2. Quincy had 4 quarters to start. "Natalie has some nickels, Dirk has some dimes, and Quincy has some quarters. Dirk has 5 more dimes than Quincy has quarters." d = 5 + q "If Natalie gives Dirk a nickel, Dirk gives Quincy a dime, and Quincy gives Natalie a quarter, they will all have the same amount of money." We need to take away one coin from each person to be given to someone else. So Natalie will have (n-1) nickels and so on. Then we need to multiply that new number of coins by the value of those coins. So The value of Natalie's nickels will be 5(n-1). Then we need to add on the additional value of the coin each person is given. So Natalie has her nickels and one quarter: 5(n-1) + 25. Since we know this exchange gives everyone the same amount of money, we set those 3 equations equal to each other. 5(n-1) + 25 = 10(d-1) + 5 = 25(q-1) + 10 5n + 20 = 10d -5 = 25q - 15 It is easy to substitute d = 5 + q into 10d -5 and then set that equal to 25q - 15. 10(5 + q) - 5 = 25q - 15 50 + 10q - 5 = 25q - 15 10q + 45 = 25q - 15 60 = 15q q = 4 Since d = 5 + q, d must = 9 Then we check that they each have the same amount of money and figure out how many nickels Natalie had. If Quincy had 4 quarters, and then gave one away, he would have 75 cents. And then Dirk gave him a dime for a total of 85 cents. If Dirk had 9 dimes, and then gave one away, he would have 80 cents. And then Natalie gave him a nickel for a total of 85 cents. So 5n + 20 = 85 5n = 65 n = 13 So Natalie had 13 nickels, gave one away, and had 60 cents in nickels. Then Quincy gave her a quarter for a total of 85 cents. "How many did each have originally?" Natalie = 13 nickels Dirk = 9 dimes Quincy = 4 quarters
  3. I agree. My 10 year old 5th grader has ADHD, ASD and anxiety. Still, I expect 4 hours of academic work a day, 6 days a week. Even my 8 year old 3rd grader who has ASD, ADHD, ODD, DMDD and anxiety does 2.5-3 hours of academic work a day, 6 days a week. Plus each of them do 2ish hours of free reading a day. I'm not at all saying that our days look like typical school, or that my special needs kiddos do not need some massive accommodations, but just because I have to differentiate instruction does not mean that I let them off the hook with significantly less work than is appropriate for their ages. At least an hour of their school every day is me reading aloud to them. They listen to audiobooks, watch documentaries, do a lot of their composition orally. They split their math into multiple 15-20 minute sessions. They take "notes" on history or science by drawing comics. They do almost all of their work at my side so that I can help them stay focused.
  4. I think it is entirely unrealistic that a 3rd grader or 6th grader with ADHD, Dysgraphia, Dyscalculia who is behind grade level could more of less do all language arts independently. If you are at work all day, and DH is supervising but not teaching the kids, then the necessary lessons simply must be fit into the evenings...or I suppose over the weekends? What is DH doing in the evenings? Your time is clearly pretty full between when you get home and bedtime, so could your DH do the Language Arts lessons? Or could he take over dinner so you could teach the kids then? Otherwise, what about the weekend? Could you do a week's worth of writing with each of them over the weekend? And then just assign spelling and handwriting to be done every day. Or what about early mornings? Could the 6th grader sit with you while you get ready in the morning? Then you could go over the day's lesson and assign her work for later that day.
  5. To be fair, if you buy it digitally, it comes with the worksheet generator which allows you to give a child tons of specific practice if they are struggling. And while the review is not built in, it does come with additional cumulative reviews and chapter tests that can be added in as additional review. So there are A LOT of problems available - this is one reason that I consider MM flexible, it is possible to differentiate it for various students by either crossing out some of the built in practice or printing out and adding in additional practice and review.
  6. At his age (though my oldest is currently only 10, so take this with a grain of salt) I would want him doing math, reading and writing every day. And if by music you mean an instrument, then practice should probably happen daily or nearly so. Since he is artistic, I might implement a four subject daily schedule: math, reading, writing and creating. I would never use Life of Fred as a math spine (though I would happily allow it during reading time), so I would him spend about 45 minutes a day working through a math curriculum. For reading, I would just put together a basket of approved choices: Jane Goodall, King Arthur, Walt Disney, SOTW. It would be fine with me if he wanted to read through the books sequentially rather than in parallel. I would have him reading from the basket for 1+ hours a day at least. Personally, I would not arbitrarily insist on a specific number of weeks of a particular subject - if Jane Goodall takes a week, then I would be fine with him either choosing another science book or moving on to a different subject. I would have him spending a least half an hour a day writing - either from a curriculum or in conjunction with what he is currently reading. Then for his final block of the day he could choose to focus on music or art or some other creative project. Wendy
  7. We do like Math Mammoth a lot...but it is certainly not perfect. It has a lot of problems on every page and they are crammed quite close together which can create an overwhelming feel. Because it has "too" many problems, I end up going through and crossing some out...which means more prep work for me and having to constantly make judgement calls as to how much is enough practice without going overboard. It is mastery based which means limited built in review. After spending a couple weeks on measurement or something, my kids will often hit the cumulative review at the end of the chapter and struggle with older concepts that haven't been practiced in a while. Similarly to the previous point, I also think it lacks enough built in fact practice. I have all my boys use Xtra Math to drill the facts. The fourth grade book is BRUTAL!! Multi-digit multiplication, long division, fractions, decimals...it is just a dense, difficult, computationally intense level that covers A LOT without as many easier chapters to balance things out like in the other levels. Even levels 5 and 6 feel a lot easier and more manageable than 4. All that said, I still love MM and use it with all my kids. My oldest went through levels 1-6, my second son is in level 5, and my third son is in level 3. I like the worktext format, the emphasis on mental math, the strong word problems, the scaffolding of concepts to build deep understanding, and the flexibility it offers me. Wendy
  8. I don't think my boys "forget" per se, but they just lack the executive function (and/or desire) to consistently make it a priority. They also lack spacial and bodily awareness, so even when I am in there supervising showering and they are trying to pass inspection, they will often just shampoo the 8 square inches on the very top of their heads and completely miss the sides and back. It is not unusual for my boys to come out of the shower with portions of their hair not even wet...and their hair is only an inch long! At this point DH or I supervise and "teach" showering a couple times a week, and at least once a week I wash everyone's hair to make sure it gets scrubbed and rinsed thoroughly. I don't know how this routine will change as Peter enters the teen years. Ideally he would step up to the plate and be able to be responsible for it on his own...but following his current trajectory, that is a far off goal.
  9. I totally get what you mean about getting wound up before school. I want my boys to burn off energy, but they get out of control so easily and it is very hard, and sometimes simply impossible, for them to re-regulate themselves and calm down enough to get down to work. I avoid wild and running before school, and instead stick to focused physical exertion. Anything that requires them to keep tight control over their movements - like yoga, doing a tripod hand stand, holding a plank position, doing a flexed arm hang from a bar, doing a slow stretching routine, etc.
  10. I agree with others that spelling and writing are separate skills and that it isn't unusual for a child to know how to spell a word during a spelling lesson and then spell it incorrectly 10 minutes later during a writing lesson. My first grader does not do any independent written composition. He does copywork, the dictation sentences in AAS 2, and oral narrations (which I occasionally write down and have him copy). He is thriving with AAS and does seem to be an intuitive speller who is able to apply the rules to his own words. He has correctly spelled milk, chapstick and baby wipes on the grocery list. Of course he has also completely butchered the spelling of other items he has written, and as long as I can sort of figure out what I need to buy, I just thank him and leave them alone. My third grader is a very (very, very) resistant writer, and his spelling is frankly atrocious. He still does copywork every day, the dictation sentences in AAS 3, oral narrations, and a few one-sentences written narrations every week. He is not thriving with AAS, but all of my experience with him tells me that is due to his executive function weaknesses and would be the case with any other spelling curriculum we tried as well...and we have tried many and always returned to AAS as the least bad. He is completely incapable of applying spelling rules (which he knows by heart and can accurately explain and give examples for) to new words. Even during spelling lessons he just throws in random letters willy nilly. I would be thrilled if he would spell words phonetically, even if most of them were still technically wrong. My fifth grader is finally showing some spelling skills in his independent writing. At this point he does the dictation sentences in AAS 4, oral narrations, sentence building exercises, and about one paragraph of independent writing every other day. He recently wrote a 4 page story about a space battle, and I found his spelling (both correct and incorrect) reassuring. There were many words that he got wrong that I would not necessarily expect him to know at this stage; he spelled diamond as "dimond", surprise as "suprise", and torpedoes as "torpedos". It was also abundantly clear that we need to review letter-doubling rules - in one single paragraph he wrote "planed", "atack", "spoted", "asist", "suplies", and "runing". But, I was very impressed by how well he was able to apply the spelling rules he knew to new words; he correctly spelled harvested, operation, astray, unfortunately, steal, gazillion, and many more. Plus, at this point he is consistently spelling all the ubiquitous little words (then, while, was, his, were, for, etc) correctly, which is a great relief after many years of wondering how he could do so well on his AAS dictation and then misspell "and" in an independent sentence later that day. Wendy
  11. I play audiobooks in the car. He sort of listens...because he doesn't really have much choice. Otherwise he would never voluntarily listen to an audiobook. Do you ever worry that your kids are just making up narrations? Peter's narrative language is very delayed, so when he narrates something like "Lina was a messenger," I never know if he truly read the chapter and that is all he can convey back to me or if he just skimmed a couple sentences until he found something plausible to say. Follow up questions don't garner much additional information: "Where does she deliver messages?" "She delivers messages in the city." His answers are always terse (though complete sentences; thank you WWE), and I have no way of knowing if they are correct.
  12. In some ways that would be a positive: - His read aloud skills are weak. It would be good for him to practice every day. - I would know that he did the reading. - I would be able to discuss the books with him because I would always know the story. In others it would be negative: - His read aloud skills are weak. It would make his assigned reading time even more dreaded. - We would inevitably be interrupted a million times. (With 4 young children, many with significant delays, this cannot be avoided.) - It would be difficult for me to find time to listen to him every day. I have very little margin in my day.
  13. My autistic 10 year old doesn't like reading fiction. He spends 2-3 hours every day free reading, and all of that time is spent on non-fiction. Which is great, but I think it is important for him to read some fiction. It is good for him to read "social stories" where he follows along with characters who interact, feel emotions, make choices, etc. So, I insist that he read from a piece of fiction for about 15 minutes a day. That is where we are running into the problem. This is a kid who takes "don't expect what you don't inspect" to ridiculous levels. He will lie about anything and everything if he can successfully avoid "unpleasantness". I don't hold this against him, it is clearly a function of his mental health and neurodevelopmental challenges; I just accept that he is currently not capable of maintaining integrity or work ethic under trying circumstances. So I need (and he is more secure when I have) ways to objectively verify that he is completing his independent school work. This is easy in some circumstances - checking his progress in the typing program - and harder in others like monitoring if he is actually reading a book or just sitting there flipping pages and biding his time for 15 minutes. Obviously, it is easier to check in when I have read the book, but that is not always possible. I don't want to "get between" him and the book, or make reading fiction even more of a dreaded ordeal by making him answer comprehension questions or journal or really write much of anything since he hates that with a passion. But when he is reading a book I am unfamiliar with, I do need a way to "inspect" that he actually read. Any simple, fairly painless ways to verify reading? Thanks.
  14. This is true for us as well. What and how I teach my children at home did not change substantially when they became part time virtual students. Really, the only changes were that I spent slightly less time at home on art and Spanish since the kids were taking classes outside the home in those subjects. I still consider myself ultimately responsible for teaching my kids those (and all other) subjects, but I use the outsourced classes as parts of their art and Spanish education. And just as becoming part time virtual students did not significantly change our at-home educational plans or philosophy, neither did it change the wildly differing styles of other participating families. One of the leaders of the program has her kids enrolled as part-time virtual students (in middle school) and they are a die-hard unschooling family. Others use Classical Conversations, Charlotte Mason, K12, game schooling, delayed academics, etc. In many cases, the method of education really is completely separate from the legal definition of the student (homeschool, virtual, shared time, etc).
  15. In the district we are partnered with, this is not true. They are committed to flexible learning for all students, brick and mortar, virtual and shared time. Every class that is available to virtual students is also available to brick and mortar students. In no way is this program providing state funds for private schooled students. The students who participate are public school students...either full or part time.
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