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wendyroo last won the day on May 23 2013

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About wendyroo

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  • Birthday 02/14/1981

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  1. That’s it!! Thank you.
  2. I'm trying to find a poem. If I'm remembering correctly, it was written by a famous poet to introduce his child to the different poetic meters. The different lines are written in different meters and talk about how the words/stresses like soldiers marching. Does anyone know what I am talking about? Thanks.
  3. Does he need to actually write the numbers, or would a different form of "notation" work. What about if the problem was written fairly large (perhaps on a small white board) and then he used magnetic numbers as the answers. Then he could plunk down a 3 in a certain column, and then physically swap it out for a 4 if necessary. Obviously that does not get you to a concise written notation, but it might work in the short term as he further solidifies his understanding. Ultimately I would try to get him comfortable using the standard algorithm. Wendy
  4. If I were doing it, I think I would just work in pencil and erase or cross out as needed: 182 +279 + 45 ------------- 3 182 +279 + 45 ------------- 49 (tens column sums to 19, so I fill in the 9 and change the 3 in the hundreds to 4) 182 +279 + 45 ------------- 506 (ones column sums to 16, so I fill in the 6 and change the 9 in the tens to...uh-oh...I change the 9 to a 0 and change the 4 in the hundreds to a 5) In the big picture I am working left to right, but there is still a lot of right to left manipulation going on as well. I agree with others that true left to right is easier mentally. Wendy
  5. Personally I never bring raw meat on a camping trip. Obviously people do it, but when I am trying to cook a meal for hungry, impatient kids while also keeping those excited, impulsive children from immolating themselves in the fire, I stick with fast and pre-cooked. I've had the kids "roast" chicken teriyaki over the fire...except it is already cooked, so they just have to warm it up...or not, they can eat it cold if they get impatient. I've done the same with meatballs. Pre-cook, slip a couple on a roasting stick, and eat whenever you get tired of waiting. Or breakfast for dinner. You can cook bacon over a fire, but again, I pre-cook it and just let the kids play at roasting it over the fire. To go with it you can make home fries in a foil packet in the coals. We also always bring a propane skillet or stove. So I will heat up pre-cooked taco meat, pulled pork, cheesy rice, etc.
  6. In my experience: structure + explicit teaching + lots and lots of practice/mistakes/redo's. But to be honest, in our house the biggest factor has been meds. Last year Spencer spent the first three quarters of the year unmedicated and could not do ANYTHING independently...heck even with intensive scaffolding and supervision he could do very little. He could not write his name without losing focus between every letter; he could not brush his teeth, get dressed, read a Bob book, finish a meal, etc. He was diagnosed and started on med in April and suddenly he had an almost age-appropriate amount of executive function. Suddenly he could do a puzzle, draw a picture, fix himself a simple snack, complete a couple math problems on his own, etc. The meds have really allowed him to function and thrive and actually enjoy school and play activities.
  7. I don't think it is helpful to conflate valuing and cultivating independence with expecting a 7 year old to school themselves completely independently. I am firmly in favor of the former and firmly opposed to the latter. My 10 year old is just now able to work out of my sight for 15ish minutes at a time. Up until now, all of my kids were fully supervised during every minute of school. And yet, if I had a 7 year old, who after listening to me thoroughly teach/explain a concept or assignment, still struggled to work on it independently for 5-10 minutes with me nearby but not entirely focused on them, then that is definitely a skill I would work on. I expect my 6 year olds, who so far have all had ADHD and other neurodevelopmental challenges, to work independently (in my sight, but with me only rarely needing to help or refocus them, for 5-10 minutes) on handwriting/copywork, assigned reading, practice math problems, typing, a Spanish flashcard app, a simple grammar workbook, and warming up at the piano before a lesson. I also expect them to be able to stick with simple independent chores such as sweeping under the table for 5ish minutes. That does not mean I am leaving any of my kids to school themselves and that they would be better off in any old school rather than having me force independence on them. It does mean that when I sit down to teach a child a math lesson they gets my (mostly) undivided attention because all the other kids, including the 3 year old, have learned how to work independently for a short period of time. In short bursts, I think independence is an incredibly valuable skill...for my special needs kids, actually more important than any academics I am teaching. I have to explicitly teach and coach age-appropriate amounts of independence, but that effort is strengthening the child's executive function, perseverance, problem solving, self-control, ability to focus, self-talk, etc. Wendy
  8. My kids attend gym class with a family of 8 children and Spanish class with a different family of 8. I don't know if they realize in either case exactly how many kids belong to the same family. Around here, 3-4 seem to be the default numbers - way more common than 1 or 2. It is not unusual at all to see a family of 5-8 kids out and about, and I know indirectly of several even larger family nearby.
  9. My kids are 3, 6, 8 and 10. All are homeschooled and the oldest three are boys who all struggle with mental health and neurodevelopmental challenges. I get up between 5 and 5:30. Shower, tidy my bedroom and bathroom. Boys are waking and reading in their rooms. I head downstairs to start breakfast and a load of laundry. My oldest two come down at 6:30 to do one independent school subject before breakfast. Breakfast for all at 7 while we do a morning basket of sorts. Breakfast is done and tidied, the dishwasher is emptied, and teeth are brushed by 8ish. 8 to 10:30ish is school time. I rotate around guiding, teaching, supervising, etc. I also slip in quick chores like switching/folding laundry, prepping veggies for dinner, loading dishes into the dishwasher, sorting a pile of clutter, etc - pretty much anything I can do on the main floor while still interacting with and keeping an eye on the kids. At 10:30ish we have a snack and get in the car to go to an extracurricular: speech therapy, art, Spanish, rock climbing, chess and book clubs. We get home around 12:30 and have lunch (often while watching a show). After lunch I get the littlest down for her nap while the boys clear the table. Then we all work on chores for 20 minutes. This is when we clean bathrooms, vacuum, mop, change and wash sheets, tidy the van, etc. Four people working for 20 minutes gets quite a bit done...even if three of the people are kids. By then it is 2ish and the boys have free time until dinner. The preschooler wakes around 2:30 and we might go to the park or run an errand. I aim to have dinner ready around 5 or 5:15. After dinner we have some family time and then bathes, books and bed. My 6 and 8 year olds are in bed by 7; my 10 year old (and the 3 year old if she slept during nap) are in bed by 7:30. DH and I usually spend about 30 minute on chores in the evening. We finish tidying the kitchen and loading the dishwasher, I might do another load of laundry, we deal with bills and paperwork, etc. I often send 10 or 15 minutes prepping and tidying the school area. We then have time to relax before we head up to bed to read for a while around 9pm. Other chores are tackled over the weekend - grocery shopping, major sorting and deep cleaning, outside chores, etc.
  10. I get an email from Amazon if they are getting ready to ship me a subscribe and save item that has gone up in price.
  11. I am reading The Scarlet Letter right now. I made it through one page of The Custom House and bailed on it - I don't have time in my life to drudge through that. I'm about 3/4 through the book itself, though, and am finding it quite interesting, and a fairly easy read.
  12. I might try some clearly stated expectations. If you want to make playdoh tomorrow, then I would tell him exactly what to expect and what is expected of him: "We are going to make Playdoh. We will have to follow the recipe. Everyone will have to stay around the table helping until it is made. Then we are going to spend 45 minutes playing with the playdoh. Everyone will have to stay at the table during that time and choose to either play or sit and wait quietly until Playdoh time is over. After Playdoh time is over, then we are going to eat a snack and go for a walk. So, let's write a schedule and tape it to the cabinet: 1) Make Playdoh, 2) Play with Playdoh for 45 minutes, 3) Eat a snack, 4) Go for a walk." I bet his life at school is very, very structured, so he is familiar with following a plan and not having complete freedom to start and stop activities whenever he wants. The next time he asks to play Nintendo or watch TV, you could try something like, "Sure, you can watch TV, but if we turn it on then you need to sit and watch one whole show. Is that what you want to do? Your other options would be helping me make lunch or drawing at the table."
  13. Starting in the fall we will be in the car for a couple hours a week traveling to extracurriculars. Last year we really enjoyed listening to audiobooks while driving, so I am hoping to stock up on some good ones that will keep the kids engaged. The boys will be 10, 8 and 6 years old. My daughter will be 4. Most of my kids have mental health and neuro-developmental challenges, so we have to steer clear of stories with too much action, adventure, suspense, peril, naughtiness, danger, socially inappropriate behavior that could be emulated, etc. All the kids have strong listening and comprehension skills; even the youngest enjoys and engages with longer, more complex stories. Some audiobooks that we really enjoyed last year: Thornton Burgess Animal Stories Alice in Wonderland The Little Princess Dr. Dolittle Stories The Lion, the Witch and the Wardrobe (this was on the edge of too scary) Escape From Mr. Lemoncello's Library Five Children and It Just So Stories Understood Betsy The Wind in the Willows The Black Stallion (this was on the edge of too scary) What are some (fairly tame) audiobooks that your kids have enjoyed? Thanks!
  14. Over the years I have found that my kids' school hours break into five equalish pieces: Math (including logic and programming as they get older), Phonics/Literature, Language Arts, History/Science, and "Extras" - foreign language, art, music, typing. So next year my first grader will spend 15-20ish minutes on each of those pieces, for a total of 1.5ish hours of formal school each day. My third grader will spend 40ish minutes on each piece for a total of 3.5 hours. And my fifth grader will spend 45-60 minutes on each piece for a total of 4.5ish hours: Math ~45 minutes, plus ~15 minutes of either logic or programming Literature ~45 minutes Writing ~30 minutes, plus ~20 minutes of some combination of spelling, grammar, vocabulary and poetry memorization History + Geography ~45 minutes OR Science ~45 minutes depending on which we are studying at that time Art ~60 minutes once a week OR on the other days Spanish ~20, Piano ~20, Typing ~10 Plus all the kids do a lot of free reading, listen to audiobooks in the car, play logic games, have extracurriculars, watch BrainPop videos, lots of informal learning on top of their more formal school hours. Wendy
  15. A couple thoughts: - Is there any way school could start sooner before they are engaged with toys? My kids read in their rooms after they wake up (and while their ADHD meds kick in), and then they come down and report right to the breakfast table where they are ready to start eating and doing morning time. - Could you consolidate the 5 year old's work so that he can quickly finish everything and go off and play? Last year I had 9, 7, 5 and 3 year olds. During breakfast (while they were a captive audience) we went through a short morning time of poetry, vocabulary, current events and Spanish practice. Then, the older two started in on their independent work list while I worked with the 5 year old and the 3 year old worked on brushing her teeth and getting dressed. By the time the 3 year old was ready, I had gotten the 5 year old started and could spend a few minutes doing something pre-schooly with the youngest. After doing his math and handwriting, the 5 year old read a book to the 3 year old and I and then he was done for the day. His total table time was about 30 minutes. Obviously he did other school stuff (morning time during breakfast, read alouds and audiobooks, "helping" with science experiments, etc), but most of his sit-down school was done first thing so that I didn't have to keep calling him away from playing. - Could the baby spend some time watching the 5 year old play? I've had good luck setting up a pack and play near the big kid play area or putting a baby in an exersaucer or doorway jumper nearby. Just having a companion seemed to help both the younger and the older be content for a bit longer. - I have never been able to have the big kids do math while the little kids were around. At our house, math is always right after lunch. Babies go up for nap, preschoolers have a quiet rest time, and big kids sit down to do math before they too go off for rest time. - Last year, my kids did really well with a school checklist. Each morning they knew exactly what would be required of them. I even included chores, and I listed everything in approximately the order it would be completed so that they could "see" their day. So, for example, my 9 year old's Thursday checklist looked like: Literature, Empty Dishwasher, Morning Time, Typing – 10 minutes, Writing, Duolingo Story, History (with Mom and Elliot), Spanish (with Mom and Elliot), Piano – 15 minutes, Take out Garbage, RAZ Kids – 2 books with quizzes, Spanish Homework, SAT Practice, Math. It looks like a lot, but I keep the lessons very short, so everything except math would be completed in about 3.5 hours in the morning and then math would take another 20-30 minutes right after lunch.
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