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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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  1. We also use and love Lantern English. I love how they break the skills down into specific steps. For example, my 6th grader is finishing the Research Basics class. This is the course outline: Week One: Beginning Steps A. Choosing a Topic B. Finding Sources Week Two: Researching & Note-Taking B. Basic Narrative Elements C. Note-Taking Tips D. Review of Plagiarism Week Three: Writing a Bibliography Week Four: Creating an Outline Week Five: Writing an Introduction Week Six: Adding Research Details Week Seven: Writing a Conclusion Week Eight: Editing Your Resear
  2. Any chance the child is exposed to a dialect of English or a second language? I think either of those could delay the acquisition of standard English grammar.
  3. My kids are exposed to A LOT of language. My 5 year old, who has a huge vocabulary and typically speaks in long, sophisticated sentences, still makes a surprising number of verb errors. Not goed or felled anymore, but slightly less common ones like costed or slided. My 7 year old, who is very verbal and articulate, still occasionally surprises me with a stinked, forbidded, shedded, etc. I can't remember, though, the last time my 9 year old made a noticeable verb error. In fact, just recently when he came to me to narrate what he had read in literature, he first asked what "foret
  4. Many of the items on this fabric are only a quarter of an inch big! No where near as striking and recognizable as Ms Frizzle's dress fabrics. It is great for a Ms. Frizzle style dress for the doll in the original post, but on a normal human dress scale, I think it would actually read as an indistinct polka-dot-like pattern unless you were very close.
  5. I would worry about little kids wanting to be up close and personal all day. The scale of that print is teeny tiny!
  6. I love "How to Write a Math Solution". I was never taught (because no explanations were ever required during my math education), so it was very helpful to see "best practices" clear listed and illustrated. I would love for my boys to eventually get to that point because math is one of their huge strengths, but it won't take you far if you are incapable of writing down anything but a final answer for a problem. It especially impacts them when they get answers wrong. Today Peter solved, "A lattice point is a point with integer coordinates such as (2,3). In how many ways can we pick 3 l
  7. To some extent I agree. My children clearly need tremendous amounts of scaffolding and prescriptive expectations. OTOH, I don't think there is anything particularly feminine about expecting children to be able to "explain how to do a load of laundry" or "explain why you multiplied the side length of the square by 4 to find the perimeter" (assuming they know how to do to those things). Those types of tasks are the bread and butter of many traditionally masculine professions. I'm not asking them to wax eloquently about how a poem feeds their soul - I don't count that as a life ski
  8. Neither Peter nor Elliot have any innate drive to communicate anything beyond anger/hunger/desire for concrete objects/etc. Even those communications are fairly basic. Peter will say, "That's mine!" and Elliot will answer, "No!" and they are at a bit of a stalemate. To me, it is obvious that Peter's next logical statement should be, "I made it with Papa." And then Elliot should counter with, "But Mom said I could look at it." But that wouldn't occur to either of them. That is a major skill they are working on with Elliot in ABA, but there has been little progress. They do LOVE asking ques
  9. This is my biggest worry because Peter and Elliot also greatly struggle to communicate logically and coherently. It's not their sentences or grammar or vocabulary. Those are all strong. It's generating logical ideas and translating them into words. For example, Peter was reading about Cleopatra and the uncertainty about how she died. He said that he didn't think she had died from a snake bite because she knew a lot about poison. I asked how her knowing about poison meant it was less likely she had been killed by a snake. I think he had an idea in his head about how the two were conne
  10. I haven't found anything. Really, they are not oriented toward other people. They don't even really see other people as people, per se, just things in their environment. They sometimes want to show their grandparents things they make, but emphasis on show, not tell, and really, they only sustain that interest for ~30 seconds. My mom can often press them into answering one or two questions with one or two words. So, "What is it?" "A snake." "How did you make it?" "With yarn." After years of Writing with Ease, if I am asking the questions, I can prompt them into complete sentences:
  11. Yeah, that is the approach I have been taking...unfortunately, they are failing to truly master anything. I spent all of 3rd and 4th grade with my oldest focused on sentences. Going into that he had already mastered all of the grammar, punctuation and capitalization. As a second grader he knew how to properly use semi-colons and punctuate quotations. So for two full years we focused on writing longer, more interesting sentences...and it was largely a flop. If given direct instructions he can do it. He can take his description of a painting ("There is a tree.") and add an adjective and a "
  12. I think this is where we run into some problems. Due to ASD and other issues, my older two boys especially can't seem to pinpoint what is or isn't interesting, what does or does not make sense, what their audience may or may not reasonably know. Around 3rd grade I start having my kids write one narration sentence a day about the literature they are reading. I tend to get sentences like, "They couldn't do it." and "Three children started the conversation." These are kids who are reading literature for ~30 minutes a day, free reading for about 2 hours a day, and listening to read aloud
  13. When working with a child pre-writing, writing or revising, how do you decide what aspects of content, meaning and style you want to help them improve and which issues you will ignore for the time being? And then, how do you actually help them improve aspects that are much more abstract that concrete grammar issues? My kids are very, very, VERY reluctant writers. They are analytical sorts who excel in reading and grammar, but just about die getting words on paper. Their general attitude toward writing is, "I don't know. I don't know. I don't know. Fine, whatever, I don't care! Just t
  14. I just looked at our account, and we are getting the Pinball Machine for January.
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