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Everything posted by ElizabethB

  1. Both. It teaches a bunch of spelling rules and a few spelling words while teaching higher level decoding; phonics to a 12th grade level with syllables, but presented in a manner that a few K students and most 1st grade and above students can easily understand. For my K students, I do modify some of the latter lessons and expect them to do less, my K students are usually siblings in a group class.
  2. Can a Homeschooled Student Create their Own Transcript? If a homeschooling parent fails to create a transcript for a student who has completed the required material and is ready to graduate, the homeschooled student may find it necessary to put together the transcript themselves. This is legal and acceptable. However, the student should not forge the parent’s signature on the transcript. If the parent is unwilling to sign it, another individual with knowledge of the student’s academic accomplishments—a portfolio evaluator or tutor—may be able to sign instead, or the signature may be omitted entirely.
  3. She didn't take the PSAT, and she did pretty well on the ACT, but the program that sent the letter is actually a state specific program which they sent out to 18,000 high school students this year. The state is last in the nation for percent of high school students going on to college, this is one of the things they are doing to increase the numbers of students going to college. They also pay for in state applications based on need, and pay for everyone to take the SAT. It is a conditional acceptance, you have to apply after the acceptance letter, but there are programs to help you with the application and with the fees if you need help with either. I think they're still last, but the percentages have been moving up since the program was implemented, whereas in most of the rest of the country percentages have been going down a bit.
  4. You're welcome! I'm personally actually not a huge fan of video, ironically, and would prefer a transcript myself. Also, I wanted one for people in areas with poor internet connection or teachers that want to use the material at their own pace--there is a public school middle school English teacher using it with her students a few minutes a day, many of her students are several grade levels behind and guess from balanced literacy multi-cuing teaching.
  5. Also in the transcript, I show how I use hints to help teach these, you learn them first with an S over them, then erase the S. With the sca, sce, sci.. syllables, I put a K over the hard c's and an S over the soft C's, go over it a few times, then erase the hints. If they miss a syllable, you go back to the syllabary, for example in table 26, if your student says tigger instead of tiger, go back to the syllabary and do the entire t syllables, ta te ti to tu ty, then point at ti and do ti, then go back to table 26 and point at ti, then read the word tiger. You also over-learn the syllables in and out of order, I like to do them both randomly and contrasting (mi, im; ba, ab, etc.). I don't really like Webster's treatment of monosyllables, I'd use Abecedarian or Phonics Pathways for 1 syllable words and just Webster's syllabary and 2+ syllable word tables.)
  6. I have a transcript, too, in my syllables program that explains it. You can teach from the transcript if you don't want to use the videos. From the transcript: "Unaccented syllables are often mushed to the schwa sound of uh. This is especially common at the end of words. However, e’s often mush to short i: rur-al fill-et (pronounced rurul and fillit) When the last syllable is accented, the sounds will not schwa: com-pel, la-ment(accented syllables underlined) The letter u is already a relaxed sound, so it is already mushed! The letter i usually holds its sound, or at least some of its sound. The letters o and a are most likely to “mush” to a schwa uh sound. (as noted above, e’s will generally mush to a short i if they schwa, especially at the end) At the end of a word, the letter y will have its normal long i sound when it is accented, but will have a long e sound in an unaccented syllable (accented syllables underlined): de-ny, mis-ap-ply; cru-el-ty" (underlined in transcript, p. 20) Transcript link: Reading/Resources/SyllablesSpellSuccessTranscript.pdf
  7. I saw your update, that is great! One more thing you can do with the letter at a time thing--print out a reading passage and have him highlight every B in blue. B, /b/, blue. Then have him read it, then highlight every d in another color (people her like orange because the college team's colors are blue and orange) and read it again. Every time you highlight the letter, you say /b/ or /d/ depending on which letter you're highlighting. You could do the same thing for the other letters with different color schemes. You can add a color for the umbrella for your umbrella story!!
  8. There are lists out there! Blend Phonics, Webster's Speller, some of the other phonics programs on Don's Page, or, if there is a specific sound they struggle with, I google "words with oo" or "words with ou," and get a start on a list. Also, depending on how motivated/self aware the students are, you may need to number each line on their list or move a little flag to where they are so there is no question/arguing about where they are.
  9. OK, I did some Googling and it seems it is legit--it is part of an Idaho program called "Next Steps," they give "direct acceptance" based on your grades and SAT/ACT scores, Idaho has low college attendance rates and this is a program the state implemented to try to raise collage attendance rates. Here is a news article about this, titled, "More than 18,000 students were accepted into Idaho colleges without an application." The state government has a website called "Next Steps" with details about the program.
  10. We didn't check or click on anything because she wasn't at all interested. I posted here because I did think it was a bit strange and was interested to know if it was common or not, I didn't think of it being some type of scam, but that's possible, too.
  11. I like word lists. You go through something like my syllables program and then find what they need to work on, I usually alternate between something with 1 syllable words and 2 syllable words and alternate between the two. Once you have each student at their level and bookmarked what they're working on, you just alternate between students with their word lists. If they pre-read their own line of words while you're listening to the other student, you can get about 80 - 90% done with 2 students of what you can with 1 student. Also, if you have charts, they can be looking up the sounds themselves while you're working with the other student.
  12. My daughter applied and was accepted to Boise State University. Recently, she got an acceptance letter from University of Idaho, which she didn't apply to. Is this common? Do most state schools share data with other schools in state? (Both are good schools, but she only applied to BSU, and only wants to go to BSU, I was just curious.)
  13. If you work through my free syllables program, it teaches you how to use Webster's Speller. It is based on syllables, open syllables are long, closed syllables are short. You over learn the syllables in the syllabary, then it makes reading the multi-syllable words easy. Reading/syllablesspellsu.html
  14. I don't know of anything online. This book is good and breaking it down into simpler explanations of the graphs and building you up, but you need to review individual science courses in each discipline for true understanding and highest scores.
  15. Yes, 1, and reinstate Pluto as a planet, also W can be a vowel.
  16. You may need to add PA into the phonics. This works on beginning PA skills in fun ways: If there is trouble blending and segmenting consonants, I would get Kilpatrick's book, more boring but short drills and ideas and goes to a higher level of PA:
  17. Yes, uppercase is great, for guessing as well as easier to write neatly and more distinct between letters. I also stop students immediately, you don't want errors to go on, the only time I don't correct immediately is during assessments at the start and every few months. I also have them look up the sound themselves in my charts, guiding them through the looking up process at first, it helps them learn the sounds faster, and also lets them use the charts on their own at home or if you have to attend to something for a bit. Don Potter has uppercase visions of some of his programs, Blend Phonics for sure. Also, it is easy to copy and paste things into word and change the case to all uppercase for an entire document.
  18. You could just group them as social psychology or sociology; usually in the beginning level of each they cover broad a broad range of topics. For a more selective college you could include more info in the description but I would just go with sociology or social psychology, whichever is more appropriate, or split some into geography/history and the rest into sociology.
  19. That sounds really interesting, what were the main themes for each culture? That would make a great book, too!! You could quote extensively without worry as they are all in the common domain. Or, a study guide, read a bunch the have a common theme, you figure out the theme, then you say some of the themes you noticed. I would buy it, sign me up!
  20. I've actually had several students around that age who knew their consonant sounds but not most of the vowels...for most of them it was just ABT (Ain't Been Taught), consonants are more constant and are repeated more in words, if you aren't explicitly taught the sounds and you take a lot of repetitions to get them, you can have the trouble mentioned without an underlying issue, although there is certainly the possibility of an underlying issue as well. Also, the short vowels are all fairly similar, that is why I'm developing my long vowel first program, also they are easier to learn since the name is the same as their sound. The old Open Court is also long vowel first: You start with the blue book:
  21. I would definitely drill the vowel chart portion of my letter chart and also the vowel team chart, here is a video explaining how I teach them: Letter chart, just drill vowels, across and down daily, have him color them in with colored pencil while you explain it. When he's working with you, or at home with someone, he can use the chart to look up the sound--my students learn the sounds faster when they look them up themselves. Reading/Resources/40LChartsCombined.pdf And, the vowel team chart, best to start drilling them now, too. Reading/Resources/OnePageVowelChart.pdf I don't drill AE (rare), IE (it depends on word length, long I in short words as in pie, long E in longer words like yield), or UY, just a few words and most students know it already. He may be a case that needs to drill UY, however.
  22. You could also try simple syllable division with him, if he is good with consonants, and you could slowly work up to all the vowels. Most of my older students can do multi-syllable words as easily as 1 syllable words once they learn how to divide them, start with ones with vowels you're working with. Reading/Resources/syllable division exercises1.pdf Reading/Resources/Syllable Division Exercises Nonsense Words.pdf
  23. I would overreach the syllabary and my vowel chart while working on a program that does a few sounds at a time. So, you'll drill the vowel sounds and a few short and long syllables each time while slowly working through a few with blending. I would also focus on spelling with the syllabary and when you're working on the vowel sounds. Word Mastery is good for working on a few sounds at a time: I have a long vowel first document that you could also do at the same time, long vowel sounds are easier because the name is the same as the sound. Here are the first 2 pages, I could email you the PDF if it works and you want the rest. It's still draft but I've used it as it with a few older students successfully. Drill my long vowel chart as well. 1. long e. me lee eel mee le re ree rea 2. long a a ail aim nay ray lay may la ma ra na ain mix: nee een eem ean eam tee tea say see sea eat ta te sa se eet ait tay Fluency Tracking Group 1: ray see aim nay eat me tea lay ail sea Fluency Tracking Group 2: tay nee ain ra ean mee tee se ait te DRAFT © 2018 by 40L, 1 Next: be bee bay ba bea aib See a bee. See a sea. Re a nea hee. Ne, ain nea. 3. Long 0. go lo no so oat roe row bow sow ro ree rea ope noe soe Go see a pea. Pay a pea. Tay a noe aib. Nee a ro oap. go see no be sea bay so oat low me aim sow ray aid day doe
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