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4KookieKids

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  1. Hey, ds10 is working through the PreA book more or less independently right now. Because of dysgraphia and organizational/EF challenges, I don't require him to write anything out when he works on things on his own. I wish that weren't the case, but this is how it is right now (just moved, other kids having bigger issues, etc.). So my main source of feedback is just the Alcumus reports I get on a weekly basis. It just made me wonder what others require of their kids. I feel like green would be fine if he were actually doing some book problems, but maybe I should set it at blue since that's his only practice?
  2. Ha ha. Yes, I was hoping to include her sisters in the games to help give dd8 some confidence and have her help "teach" the younger girls some. I think she's far enough ahead of them that it will only be positive (something I had to consider when I decided against playing nonsense word games with her and the 6 yo, since the 6 yo was reading them better than the 8 yo...). 🙂 Thanks for the encouragement. It's good to just laugh about what a cooky mix of strengths and weaknesses they are when I feel bogged down.
  3. Yes, as I've thought about this more, I think I've just been treating her too similarly to my super math intuitive older child. I never did intended to. But I let her rush through when she seemed bored or impatient, and it just never occurred to me (until things were a complete mess!!) that I needed to take a serious step back and consider how she learns best. I may have ruined her for Singapore permanently at this point, but I won't toss it yet. lol. I downloaded the Ronit Bird books on games and am going to spend a few weeks playing those with her, I think, and including my younger girls as well. I think we may just go back to playing with C-rods for a while, as well, while I figure out my game plan. I found someone local who is willing to let us borrow Math-U-See so we can look it over together and decide if she it would be a good fit and if she would like it. I feel like I need a whole new mind set, but so overwhelmed with ideas that I'm not even really sure where to start, besides the games and trying a new curriculum. I've done math clubs and stuff with math intuitive kids and I've spent so long teaching graduate level courses and my aversion to any perceived drill is so strong that I think I put a load on her that was just too much for most kids (even gifted/accelerated ones!), and I feel terrible about it, because I never meant to! I think I saw her giftedness and that things seemed intuitive, and I just did what I'd done before that worked so well for ds10. Sigh. Hindsight's 20/20. She's just such an enigma to me, because some things are SO easy and she hates how boring they are, and others are SO hard, and yet others seem to be both simultaneously (like when she's reading CVC words that are mind-numbingly boring, she says, yet she continues to make mistakes... And we have similar issues sometimes in math.)
  4. I honestly don't know. I'm sure that she is correct more than 95% of the time when I ask her something verbally. But I haven't really done it in a variety of situations to know where the fault may lie. As dumb as it is, it's just never occurred to me. Inability to generalize is still a concept *I* am struggling with, having come to the discovery in the last 3 years (though it feels like a lot longer!) that three of my kids and my DH area all autistic. I have to sort through all of the comments above and figure out how to actually evaluate in what contexts she is "good" with things, and in which she is not. Which brings me to something else that happened today that is relevant to this post. I skipped through a huge chunk of her Singapore 3B book with her (lots and lots of conversions, length, volume, etc.) and went straight to fractions just to see what would happen. It was easy as pie for her. No challenge, no struggle, and she finished three exercises in under five minutes. I know the intro exercises are designed to be basic (intro! lol), but it was just interesting for me to really think about the things she's really good at in the context of things she struggles with. There was no question in her mind what 2/5 meant, when looking at a pie chart that matched it, you know? She could draw them in herself, was comfortable writing fractions to match pie charts, and even started fraction addition. I'm interested to see if simplifying fractions is easy from a visual perspective, and whether doing it without the picture throws her for a loop.
  5. Thanks, all. I need some time to process all of the responses, because there is just so much information here for me to consider. I really appreciate it. The reflex work went pretty well for us, actually. We did the exercises faithfully, 3-4 times a day for 4 weeks, and got everything integrated. We just continued for several months to try to make sure things "stuck." It just didn't help the VT struggle at all. And now that we've moved, we're about 2-3 hours from the nearest VT place. lol.
  6. I will look into those books. Thanks. There definitely are visual processing issues going on as well. Her vision doc tested some different (visual closure and a few other things) and she was below the first percentile in her scores. 😞 Unfortunately, we did 4 months of integrating reflexes and then 8-9 months of vision therapy, every day crying and screaming about how it was too hard and hurt her head, with almost no actual progress in her actual test scores. So... we stopped. Whether that was good or not is beside the point -- I have four kids that ALL have issues like asd, adhd, dyslexia, dysgraphia, anxiety, etc, and I was just losing my mind (even after offering substantial rewards and outsourcing it to DH -- she was too tricky and he couldn't tell that she was cheating on the exercises... He's asd as well and just didn't catch the subtle cheating.)
  7. I’m making dinner and don’t have the time to reply to all of the helpful advice you all gave right now, but I will just say that it is definitely her. At one point, she had also Aced Xtramath for subtraction, multiplication, and division, so I put her back on assessment only of all four basic operations, just to see what she had retained (this was a year ago), and she remembered almost nothing… She is currently finishing up level three of Barton for the *second* time, because she could apply each rule in each lesson in isolation, but could not apply them in the mixed form that the post test provided. So I intend to give her much more mixed practice coming back to things that she already learned moving forward.
  8. Ha ha. It's true. Last year, she "read" the first 10 pages of Tuesdays at the Castle to me (small print, lots of words per page!) very convincingly -- until I realized she's actually just memorized the entire first 10 pages, word for word. I called her on it (in a joking way), and she just sheepishly admitted to having memorized it. I told her it was nothing to be embarrassed about, and it's totally a good thing! She also picks up accents very quickly (we just moved to eastern KY and she's got quite a drawl already). lol.
  9. I haven't. I don't know that I've ever even heard of it before this thread. I *thought* I was set in my curriculum choices by now, since my kids are 10, 8, 6, and 4. lol. Thank goodness for the individualization of homeschooling! lol. Though DH is of the mind to just suck it up and push her through, since it works for actual schools... (I make the case that it *doesn't* actually...)
  10. Ok... So the addition facts got learned by sheer, dogged determination, I think, because she doesn't like XtraMath, but did it daily for almost a year straight. Other than CLE, Math-U-See, and Saxon, any others you'd recommend I start looking into? It's hard for me to wrap my brain around, but I recognize that MY learning style (teach it once, I'd rather scrub toilets than drill-n-kill, etc.) may just not work for her. It's difficult to not view other types of programs as slow/boring/tedious/etc.
  11. Yikes. This is her in a nutshell. Skip counting is still adding - not automatic at all. And DH thinks she's definitely trying to get me to just lead her to the answer so she doesn't have to do it all herself.
  12. So I'm clearly not in the know, here, because her working memory scores were a good 3 standard deviations from most of her other scores when we tested -- but I don't see why conversions tax working memory? (I realize I'm showcasing my ignorance here.) We've been letting her do her ft/yd conversions with a really long tape measure, but I feel like the *idea* isn't really sinking in, despite her figuring out the answers. And I'm torn in that place of feeling like she's lazy/not trying/ etc. (all those dumb things I know I shouldn't think of a kid who's struggling, because I *know* that kids do well when they can.) and honestly wondering if I'm just expecting too much maybe because I've been conditioned like that with my son. He's math gifted and autistic, too, but only mildly dyslexic, and for him things progressed more like: Here's how you multiply by 2's... a few examples... ten minutes of doubling later, he says, "I've got it! I can multiply! Ask me anything!" and I said, "Anything with 2?" and he responded, "No, anything!" So I asked him 13x7, and he thought for 30 seconds and then answered correctly. Conversions were the same: It only took him about 2 minutes to go from hearing that 12 in = 1 ft to being able to convert 88 in to ft and in combined and back. I'm trying hard to not compare them, but he's the only other kid who's already been through this, so I think I do it without meaning to (my other two are younger PreK / Kinder still).
  13. I don't know if this goes her or on the AL board, honestly. I'm so confused and frustrated, and did not think I would have math struggles with my kids, given that I have a PhD in math and routinely teach graduate level courses for in-service teachers.... lol. Dd8 used to like math and do well at it, it seemed. Sure, there were a few hiccups, like the fact that I often had to translate problems for her (so 12 / 3 would get blank stares, but she could do it if I said we had 12 cookies to divide between 3 kids), her inability to remember ANY math facts, and a complete inability to follow the long division or subtracting with borrowing procedures, despite understanding the concepts relatively well (it seemed). But I chalked it up to the fact that she was young and immature, despite being bright. She finished Singapore 2B around age 5.5, but we held off starting anything else for a while because I wanted to give her time to mature and memorize some math facts. We played math, cooked, read life of fred, skip counted, played with C-rods and base 10 blocks, etc. She watched her brother doing BA and asked for that around age 6.5-7ish, so I got her 2A to start on, and she loved it for about a week, and then she hated it. Now she's 8 and on grade level in Singapore and a year behind in BA (I know it's hard, so I'm ok with that), and I feel like we've completely stalled out and I get frustrated or blank stares in response to almost any teaching I do. After 2.5 years of practicing, she still struggles with math facts (though through Xtramath she has most of the addition ones down at this point, but she still lacks the others), subtraction with borrowing, and long division. She can't convert anything, ever -- no matter how many times we discuss the fact that 1 yd = 3 ft, and no matter how many examples I do with her, she can't figure out how many ft are in 4 yd 2ft (for example), unless I specifically walk her through "multiply 4 yd by 3 ft/yd, since there are 3 ft in each yd, so it's really 4 groups of 3... Now add the extra 2 ft at the end." Today I asked her (near the end of the lesson, so it's not like we weren't warmed up) what 200 yd would be in ft and her answers varied from 1000 (Daddy said 1000 ft in a yd yesterday! No... he said 1000 m in a km, I corrected...) to 350 to 8. 😞 We walked through it together, incrementally, and I reminded her that we're just multiplying by 3 several times before she was able to get it. But I hated my own teaching at that point, because I completely recognize that I'm only teaching procedurally at that point, and she still has no understanding of the actual concept of conversions that being taught. I used to think she had good number sense, since she was ok with turning things into story problems (the 12 cookies split between 3 kids example). She's grown up with lots of manipulatives, no pressure (she only was advanced previously because she *wanted* to do math every day), and tons of number sense games (dragonbox has been a favorite here since they were toddlers). She is diagnosed as autistic and profoundly dyslexic (we had two separate evaluations done, with the last one just 2-3 months ago, because I was concerned that the initial evaluation was inaccurate and maybe she wasn't actually dyslexic), and I know that can lead to some of the issues with math facts and procedural learning. What's less clear to me is where I go from here, and if I need to have her evaluated further (which would be a real stretch at this point, because we just moved to a super rural area), or what I would even do if she did have dyscalculia. We love Singapore, BA, and AoPS in our home. I have NO idea what to do with a kid who seems smart enough to understand the concepts she's learning (high IQ and super high processing speed) but doesn't actually understand them. And there's just so much in life that's hard for her right now (reading, having moved, etc.). I've heard of folks switching to different curriculum to help. I just don't really understand what's going on with her or what to do help. Do I just need to adjust my expectations and give her more time to mature? (my gut says no and it will only stagnate...) Work harder? (not sure we can, our math lessons are so frustrating with me explaining the exact same thing 9 different ways and her still not getting it... or repeating the same explanation over and over again and her still not getting it.... ) She can't tell me why it doesn't make sense. I limp her through a problem, ask if she understands, and she chirps, "Nope!" and then can't do the next problem... I've read about dyscalculia, but it's still just not clear to me how to make any sense of what I'm reading or how to evaluate her number sense (especially because I find so few people IRL actually have a clue about 2E kids). I feel like we're repeating the same crash and burn scenario as we did in reading with math now, and I have no idea how to get off this ride: accelerated & bright & enjoys it -> slowing progress -> starting to lag -> falling behind-> not understanding most of what is taught. Can anyone offer any insight or suggestions? I really have no idea what to do, and I wanted to stab myself in the eye with a pencil this morning as we were trying to get through a page of math together.
  14. So how do we know which ones are more visual and which ones not? Is there a list of "good" visual ones?
  15. I'm just going to say THANK YOU for this! I haven't been on the boards much lately, so It was mostly luck that I clicked on this thread, but we started our free trial of uzinggo 9 days ago after hearing you recommend it, and ds10 is already 12% through the Physical science course and LOVES it. It's all the content he's been begging me for for the last year or two, without any of the work I didn't want, and doesn't tax his dysgraphic writing skills. It's GREAT!! Outside of the fine motor issues, how well would you say this mimics actual middle school science? Is it a level below? About on point? What about the high school level uzinggo?
  16. All of my kids ages 5+ are dyslexic. So I read it to them. It's not a problem.
  17. Here's something I don't understand. Across the board, windows, chrome OS, and iOS seem to have come a long way with parental controls on minor accounts. But it seems ridiculous to me that you can't disable the stores in any of these platforms. Sure, you can restrict "inappropriate content" and make it so that they need an adult to actually download something -- but there are plenty of inappropriate icons that still pop up if you search something like "sex" (shocker: the developer rated them E for everyone!). I don't care that my kids wouldn't be able to download them - I don't really want them even having access to the store to see the icons at all!! Am I missing something here in the parental controls? I feel like this is such a huge oversight, and I just can't understand why windows and chrome OS do it! Can anyone show me how to fix it? I want to be able to trust my kids with a password to a kids account on a computer so that they can log on to their own online schoolwork. Yes, the laptop should only be used at the table in public view. But, I'd rather cover all my bases. Is anyone aware of something that restricts store access altogether, rather than just restricting to the "e for everyone" content? ETA: On the iPad, I know I can at least use the screentime app to restrict access to the app store altogether. I wish there were something like that for the others!
  18. This is a fun idea. You're suggesting just to do it at home to get a feel for what's actually helpful?
  19. So what makes an IEP "legal" is that it's an agreement on the school's part? The college board website makes an awful big deal about how easy it is for schools to get accommodations for students who have an IEP, and they make it look pretty hard to apply for accommodations outside of that specific scenario (school doing it for you, you already have an IEP in place). I just wasn't sure how resistant they really are if you can't check that box, you know?
  20. Not that I'm aware of you. Guided access will lock it into one app, but you can't even load different users onto it. They say it's just supposed to be a one-user device.
  21. My 5 yo routinely complains that ABCmouse is boring (it's already set to 2nd grade level). We have a variety of other single-subject apps, but I'd like something more "all-in-one" so she can explore science, history, grammar, math, etc. all in one place (I have to be able to "lock" the ipad into a single app, instead of giving her access to the full ipad, since guided access is an all or nothing sort of deal.) We use this screentime when I need time with my big kids, so it needs to be something she can manage on her own for 30-45 minutes, something fun enough to keep an immature 5yo entertained, and advanced enough to not be boring for an AL. I'd like it to be somewhat interactive and not just videos to watch. I checked out miacademy and abcmouse's adventure app for older kids, but they still just don't seem super advanced. Khan doesn't seem to have the fun aspect, and khan kids version doesn't provide new content.
  22. We do a fair bit of driving and my kids are pretty used to listening to audiobooks and doing coloring/sticker books while we drive, but we have a 16ish hour drive coming up in a month, and -- unlike most of our drives where I have another adult there to handout snacks and otherwise help -- I'm going this one alone. We also have a variety of fidgits, rubiks cubes, kanoodle, magnetic games, etc, that they're used to doing on trips. So I feel like I would like to get them something novel to keep them busy for at least some of this trip. Novel - but not messy... lol. My kids are 10, 8, 6, 4, and they can't read in the car (car-sick and 3 dyslexics). They don't enjoy or do very well with roadtrip games like "I spy" or "See who can find something that begins with A... Z" sorts of games. Hit me with your best ideas for non-messy, quiet things kids can do in a car, without losing or dropping pieces!
  23. Any good recommendations from people who actually know drums? I realize I can just do a google search, but I have no way of knowing if what I find is in any way good. 🙂
  24. I do this frequently, showing him kind of the "main" point to write down so that he can follow his work later. But I've also been doing it for the last two years... 😛 I'd hoped it would sort of come naturally after enough modeling, but to no avail yet! lol.
  25. My ds9 (almost 10) did each quarter of BA3&4 in roughly 4-8 weeks. Made it through both years of work in under a year, despite doing it concurrently with Singapore. But BA5 seems to be kicking his butt, and I just cannot figure out why. It's taken him over a year just to get 5A and 5B done. When I sit with him to see what's going on, he seems to struggle with keeping things straight in his head - but he's never had this problem with math before and the kid reads math textbooks for fun on a regular basis. He keeps making little mistakes (being off by 1 counting terms in a sequence, doubling instead of halving, etc.), and he says he gets overwhelmed by the problems (that don't seem that difficult to me, but do have several steps), and he writes NO work down, despite my nagging reminders that he needs to show me at least *some* work on problems that have more than one step. Today he was totally confused as to what work I expected from him with a problem like, "An arithmetic sequence of 30 terms begins with 19 and ends with 89.. Find the sum of the terms in the sequence." And he did it correctly and all in his head. But he couldn't explain anything about his answer ("I really don't know how I got that number. I'm confused and don't know what I was thinking now.") and he wouldn't write a thing down. He says BA5 is just way harder - is this true for others? He is 2E (ASD, ADHD, dyslexic, dysgraphic), but he was so motivated and advanced for a while that I really have no idea what to think. I wonder if his EF/ADHD issues are just catching up to him, but I'm not sure how to help him, if that's the case. He was the kid studying multiplication facts for fun at 4 yo and exploring the twin prime conjecture and prime number theorem at 7, much to his father's chagrin. I don't think he's changed in his love of math - but he sits for a full five minutes sometimes doing a problem in his head that would only take 20 seconds to work out on paper, and it's driving me (and him!) batty. Any thoughts?
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