WahM
-
Posts
512 -
Joined
-
Last visited
Content Type
Profiles
Forums
Events
Blogs
Classifieds
Store
Posts posted by WahM
-
-
4 hours ago, OKBud said:
Wait, though, is she properly placed in R&S? FLL is really thorough, and R&S is really straightforward. If she learned everything in FLL, she should be A-OK with R&S.
R&S CAN be used "mostly independently" but it sounds like she just needs you to go over it with her at the beginning of a lesson. If she knows all the grammar from FLL, and is really just not understanding the layout or wording of R&S, that is something you can teach her. So that she becomes increasingly independent.
What I did with R&S 5 was briefly look through the lesson and see if anything was new. If so, I'd talk to DS about it. I'd sit with him while he did the first in a set of questions, to see that he understood what was being asked of him and could, with thought on his part, complete it. If he absolutely breezed through it (ie knew it right off the top of his head), he could skip the whole thing and move to the next part of the day's work. Sometimes he needed me more, sometimes he needed me less just like with anything else at that age ime.
It might be wording or formatting that’s just not working for her. I go over the lesson with her as outlined in the teacher’s manual, and she always answers everything correctly, then I assign some of the written practice and review and practice and she reads the lesson portion in her book before beginning, but when she turns in the work it’s like she’s not quite understanding or is too bored to really pay attention and put in effort.
-
Great! I’ll look into it. Thank you.
-
1
-
-
Hi, my daughter had completed FLL 1-4 and now that she’s in 5th grade I decided to go with R&S English since it’s recommenced in the well trained mind and I’ve heard great things about it here and I needed something more independent, but it just doesn’t seem to be the right fit for her. She’s not retaining anything from the lessons she’s getting almost all of the answers wrong because she doesn’t seem to grasp the way they present the lessons. We never had any issue with FLL, she always did great in grammar. Do you guys have any suggestions for a thorough grammar program with diagraming and that’s independent for the most part. I don’t know how long I want to try to stick it out this with this program as there have not been any improvements.
-
12 minutes ago, Ellie said:
Spelling by Sound and Structure is very independent.
Great! That’s what I was hoping for.
-
1
-
-
I’m thinking about switching my oldest from AAS to R&S Spelling since I’m going to need more time for my younger child. Is it more independent, less time intensive? We’d be starting Spelling 5.
-
Awe, that’s too bad. It looks like a great program!
-
Would Sassafras Science Adventures be rigorous/enough for a middle school program?
-
1 hour ago, HomeAgain said:
If you're willing to look at an all in one, maybe something like Wayfarer's will fit. Each level has its own strand within the plans but it looks like the science keeps them on the same pace/topic, but with deeper books as they get older.
Thanks, I will take a look at it.
-
6 hours ago, Momto5inIN said:
We used this when I had a 6th, 4th, and K'er. We really really liked it and would highly recommend it for elementary.
But to the OP ... it was still really really hard to combine with that much of an age difference. I ended up separating them out again for science because it just wasn't serving any of their needs well. Sorry, that's probably not what you want to hear. I hope your experience is different and you succeed at combining them! But just wanted to prepare/warn you that if it doesn't work, it might not be the curriculum that's the problem. We had much more success combining for history than science. YMMV
Unfortunately, it seems like I’m going to have to separate them. I was just hoping to save some time during our school day. It just doesn’t seem like there are curriculums that are suitable for just a wide age range.
-
1
-
-
It’s a wide span, a four year difference. I’d like it to be rigorous enough to prepare my older for high school science, but still fun enough my youngest would enjoy it. I’m okay with secular or religious.
-
Still hoping to get some recommendations for a science program.
-
Elemental Science maybe?
I believe there are separate levels for the grammar stage and the logic stage for this program. I used this quite a few years ago.
-
Does a science program like this exist? I would love to be able to combine my two kids for certain subjects just to simplify things. Is there a science program rigorous enough for the logic stage 5th-8th, but still something I can use with a younger sibling in the grammar stage. Each, of course, having their own reading lists, assignments, etc but still going over the same topic/lesson together.
-
Thank you for the suggestions I am going to look into them.
-
What is everyone’s favorite resource for logic stage science? I’ve used and enjoyed BFSU, but I’m just not feeling inspired to use it anymore.
-
We’ve use four levels and I’m thinking about switching because it is very teacher intensive and now that I have two students I need to save as much time as I can. I will probably switch my older child and keep my younger child with it because we really do love it.
-
Thank you for all the support and helpful advice.
-
2
-
-
It's fine to do the lesson together and assign independent work, sure, yes. She's an appropriate age for that and it's a good skill, absolutely. She sounds like a pretty typical ADHD, maybe also gifted presentation, which means it's time to start bringing in those supports, things like chunking the work, setting goals. ‎www.efpractice.com/images/pdfs/plenary.pdf Here's a slideshow for a 360Thinking talk. They had a really excellent webinar for only $39 this summer, but it's over now. Anyways, you can do things like setting smaller goals, like hey let's break this page into 4 parts, let's estimate how long each part should take, let's set the timer and finish that first chunk and have a cookie, then do the 2nd chunk and have a cookie, and so on.
Structure is a huge, huge buzzword for this. Just to plop them in front of a page and say go isn't going to give her more skills to do better.
Thank you for the link!
-
2
-
-
If this problem is exclusive to Singapore math, then it is likely the math and not ADHD or something like that.
If she loves CLE, let her do CLE.
I also suggest you put all of math into a time crunch to get it all done in one hour per day, your teaching time + her independent time, and then have there something rewarding for her to do when she's done.
We did all subjects by time rather than by content or pages or problems gotten through anyway, so that when the timer said _____ was done for the day, it was done for the day. A good faith effort was expected for the time it was being done, and the benefit was that school time was condensed with more time for play.
Don't get hung up on thinking Singapore is more "conceptual."
I know she is a wiggle kid overall, but the concentration in Singapore has gotten so bad. She’s always been active and distracted. Her little brother has a better attention span then she has ever had. But she’s able to pull it together enough to finish her other subjects in a timely manner. Sometimes I think she liked CLE better because it had many different types of problems in a lesson instead of just focusing on one. And I have gotten caught up in the whole conceptual is superior and it’s more rigorous than other programs. Maybe it’s just not the right fit. I’ve tried for many years to make it work and it just hasn’t gotten any better.
I will try the timer more because if she knows she’s up against deadline she will focus better to finish. I just didn’t want to stress her out with timing her every day. Maybe it wouldn’t be a bad thing?
-
How many components of Singapore are you using? CWP, IP, EP, other?
We only do the HIG, textbook, workbook, and sometimes we do the process skills word problem book.
-
Thank you for all the suggestions. I will look into all of them.
-
Well we do the lesson together then she does the workbook on her own and that’s when she’s super distracted and takes hours to finish most of it is spent looking around, dodding, etc. not actually math. If I set a timer for 45-60 mins a day she would probabaly take over two years to finish a one year curriculum. Not exaggerating that’s who much she would not do in that time frame and I don’t want to hold her back and her get super behind when she can work at or above grade level.
-
My dd is in 4th grade and doing Singapore primary mathmatics. She’s done the program from 1-present but she just hates the program. Every day she’s distracted and takes hours to finish. It’s not that the math is too hard once she knows she’s in a time crunch because there’s something coming up that she wants to do she will finish easily. I don’t know if it’s the format or what. I have a feeling that she’s bored with doing the same type of problems over and over I think she would like something more spiral where there’s a mixture of different types of problems a day. We had tried CLE 1 way back in the beginning and she loved it but I switched because I wanted to have a more “conceptual†program. At this point is it worth switching back to CLE or some other program? Or should we just ride it out until prealgebra?
-
I did not know that! Thank you so much!
Grammar advice
in K-8 Curriculum Board
Posted
Thank you I will look into this one, too.