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Cammom220

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Everything posted by Cammom220

  1. My DC took the quotient test as part of his neuropsych- I'm a fan. While the results showed moderate issues with attention and hyperactivity, my DC's real Achille's Heel is impulsivity. The test picked right up on it. DC loves computers, has no vision issues that we're aware of, and is a fast processor with a gifted intellect and working memory. DC is also very motivated to show off for adults, so would have tried hard to remain focused during testing. I thought the quotient test spotlighted what we have always known- extremely impulsive. I mentioned the other stuff because I don't know how well the quotient test would work if a child has other issues- especially vision or processing speed.
  2. The only thing I can say is what you know-- processing speed is low. 16th percentile coding and 95th percentile in matrix reasoning (some say math potential is best measured by matrix reasoning) is a huge discrepancy. Basically, your daughter's potential is measured far above her "output." (i.e. processing). Assuming that these scores are an accurate reflection of ability-- it completely explains the frustration and math problems at school. Did you have a full neuropsych exam (forgive me if I overlooked). This looks like inattentive ADHD.
  3. Yes. My DS was diagnosed with an expressive/receptive language impairment. Because his IQ is so high (mid 140s), he was compensating until this year (2nd grade). I'm not so spun up about the language impairment- DS has many intellectual strengths that will help compensate and he is getting a lot of therapy....it's the co-morbid condition. I suspect inattentive ADHD. It's all there-- distraction, impulsivity, etc. I just haven't gotten the diagnosis. To be fair, I don't know that we would do anything different right now if we had the diagnosis. I know for his sake, in the next year or so, I'm going to need a formal neuropsych-- I'm just not ready to have this confirmed yet.
  4. My husband and I are intelligent, but I wouldn't say "gifted." Our son tested as HG/EG . His mind works differently than ours and he's challenging. There's something about regression to the mean, that basically says there isn't a 1 to 1 correlation between parent and child IQ. It's indeed possible for two intelligent people to give birth to an outlier, the same as it's possible for two outliers to give birth to a child within the bell curve. In fact, we never considered giftedness when DS was a preschooler because we assumed his intellect, at most, would mirror our own. It led to some misunderstandings- for instance when DS was little, he did things that made us think he might be autistic or have ADHD. We "after school" - we don't homeschool. I will say that being "ready" to do certain things has just as much to do with emotional maturity as it does with intelligence. I wouldn't extrapolate too much - kids will surprise you.
  5. I am coming back this- I have had several exchanges with friends who are working with their kids on poetry. I'm of the mind that it may be better to introduce it early-- seems that high schoolers (generalization) seem to be averse to poetry if it's first introduced as an assignment (I recall that I didn't love it until I read it for enjoyment). By original languages, I was imagining something like French or Spanish- Mandarin or Latin or Greek would be quite impressive! Barnes and Noble has a nice classics section with some mythology-- it's pretty easy to see which is the "cute, cartoon" version and which is substantial.
  6. Wow. Your son sounds like a very gifted reader. How about some non fiction? Or poetry? Mythology? Ideas: Biographies are interesting-- Benjamin Franklin or Leonardo Da Vinci is a good start. A Brief History in Time Bomb Poetry: I would get an anthology and see if he has a favorite Mythology: Given your son's reading level, I would look for some original translations. If your son speaks another language- how about having him read books in the original language? Just ideas to expand horizons.
  7. I could have written this post about my gifted seven year old son. For instance, I just asked him to pick up a huge mess (rainbow loom bands) that he left scattered on his bedroom floor. His response is to test-- Do you mean all of the bands? What if I leave 20 bands on the floor? How about fifteen? He does with how many bites he needs to consume before dessert and other hot topics. I wish I had some magic answer for you-- I think it's somewhere in a mix of methods. Consequences are important, sure, but sometimes strong willed kids won't respond to consequences when they are intent on a power struggle. I have asked my son (when I notice things escalating) to consider his next actions and the results of those actions carefully. I refuse to to argue with with him and time basically "stops" (no privileges) until he has done what I have asked. I try to remain calm (I'm an old hand- he's actually easier now than he used to be:) I strongly believe that parental calm is key to keeping a situation from escalating. Ultimately, I think strong willed kids need to develop an internal compass- it's important that my son choose right because he knows it's right. We talk a lot about integrity, courage, respect, hard work and all the good things. We praise it, and show him that we value these qualities. He is coming out of the defiance, and will occasionally reflect on his choices at school and at home. I believe DS will get his emotions under better control in a few years and these issues will be behind us until he hits adolescence:)
  8. Workbooks have good utility in some cases, but I find that I need to tailor learning to where my son is emotionally, behaviorally, etc. It's the asynchronous development piece where kids behave like they are different ages depending on the tasks/challenges that they face.
  9. We tested for IQ when it became relevant to meeting DS7's needs and providing some enhanced learning opportunities. We waited until he was 6.5. A good site for childhood milestones is PBS kids/parents. The site provides a more comprehensive list of than most. I would *guess* (just a guess) that an exceptionally bright child might be a year above grade level. Our wake up call was going 3-5 years above age to start seeing DS's intellectual milestones. No, I don't think that your daughter's skills are common for a six year old. What struck in your post is not necessarily that your daughter did things early- it's her rapid reading acceleration. My DS was the same way-- learn to read at five years old and chapter books by five and 1/2. I have heard gifted instructors describe the accelerated pace of gifted learners as the biggest problem faced in a regular classroom (zero to sixty). The WISC is a nice test because of the subtests/clusters that can give insight into strengths and challenges. I think it holds up rather well with what I've seen with DS-- and it helps me understand his frustrations. I have to be careful to use the IQ test as valuable information, but not extrapolate too heavily. Basically, we do our best in the present and cross certain bridges when we come to them.
  10. I've learned not to say much- my DS's teachers think after schooling is pushing, especially because DS does exceptionally well in school. They act as if ten minutes of math work several days a week is ruining his childhood. It makes me feel defensive, so I don't mention it unless it's relevant.
  11. It's an interesting question- I think parents whose kids are having challenges may naturally seek support and conversation with other parents in a similar boat. My son isn't 2e, but he was asynchronous enough as a toddler/preschooler that we were feeling worried. We didn't know about asynchronous development and had not yet considered giftedness as a contributing (not causing) factor.
  12. I've heard ages 6-8. Obviously, we've all heard slightly different things. I think 7,5 would yield a valid result as long as your child is rested and cooperative with the test. Our son took the WISC IV at 6 1/2, and although he hasn't had another IQ test, his subsequent achievement testing (both school and the Woodcock Johnson) have been consistent the IQ result. Keep in mind, he's extremely cooperative with test taking and doesn't have learning disabilities.
  13. You have a lot of replies! My son attends a school that is montessori through second grade, then switches to a more traditional classroom 3rd and up. First, I want to say that i toured the school with a close eye on the math program--DS would be fine even in a mediocre language arts program, but needs top notch math to meet his early potential. I also wanted to see how the classrooms are managed- with skilled teachers, and students with few learning problems, very well in our case. Why I love montessori: 1. for younger elementary, if it's done right, it can teach the most powerful lessons of independence and motivation. 2. young kids can achieve excellent number fluency because the materials 3. kids can work at their own pace- they are not penalized with a lot of seat time and boredom for understanding things quickly 4. If you have a "full speed ahead" kid like mine, montessori is awesome- my ds is leaping through the program, and his teachers just keep it coming. I think for a child your daughter's age-- you're right to be nervous. Classroom management is predicated on children who are able to manage themselves. The later elementary years are when kids are learning hard skills to prepare for the writing and math expectations of middle school. Rocking the boat in an untried school with a non traditional curriculum, would make cause me some angst.
  14. Maybe when he's doing better, he can go back to school. Perhaps he can be tested for a district gifted and talented later to improve the academic situation. I can tell that you are torn, and yes, I can imagine that it would be difficult without more support. This move may be temporary.
  15. Well, we just had one yesterday. Work related: 1. One hard math problem where DS had to use math to check his answer 2. Finished school valentines cards (6 remained) 3. 30 minutes of independent reading. 4. Small chore (room cleaning) Overall, this took about one hour. The rest of the day, we watched the Anne of Green Gables miniseries, read comic books, played on the computer, and completed at least 10 rainbow loom bracelets. And more independent reading (voluntary), because it's fun:) In seriousness, I like to see DS do a few work/school related tasks on days off. He's then free to use his time (mostly) how he likes.
  16. Some of the responses are not respectful- even if we disagree upon whether a child should be learning these concepts in the second grade, OP was asking a specific question about materials. OP, if you're only teaching concepts, I would find a good on-line explanation, then create your own problems (vs. looking for a full blown curriculum). There are a couple of of good iPad apps that allow you to print worksheets on charts and graphs.
  17. The first really "good" book that DS7 read to himself- it is still what he talks about as his "favorite" book.
  18. During the school year, I only do something specific in math. I work ahead with my DS7 on math concepts--maybe ten minutes a day max, but it has added up over time. I think it helps him a lot to have a bit of exposure before he does it in school. He's moving so quickly now in school, I'm not sure how sustainable it's going to be long-term. We use Kumon workbooks. It's old style math- traditional and very effective for practicing concepts. During the summer, DS sets a math goal (something new to learn or master) and a reading goal, and I help him work toward it. We also do a bit of "math facts" in the summer to keep it fresh. I also tend to do educational (science/math), sport, or art camps. He signs up for the Library reading challenge each summer. All year, we read part of a chapter book each day- and I make sure he reads at least a paragraph aloud to me- I work with him on reading with expression, word articulation, etc. Just one paragraph, but he has to do his best. He reads 20-30 minutes or more independently. I don't really consider this after schooling because the school asks us to do this as part of his daily routine.
  19. Thank you! "Hands on Equations" it is! Much appreciated.
  20. Hello, So I am an afterschooler, not a homeschooler. My DS7 will be ready for some algebra this summer- by this, I mean I want to introduce concepts, not a full blown curriculum. Does anyone have advice on how to introduce some simple algebraic thinking/concepts, without getting us both in over our head? I am not "mathy," and my son is a perfectionist to the nth degree. If it helps, DS is nearly done with operational math, and we are drilling down on harder fractions, decimals, etc. this spring. He's not ready for full blown algebra instruction, but probably ready for some introduction. Are there concepts that are absolutely necessary for him to even start the algebra process? It's been so many years for me- he does understand exponents, primes, perfect numbers, and averages (although we do need to do a few more problems with averages). And word problems- he has trouble calming down enough for harder word problems. I am predicting all fraction work will be completed in the Spring. Thanks for your help.
  21. ixl math is a good online program for ensuring "no gaps" and (I believe) is aligned with Common Core. It's a Kumon-like online system of timed tests over particular subjects, and gives a fairly comprehensive look at what might be covered in each grade. If you're looking for actual instruction in more advanced math, you might try a local tutoring center. My son isn't crazy about ixl, but it can be a good tool, especially in summer when math facts tend to dull. We use Kumon workbooks for covering big topics like multiplication and division. As mentioned above, keep in mind the importance of word problems. For instance, we're working on math facts and long division now, but during the summer, we will split time between fractions/decimals/percent, and word problems using a variety math concepts.
  22. Hi- thank you. I'll check out the links. Yes, I think the text shouldn't be too complex if he's expected to examine the characters. I was looking at some Andrew Clements' books, but I think that most of the situations are too "old" for DS. We're reading The Chronicles of Narnia aloud--Edmund was interesting (how he evolved in "The Lion, the Witch and the Wardrobe).
  23. Hi Erin, I am not a homeschooler, but I did have my DS7 take a WISC IV. He was "asynchronous" - the kind of kid who could do large math problems in his head, but needed to be told five times to get dressed for school. We had an experienced tester (she spent many years testing kids in our public school district), I'm in the Midwest so it wasn't terribly expensive. In some areas of the country, I understand that the test can be as expensive as $2,000. The process was "get a good night sleep" and bring a healthy, protein snack to the testing (it can take upwards of 2 hours). Get recommendations for a good tester (someone who is experienced and helps children to feel comfortable). We didn't tell DS anything about the test except that it was important that he do his absolute best- otherwise the person asking the questions may not realize how much he knows. Other than the above, we didn't do any deliberate "prep" or explanation beyond providing an enriched environment since birth. I think prepping could skew results up or down, which may be a disservice to a child. For your information, the test in broken into four parts: 1. Verbal reasoning 2. Perceptual reason (non-verbal) 3. Working memory 4. Processing The verbal and perceptual sections are generally thought to demonstrate abstract reasoning ability and tend to be the better indicators of giftedness (sometimes a tester will provide a GAI score-composite of verbal and perceptual reasoning). Working memory and processing are more about output/performance. It's common for a gifted child to have average, or even below average, processing speeds and/or working memory- but it can indicate some learning problems depending upon the scores/discrepancies. For this reason, it's extremely important to get all subtest scores- not just a GAI. A good tester will go over the results in detail- and may recommend further testing if there are serious discrepancies. They should provide a report that is descriptive of the results and the child's demeanor during the test. We learned that our instincts were correct and our DS scored as highly gifted. His processing speed was 20+ points below his highest score, but still in the superior range. It rears it's head when he takes a timed test and can't "instantly" regurgitate the answer. A pencil may fly across the kitchen or there may be some wailing. We learned that all of those times he doesn't seem to "hear/understand" instructions are probably selective given his high verbal comprehension scores. We learned that when he is interested and motivated, he learns very fast. Some of the lengthy explanations at school and at home were causing frustration- now he's not shy about saying "yes, yes, I get it, can we move on?" Altogether, worth every penny.
  24. Hi- thank you for the replies. We will check out "The Whipping Boy." I absolutely agree that reading should be an enjoyable experience at this age. This exercise is meant to enhance reading comprehension. I like that the teacher is promoting the "higher level thinking" about characters so that DS can enjoy and begin to appreciate a variety of books (he's almost strictly on fantasy and non fiction now). I love this site, by the way. I am a fan of classical education especially as it pertains to rigorous math and science and good literature. I often peruse these boards for after schooling ideas or ways to help an accelerated learner.
  25. Hello- we are not homeschoolers, but I am very involved in my DS7's (1st grade) education. Recently, he took a reading test (Developmental Reading Assessment) that placed his reading skills in the middle of the third grade. As long as a book is "plot driven," typically fantasy or humor, his "enjoyment reading" is around the 4th to 5th grade level (Percy Jackson series, Familiars, etc.). The teacher astutely pointed out that DS needs to learn more about "how" a character develops (how they change/grow within the course of a book). Can anyone recommend a book(s) at around the 3rd to 4th grade level that might prompt such questions about a main character? I think realistic fiction may be best to start- and something short (no more than 200 pages). DS finds the realistic fiction much more challenging- probably because he doesn't have much life experience and he has to consider relationships and characters more than events. For this reason, I want to stay on the 3rd-4th grade level with this type of book. Thanks for your help and apologies for the rambling post
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