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stlily

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About stlily

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    Hive Mind Level 2 Worker: Nurse Bee

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  1. Where could I find the Samantha Carr books? I've searched her name on Amazon and came up with nothing. Thank you.
  2. No. I think I messaged the wrong person. Thank you for your response. I didn't know about "The Fly On the Ceiling" or "Martin Luther: Man Who Changed the World". The 4 Christian Biographies for young readers are on my list. Thanks again for responding.
  3. Where could I find the Samantha Carr books? I checked Amazon and nothing popped up. Thank you.
  4. I would do the same thing as the other parents posted, following the example listed in TWTM (4th ed., p. 433). My daughter would: Day 1 (or the student can take two days for this if needed) 1) Read the quote for the given lesson, write it on an index card, and memorize both the Latin quote and the English translation. 2) Read through the Roots/Prefixes/Suffixes and write them on index cards: Word part on the front and definition on the back. 3) Read through the Key Words and make flash cards for them. Same thing, key word on the front and definition on the back. Days 2: 1) Add the new prefixes/suffixes/roots and their meaning to their Word Study list (as recommended in TWTM.) Day 3-4: 2) Work on memorizing the the roots/prefixes/suffixes and their meaning as well the key words and their meaning. Day 5: Complete the lesson exercises. Every two weeks, she completes the additional Key Word exercise pages and then takes the test. I hope this makes sense. In the TWTM, they give an example of what a Word Study list of roots/prefixes/suffixes can look like. It looks something like this: Prefixes and Suffixes Prefix Suffix Meaning/Function Language contra- Opposite, against Latin -able Makes an adjective out of a noun mal- Bad Latin Word Roots Root Meaning Language functio To perform Latin cedere To go forward Latin I made pages for my daughter that follows this model. I'll attach a picture below. Hope this helps because I had a little trouble figuring out how I wanted my daughter to do this. It was tricky because the program is written to be taught by a teacher and not self-taught. I really needed it to be self-taught. This method is working o.k. but I may tweak it next go around.
  5. I'm working on a literature list of for my grammar stage kiddos for next year. TWTM doesn't recommend specific titles/bios for the following people. Any recommendations? Saint Augustine Erasmus Martin Luther John Calvin Sir Thomas Wyatt John Knox Rene Descartes I'm checking my local library and Rainbow Resource but I'm wondering if there are favorites anyone can recommend. Thanks
  6. Thank you for sharing the info. I was just looking at Elemental Science curriculum for high school and Late Night Labs are the core of their lab assignments. I guess I'll have to start looking at other programs. Thanks again. I really appreciate it.
  7. I would appreciate examples of these as well.🙂
  8. stlily

    Saxon Math Help

    I agree with BusyMom5. I would stick with Saxon and follow the first plan you listed and I would not switch to the 4th edition.
  9. stlily

    Miller-Levine iBook Questions

    I don't have the iBook but here is a sample page from Workbook A, in case you don't want to create a login for the Pearson website.
  10. stlily

    What types of writing?

    I highly recommend listening to SWB talk on writing in the high school years. I've listened to it several times, taken notes, and planned my daughter's writing courses following the recommendations given here. https://welltrainedmind.com/p/a-plan-for-teaching-writing-focus-on-the-high-school-years-mp3/
  11. stlily

    Outlines for SOTW1?

    I had my daughter outline sections from library books related to what we were studying in history. She didn't always read the entire book. Sometimes she would read a section on a topic of interest and then outline the section. Outlining from the Kingfisher proved tricky because it's very encyclopedic. As far as adapting SOTW for older students, we simply read the section in SOTW as a family and then my older students went off and did the work outlined in TWTM. A three-day plan looked something like this: Hope this helps. History Ancients 5000 B.C. – A.D. 400 “The First Writing” o SOTW: Ch. 3, Section 1: “Hieroglyphs and Cuneiform” o KHE: “Summer and Akkad, 5000-1600 B.C.”, pp. 9-10 o Fact: List 6-8 of the most important facts, in your own words and in complete sentences. o Narrative Summary: Write a narrative summary of today’s reading Ancients 5000 B.C. – A.D. 400 “The First Writing” o SOTW: This Ch. Only has one section otherwise, the pages for section 2 would be listed here. o Additional Reading: Title of library book o Outline: Two-level outline on topic of interest. o Map Work: Student p. 8 Ancients 5000 B.C. – A.D. 400 “The First Writing” o Additional Reading: o Narrative Summary: o Timeline: Add important dates to your time line along with the accompanying caption (we get these dates from the SOTW or the Kingfisher Encyclopedia) o Hands-On Activity: Make cuneiform tablet.
  12. Do you own a copy of TWTM? In it, she outlines what history study for the logic stage should look like. I've never used the Human Odyssey books. I used the Kingfisher Encyclopedia. I'll copy below, what we did in the logic stage. My daughter is now in the 9th grade. This response is from an older post. This first section is on writing in the logic stage. Since it's connected to the history study, I decided to include it here. You can certainly skip ahead to the history section if you'd prefer. Writing in the Logic Stage "If you are using a separate writing curriculum the writing your student does for history and science will be less. They should still write across those subjects but not as much. If the writing your student does for history, science, and literature is your writing curriculum, then they should be doing more of it. In the 4th edition of TWTM, SWB says that the focus of logic stage writing is to order ideas. "Students need to continue to practice narrative summaries, learn how to write brief critical responses to literature, and--above all--learn to outline." (p. 450). This means that a logic stage student should be writing narrative summaries and outlines in grades 5th-8th. SWB also says that we should consider how much overall writing your student is doing in a given week, before you assign writing in history and science. For example, we use Writing With Skill as our writing curriculum. Some days, her assignment was to simply read a passage. On those days, I would assign a 3/4-1 page narrative summary or report in history or science. Some days she would have to write one and a half page paper for WWS. On those days/weeks, I would only assign a one paragraph narrative summary or report. Regarding outlines, I have my daughter write an outline once a week and we alternate between history and science. If she is writing an outline for history this week, then she won't write one for science. The following week she'll write an outline for science but not for history. This ensures that she writes at least one outline every week. The outlining progression SWB recommends is the following: 5th Grade • 1-Level Outline of one page (or 5-6 paragraph section ) of text 6th Grade • 2-Level Outline of 1-2 pages (or 5-10 paragraphs) of text 7th Grade • 3-Level Outline of 3 pages of text 8th Grade • 3-Level Outline of 3-4 pages of text This is simply to show the progression. A student may be ready to write two-level outlines in the 5th grade. You, as the teacher, progress them to the next level as they become ready. History in the Logic Stage We used the Kingfisher History Encyclopedia as our spine. Here is an example of what writing for history study look like in our homeschool. One double page spread in the encyclopedia is on the topic of Early American Settlers. After reading the two pages my daughter would write 6-8 of the most important facts, in her own words and in complete sentences. Next, she does additional reading on 1 or two topics. She could choose to read a library book about the Jamestown Colony then write a one paragraph to 1 page narrative summary The next day she could read another library book about John Rolfe and write a 1 paragraph to 1 page narrative summary. The next day (day 3--we do history 3 days a week) she could read about the Mayflower in her World Book Encyclopedia or another library book, choose two pages from the book and write a three-level outline on those two pages. I will copy a sample schedule for you to look at below but I do want to clarify one thing. My daughter doesn't always read an entire library book. For example, if she wanted to write about how John Rolfe grew tobacco, I would have her read the pages from the library book that provide that information and nothing else, UNLESS, it was a book I felt she should read in its entirety. She reads a lot for literature, history, science, self-selected reading, as well as for a separate literature class she is taking. It isn't always realistic for her to read every library book we check out. I apologize for the length of this post. When I was first starting out with the logic stage I wanted and needed a lot of details and examples. I'll end this post with a sample schedule of what our weekly history study looks like. Where I've listed SOTW OR KHE (or KIHW), you would write the pages you want your student to read from the Human Odyssey book. I hope this helps and doesn't overwhelm you:) Monday Late Renaissance – early Modern (1600-1850) Chapter 8: The Middle of the East □ SOTW Vol. 3 – Section 1: “The Persian Puzzle”, pp. 81-84. (I have grammar stage students as well so we read this together then my 7th grader goes off and does her assigned work) □ KIHW: Safavid Persia, pp. 346-347 (This is the Kingfisher Illustrated History of the World. We have several history encyclopedias and I'll assign reading from the one I think provides the best information. If they're all pretty close to the same on a given topic, we'll use the Kingfisher History of the World) □ Facts: List 6-8 of the most important facts, in your own words and in complete sentences. □ Summary Write a ½-1 page long summary on the Safavid Dynasty (some times I assign topics and some times I let her choose) □ Map Work: Complete the map activity for student map p. 23 (She does the same map work activities assigned in the SOTW activity guide that my grammar stage students do but I give her a blank map to label. She does this without referring to an atlas. When she's done, she compares her map to the an atlas or a map that I've labeled and then makes any necessary corrections. I also have her label additional locations that I think are important. Finally, she locates the area under study on a wall map, globe, and atlas. Tuesday □ SOTW Vol. 3 – Section 2: “The Ottoman Turks”, pp. 84-88. □ Additional Reading: The Ottoman Empire by Adriane Ruggiero (she could choose to write about "Ottoman Cities and Towns" or "The Decline of the Ottoman Empire", etc.) □ Brief Summary: Write a summary on the Ottoman Empire (whichever topic she chose above) Wednesday □ Time Line: Add important dates to your time line along with the accompanying caption (we get these dates from the SOTW or the Kngfisher Encyclopedia) □ Additional Reading: Countries of the World: Iran □ Outline: Select two pages from your reading and write a three-level outline □ Additional Activities: Sometimes we'll watch a YouTube video, do an an activity/craft for the SOTW activity guide, cook, watch a movie, dress up, field trip, etc.
  13. Has anyone heard if there are plans in the works for a vol. 4 - The History of the Modern World by SWB? If so, date it's expected to be out? Thanks.
  14. stlily

    WWS Readiness

    I agree with Susan C. WWS is an excellent program but we experienced a lot of frustration at the beginning for two reasons: 1) We tried to follow the schedule and complete the assignments in the time indicated, and 2) I had my daughter read the text and do the work on her own with minimal help from me. My plan for my next child is to give her as much time as she needs and read most of the lessons with her. I agree that taking 4 years to complete all three books is a good plan. Give you son as much time as he needs. The program is great, the schedule, not so much. I usually had my daughter work on writing for about 45 min. to 1 hr. and then move on.
  15. I second buying the study guide, however, in order to complete the book in a school year, your student will have to read and complete the related work for three chapters, every week. We just started school this week and my daughter is working through the third chapter of History of the Ancient World. We're already seeing that she's going to have to cut back on the number of questions she answers. It's a lot of work. The guide is very helpful but you may choose not to have your student complete all of the work. Just an idea.
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