lea1
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Posts posted by lea1
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Thanks Merry! That sounds like it is exactly what I am looking for.
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I have never had my two just-turned-eleven, 5th grade sons do standardized testing but would like to start. I would really rather start with a test that I can administer at home so I can teach them what they need to know about taking these kinds of tests. What are my options and what would you recommend?
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Something similar happened to me a number of years back. I ended up with pneumonia twice within a year or a year and a half. Both times it came on very suddenly with tremendous pain and high fever. My dh is a doc and called the ambulance one of the times because I was in so much pain I could hardly move and I was hyperventilating. I ended up in the hospital for 3 days both times.
I do have bad allergies but I have always had bad allergies. We actually concluded that it was brought on by acid reflux in my cases and I was put on meds for that.
Since then I have always taken a flu shot every year and I have also had the pneumonia shot. i have never had it again, although I was really scared for the first couple of years that every time i got sick it might turn into pneumonia. It has now been about 10 years or so.
I hope you figure it out. It is really scary when it is happening to you.
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ds11 is sick AGAIN. I am just now starting to get back to feeling normal after a bad cold ran through our entire household last month. Yesterday ds11 woke up with a sore throat an fever. During the night, he woke me up 3 times. His fever was 102.6, which is the highest I think I have ever seen in our household. Poor guy felt miserable. I am being very careful and washing hands often with hopes of not catching it this time. When my sinuses get messed up, they take forever to get back to normal. And, of course, this also impacts school AGAIN. Just when we start getting back into a good routine.... At this rate, we are going to be doing school all summer.
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Wow, good for you! I haven't started yet but have been thinking about it. I need to go to Costco. I haven't been in a while so it would be good to see what they have these days, in preparation for the holidays.
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You absolutely did the right thing. It's always hard, very hard. But you did the right thing for him, for sure.
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Great ideas; I'm going to try these. Thanks!
Have him create a "work box" for doing long division. It's a common technique for long division with numbers of 2 digits (or more), like dividing something in the thousands by 21. You write carefully and clearly on the side: 2x21=, 3x21=, 4x21=, etc. Then you use that as a visual reference for the whole question. Your son could easily carefully and clearly jot down the relevant facts, then double check them, then use them for the whole question.
You could also switch from the way he can do the facts (written, solo questions) to either or both of: verbal recitation, or practice sheets for long multiplication and/or long division questions.
Verbal recursion will help him 'finish his own sentences' as he talks his way through the problems in his mind.
Practicing 'the facts' within the context that trips him up will help with that particular missing skill 'simple facts in complex contexts' -- but will still provide lots of practice for the facts themselves. If you provide solutions, would he find his own error within a question?Sometimes he can find his mistakes but there are many times that he will keep seeing 6X7=36 (or whatever) and keep thinking it is correct so he can't find the mistake and this makes him very frustrated.
I appreciate the ideas and this also puts my mind more at ease about this. Thanks!
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I have encountered a perplexing issue with one of my sons (rising 5th grader). He consistently makes silly little math fact mistakes (6 X 7 = 36) while working bigger problems, such as 3,456 divided by 24 or 345 times 32.
Pretty much all of last year I assigned him math facts every day using wrap ups and pages of math facts. He consistently gets them all correct. I started him with wrap ups and when that was not helping the problem I switched him to a written page of math facts. That still made no difference. He gets every problem on the math facts page correct but still misses them while doing the long division or larger multiplication problem.
Anyone seen this before? Is this similar to a child not being able to focus on writing content while simultaneously working on spelling and punctuation?
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I have two rising 5th graders. Have not finished my detailed planning yet but we sure had a hard time fitting everything in last year (probably need to start at 8am instead of 9am and not read aloud so long). So I am curious what a school day looks like for others at this level. If you want to include times, subjects and/or curricula that would be great.
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I can't wait! My husband and sons will be out of town for a week so my brother and I are going to see it together.
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When I put my two sons in school in January of their 2nd grade year, they assessed them via a verbal test, not a written test. They said they do that until they are at least in 3rd grade because so many kids have trouble with writing when they are younger....and this is considered a very good public school.
One of my sons would probably have thrown the paper and pencil across the room if he had been asked to write his numbers from 1 to 100 at 6 years old.
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Does your husband like working with his hands?
We've recently looked into pipe-fitting or welding as possible career options for a relative who just has a high school degree. They're interesting careers in that you can often learn and be paid at the same time, and the salary is very decent.
Yes, I was thinking something along these lines where he could be a paid apprentice (add to the above list plumbers and electricians). That way he could learn a new trade while getting paid for it and look forward to a higher salary when he is fully trained and has experience.....plus he is gaining experience while he learns, which is the best of both worlds. My step brother has his own plumbing business and they are always so busy. He employs many other people. Of course, it may depend on where you live, what is the weather like year round, etc. but it's something to think about.
I was looking at available jobs for my nephew who recently graduated with a BA in computer science. I was shocked at how many of the entry level jobs required only a high school degree, although most of them also required one to two years of experience. Another thing to consider is an entry level job at a help desk, one that is within a company that the employees call in when they have computer issues. The ones I saw only required a high school degree and I don't think they require much experience either. I think they provide training and it is a get-your-foot-in-the-door kind of job, although I suppose that could differ depending on your location.
You should do some searches on jobs that interest him. Search for "entry level whatever" or search for apprentice level work. It will really give you an idea of what kind of requirements are needed in your area and might give him some ideas of something he would find interesting.
I think what you are doing is awesome. Don't give up!
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Thanks for that encouragement. And you should be proud! Great job Mama!
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No, I didn't change my mind about it. It is quite good, and I love how it is completely integrated and covers all the skills. Probably the only curriculum I have read that does. The main problem for me when I was making my choices all those years ago was the non-modern writing. But now having had my older boy learn to write English by writing Math proofs, it has demonstrated to me that as long as you are working to crisp up your thinking into a linear argument, it does not matter what you write about -- modern topics, non-modern topics, or math. :thumbup1: By the time ds had finished half of WWS3, he was so involved in math, that we needed something that did not take much time, and that is certainly not CW. For my other boy, the un-diagnosed dysgraphia has led me to switch completely to a homegrown English program where I could remediate his weaknesses while still working on his strengths. For years I could not figure out what was going on, and I could not find a writing program that he was *willing* to do, let alone *able* to do. But now at age 12, I am looking again at a curriculum for him, and with your little reminder, I'll be pulling Homer for older beginners off my shelf to see if it might work. My younger boy needs some serious hand holding but yet is also *very* picky about the content he will write about. LToW allows for any content you want, but the hand holding is much less than WWS or CW. I can't use IEW because ds's style is beautiful, and there is no way he could work with IEW's rules which are half of the program (the other half being arrangement). I was hoping to sit down with all my lovely books today to pick, but dh told me I have to do my taxes. :tongue_smilie:
ETA: I'm sorry that CAP was not published when I read all those curricula. I might just buy it and see what all the fuss is about. I have all the other Writing curricula, might as well have a full set. :001_smile: :001_rolleyes:
Thanks for this thread. It is so helpful and enlightening to this mom who was not taught to write well.
Does CW teach the writing or reading papers? My two sons are just going into 5th grade. We are going through IEW SWI A currently and I am trying to decide which way to go next. I have only seen CW on-line, so don't have a good feel for it. I have WWS and have enjoyed reading all you have written about it. One of my sons seems to fairly easily pick up any kind of writing he is taught. The other has struggled with WWE narrations and struggles with telling back a story even with IEW's KWO, although does better with it than just with WWE. I have wondered if he might have dysgraphia.
Could you include CW in your comparisons or your pros and cons list, like you did with the others?
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My two sons are just finishing 4th grade and they work fairly independently, although I am always nearby, reading, folding laundry, fixing something to eat or cleaning up the kitchen, etc. I walk in and out of the room but if I stayed gone very long they would start horsing around.
We start out with together work. I read aloud from the Bible, Victor Journey Through the Bible and a classic novel. Then it just depends on the day. We use MUS, Latina Christiana and IEW so if it is a day to watch a DVD lesson, then we do that next. I try to time the lessons so we are only watching one a day though. We also do their map work and timeline work together for now but I believe they will become more independent with this as we move forward.
After that, it is time for them to do their independent work. This includes their math lesson, IEW writing, grammar (Fix It! from IEW - sometimes I have to spend 5 minutes explaining it on Mondays), spelling, typing, reading (including reading for science and labeling/coloring a sketch (we do experiments together), reading a fun book from my preselected bookshelf of books to read to self, an assigned reading from literature that goes along with our history studies as per WTM), their Latin lesson, practicing math facts using wrap ups and practicing piano.
We consider all of these independent subjects, although I am nearby and they will ask for help when they need to, such as if they get stuck trying to find a good word to fit a sentence when they are writing or if they need some help remembering how to solve a problem in math. Sometimes they don't understand what is being asked in Latin or spelling but most of their questions are pretty easy and quick to answer. I also have to redirect once in a while but they do fairly well at staying on task these days. They have a checklist and it really helps drive them. They like to see things checked off that list. Also, they are not allowed to work on the same subject at the same time because one tends to finish quickly. though not as thorough, while the other is slower and more careful with his work. If I let them work on the same subject at the same time, the slower one ends up feeling very defeated. Everything is a competition. This system has been working well for us since sometime in 3rd grade.
They were also doing their history independently, reading from an encyclopedia and writing history facts, but we were not enjoying that as much as we used to enjoy SOTW. So I have just ordered Biblioplan and am looking forward to getting it and seeing how we can use it to enjoy history more like we used to with SOTW.
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I missed that, thanks!
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I am confused about the literature recommendations for the WTM Logic stage ancients. Some of them sound like duplicates or maybe a lot of overlapping, although the recommendation in the WTM is to read them all in the order they are listed. Could somebody please tell me if any of the following books are duplicating the material to be read?
Books about Greek myths/heroes:
Heroes, Gods and Monsters of Greek Myths by Bernard Evslin
Greek Myths by Olivia Coolidge
The Golden Fleece and the Heroes Who Lived before Achilles by Padraic Colum
Tales of Greek Heroes by Rodger Lancelyn Green
Books about Troy:
The Tale of Troy by Rodger Lancelyn Green
The Trojan Wars by Olivia Coolidge
The Children's Homer: The Adventures of Odysseus and the Tale of Troy by Padraic Colum
Black Ships before Troy: The Story of the Iliad by Rosemay Sutcliff
In Search of a Homeland: The Story of the Aeneid by Penelope Lively
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nm - posted in wrong forum
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NM. After more research, I decided that the maps from Homeschool in the Woods are exactly what I am looking for.
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I am getting ready to start logic stage ancient history, geography, etc. with my two sons, using the recommendations from TWTM (we just finished up SOTW 1-4). Looking through The Geography Coloring Book, I'm not so sure how to implement the map work, since they only give one map each for the major ancient empires. So there is no map really focusing on Mesopotamia or Egypt, for instance.
If you have used this book to study ancient history, could you share how you implemented it. If you used something else, could you share what you used? Thanks!
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We didn't do straight WTM history; most of it was Veritas Press. (Not the online version)
We used Victor Journey Through the Bible in a WTM-style. Read the excerpt, read the VJ pages, draw a diagram/map or look up references in the box, done.
I have that book and have been wanting to incorporate it. Looks like this is the time. Thanks! This sounds pretty simple and would go along with our study quite well I think.
Thanks everyone for your feedback.
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I have used both CLE and R&S with my two sons and am back to R&S now. CLE is more independent. My sons would read through it and do the work but they get a lot wrong, indicating they had not read carefully enough. They did not retain it well either. I find they need me going through the R&S lesson with them first. I also use the TM and go over the review questions with them, which I think helps a lot. I also just bought the worksheets and I am going to start incorporating those as a review also, along with the tests. I think that will probably make a big difference.
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We saw it yesterday afternoon in a theater where we were able to reserve seats and they are nice, big recliners. It was wonderful! I love it all and laughed so much. I did not read anything about it or watch any trailers or anything before going but I knew they would kill off an older character. When Han called out for his son, I knew that would be the sceen.
I loved loved loved the new characters. They were such good actors. I even liked the new Darth character and thought it was funny that he was so childish, had temper tantrums and wore the Vader mask even though he didn't need it. On our way home, my 10 YO DS said he looked like Snape and I totally agree. Very funny.
I Also think Rey is Luke's child. It just makes so much sense. He felt guilty and responsible when his nephew chose the dark side and he blamed himself. I love that they left that mystery hanging out there but thought the ending was just a bit abrupt. I also thought the new death star was a bit too much like the old one, including having to fly though the tunnel to shoot at the specific target to blow it up, but I didn't mind too much because I loved the rest of it so much. Loved, loved, loved having Chewie and Han back in the Falcon; Chewie was great.
Someone explain to me the "It's-A-Trap-Fish-Guy" because I am not following that one.
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My fifth grader is working through an Explorers Bible study on his own, one about God's plan. It's not exactly correspondent to ancient history, but he likes it okay.
We also have the Veritas Press timeline cards, both for various Old Testament sections and for the ancient history sections. I put them in chronological order, and I'm using them as a visual wall border timeline. The colored bars (blue for Egypt, green for Greece and Rome, purple for Bible events, purple plus blue or green for events that are important both Biblically and secularly) really help us see how the Bible events fit into the bigger picture. I wanted my children to see that the Biblical events aren't merely stories that some religious nuts tell, but that they are part of God's whole big earth and plan. The cards also have suggested Bible readings on the backs for many of them, corresponding to the Vos Children's Bible, I think, and maybe another one as well. I'm not really worrying about that; I just read from our children's Bibles (since we have small people still, who can't read yet), wherever we happen to be in them.
I will have to look around because I may already have those cards. Unfortunately we don't have the wall space to use them like you are using them but I might still be able to use them. Thanks.
Testing - where to start?
in General Education Discussion Board
Posted
Thanks for providing all of these options! This is very helpful. I will start out with the untimed test but will definitely move to a timed test in the next year or two, so these are helpful. Thanks!