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Found 3 results

  1. I'm trying to make curriculum selections for my 6 y.o. for this fall semester which I hope to begin in Sept. (Prior to this we've been "unschooling.") I've got everything figured out (I think) except grammar/spelling/language arts. He's been reading fluently since 4. I'm not sure if I can take credit for teaching him, or if you would call him self-taught. He spent a lot of time playing around on Starfall, and I read to him a lot, and we did go through the first quarter or third of Teach Your Child To Read in 100 Easy Lessons. From there he just took off on his own. My point is, there was no systematic phonics instruction. :) Now he can and does read pretty much anything. His favorites are 5th/6th grade level fiction (like Eleanor Estes), and mid/upper elementary level science textbooks. He also enjoys writing on his "blog" (which is actually a Word document). He seems to have a pretty good feel for sentence construction, how to write a compelling story line, etc. but his punctuation and capitalization are pretty random. And...this kid can not spell! At all. He asks for my help with the simplest words. I can't relate to this because for me, reading and spelling went hand-in-hand. If I could read it, I could spell it. So I need to teach this child to spell. Will this involve phonics? I also want him to learn grammar. So, what sort of spelling/grammar/[phonics?] curriculum would you recommend for a young child who is already reading quite well?
  2. At what point did they begin to work independently? I'm concerned that DD who is not quite five is rocketing through first grade maths yet it feels wrong to me to give her second grade materials within a couple of months. I don't want to hold her back (she wouldn't stand for it anyway) nor do I wish to push reading. She is on grade level for that given that she would have started K at the end of Jan here is Aus. It's just that me reading everything to her because it would take her an hour and a half to read the directions on a Singapore page and less than five minutes to do the maths feels like to much hand holding to me. Has anyone btdt? Any helpful advice?
  3. Hi folks, I've been struggling a bit with my 5th grade son, and rereading WTM for help and inspiration. Whenever I read this book I find myself thinking-THIS is the way I want to be doing school! Then I remember-- oh, this doesn't always work for my particular kid. First of all, it just seems like so much more work than either of us want to be doing. Secondly, my son has never fit well into their specific grade-level models, and I get overwhelmed just trying to think about how to make it all work. I believe that gifted students progress through the trivium differently, but I can't always get a handle on how. It's part of that whole confusing 'asynchronous development' thing. One of the things I'm learning about my son-- and myself-- is that we both are energized by novelty and newness, and I find that mixing up the curriculum throughout the year is very helpful. I'm thinking about creating some type of term or semester system that would actually plan for that, rather than making me feel like we are 'quitting' on things. For example, we are halfway through Latin for Children and though Latin has been a favorite for a long time, we are both waning to the point we can hardly stand it. I think I should put it aside for now and move on to something else, but it makes be feel like we're quitting. Another example is using a core math program and mixing it up with 'Life of Fred' and those 'Key To' books. So you can see that this makes using WTM a challenge. I am wondering how other folks use this program successfully with their gifted kids, and how they adapt it. Part of my problem may be that I need to focus more on their methods rather than specific schedules and curriculum choices. I think if I could do that I may be close to designing something that works. I'd love to hear thoughts on these issues! Thanks! Amy
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