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Found 24 results

  1. My DS is 4 and will be attending K in the fall. He is currently reading Magic Tree House books and working through Building Thinking Skills Grade 2/3. However, he can’t write legibly at all. He gets frustrated trying to write letters and numbers. He doesn’t like drawing, either. What should I do?
  2. Can anyone give me some advice on where to go from here? I just got results for the DORA exam for my 10dd (4th grade). She has always struggled with reading. She learned to read at 6.5 and only about a year ago stopped asking me "When will I know how to read?". We've completed OPGTR and almost all the ETC books (doing book 8 this summer). She also completed Reading Eggs and Teach Your Monster to Read when she was younger. I'm currently having her watch Elizabeth B.'s phonics videos and I'm using How to Teach Spelling with her. The main problem I see with her is she forgets the sounds of phonemes. She guesses words and adds/takes off letters and endings. I had her checked by a COVD optometrist but he said her tracking is slightly off but not bad enough to need therapy. I'm a bit depressed by these scores. High-Frequency Words: 3.17 Word Recognition: 5.17 Phonics (Word Analysis): 4.5 Spelling: 1.83 Oral Vocabulary: 6.83 Reading Comprehension: 2.17
  3. First post here... My son has been reading since age 4 and really enjoys it. He is 7 now and spends a lot of time reading quietly to himself. However, I have started noticing a great reluctance to sound out words or names he is unfamiliar with. Do you have any suggestions on curricula that would follow naturally from the end point of Ordinary Parent's Guide to Teaching Reading? We used the last third of the book last year (1st Grade) to get him more familiar with sounding out long, complicated words syllable by syllable. Any kind of workbook, curriculum, or other suggestion is greatly appreciated!
  4. I have another question for the group. My second child (boy - 3 years and 3 months old) is at the point where I feel I need to start some sort of formal learning/ work. Until now we have been reading to him everyday; playing with duplos, cars, trains; used leapfrog dvds, and take him outdoors - park, pool, etc whenever we can. I would like to get ideas on what/ where would be a good place to start for math,reading and writing. I have looked at HWT and like it. I have used AAS with my older daughter (7 years old) and thought I could use their AAR program with my 3 year old. Confused about my options with math. We did not use any formal math curriculum for our daughter when she was young and now we use Miquon and Singapore during summer and winter breaks (to supplement school) so would like to know if these programs are good for the preschool years as well. Any other thoughts/ directions/ advice/ critiques would help - thanks!
  5. I have another question for the group. My second child (boy - 3 years and 3 months old) is at the point where I feel I need to start some sort of formal learning/ work. Until now we have been reading to him everyday; playing with duplos, cars, trains; used leapfrog dvds, and take him outdoors - park, pool, etc whenever we can. I would like to get ideas on what/ where would be a good place to start for math,reading and writing. I have looked at HWT and like it. I have used AAS with my older daughter (7 years old) and thought I could use their AAR program with my 3 year old. Confused about my options with math. We did not use any formal math curriculum for our daughter when she was young and now we use Miquon and Singapore during summer and winter breaks (to supplement school) so would like to know if these programs are good for the preschool years as well. Any other thoughts/ directions/ advice/ critiques would help - thanks!
  6. Hi - my son's is in grade 4. He tracks to NWEP of 231 currently. I have started him on MCT program - level 1 and he's liking it. At school, he's good. Issues I have been told and noticed: He tends to read diligently however when writing down the questions, he tends to write them down as fast as possible, effectively making grammar mistakes, too short sentences or vice versa (run-away sentences) or miss critical details. As I work with him to slow down, I want to engage with him via some work book which will guide him. MCT program has practice island but its different. I also have the Mud Trilogy but currently could not figure out how to use it to achieve the above objective. Now - he'll also appear in SAGES-2 Grade 4 exam next year, June. Keeping that into perspective along with BAU work I wanted to tackle both together. Can someone recommend to me any books/worksheets where reading & comprehension is sufficiently challenging and fits also the things they check as part of SAGES-2 Language Arts tests? Somewhere they recommended Reading Detective 1. Using this as an example - what else can be used? Of course, if this book is good - I'll go for it. Oh : 1 have quite a large # of "Action" magazines (old copies).
  7. My 6 year old is half way through AAR Level 2 and it is EASY for him. He doesn't even blink at the practice pages and can read one in about 5 minutes. So when we finish level 2, what should I do next? Each level is pretty expensive so Level 3 feels like over kill to me but at the same time I want him to have a great phonics base to work from and I have 2 more kids coming up after him that can use it. TIA!
  8. A little background: I have two kids. DS6 is now in PS 1st grade and actually doing well after homeschooling until Dec of last year (I agonized and still do over PS). DD4 (almost 5) will go to K next year and we are homeschooling pre-K like I did with DS. I know any mom of many would smile and tell me they could have told me all kids are unique and their own person. And of course I know that. But sometimes it is so clear!! So I just started on lessons 1 and 2 of AAR1. Yesterday we were doing a little activity with ice cream cut outs. She was supposed to read the words, find the rhyming pair (tan-Jan) and make a two scoop ice cream cone. Well - while I started DS half way through RR1 - I know he would have made the ice creams with glue and that would have been it. No coloring or real relish. DD??!?!? She created an ice cream stand. Each set of scoops was its own flavor. It was colorful and took her longer than 30 minutes to finish all the different combinations. We did not "finish" what I had planned for us to do. We couldn't finish! She was too excited to go to her room and use her plastic ice cream food and plastic donuts and create an ice cream stand for her dolls. She had a great time. However, it was SO MUCH FUN for her, that the words were an annoyance she had to go through to make the ice creams. It became a super fun craft. We are certainly not "done" with lesson 2. And that is ok. I am not complaining. I am just remarking that kids are so different and adorable in their own ways. She is learning at her own pace and I just hope to make sure that academically she is like the kids who are going to fancy all day preschools around here. And now that I have one kid in PS I have a pretty good idea of what she is expected to know (use scissors, read some CVC words, write all letters, her name and numbers to 10). We are good :)
  9. I have just processed, with the Lexile Analyzer, prose samples from the McGuffey Readers that I’ve been able to find online. The books are not in the Lexile database. And I don’t think poetry can be mechanically, yet accurately analyzed. Occasionally there is a sample that isn’t aligned with the others in grade level, deviating from upper-level books normally, to 7th-grade, 8th-grade, or graduate-school level. I have determined the general pattern, though, to be that the books cover a two-grade range in lower levels, and a range of several grades in the higher levels. Because the Lexile Analyzer accepts selections of only one-thousand words at a time, I selected sections ranging from several lessons in the beginnings of the primer and first books, to a few paragraphs each of two lessons in the same section in the later books, checking the beginning and end in lower books, and also the middle parts of the higher books. I don’t believe revisions have changed the grade levels, but think it would require a more thorough analysis of various editions, which I don’t have access to, to be sure. Here are the results: Eclectic Primer: 1st grade 1st Eclectic Reader: 1st–2nd grades 2nd Eclectic Reader: 3rd–4th grades 3rd Eclectic Reader: 5th–6th grades 4th Eclectic Reader: 6th–8th grades 5th Eclectic Reader: 7th grade–college sophmore 6th Eclectic Reader: 9th grade–college senior 1st New Reader: 1st–2nd grades 2nd New Reader: 3rd–4th grades 3rd New Reader: 4th–5th grades 4th New Reader: 5th–6th grades 5th New Reader: 6th–12th grades 6th New Reader: 12th grade–college sophomore High-School Reader: 9th–12th grades Alternate 3rd Reader: 6th–8th grades Alternate 4th Reader: 8th–12th grades Alternate 5th Reader: 11th grade–college senior
  10. I have an 8yo daughter with Downs Syndrome who does not read yet. Most of what I have read, including information published by national organizations says to teach using sight words and pictures on flashcards. I have been trying to use a phonics approach, but things are going very slowly. She knows most of her letters and can copy the vowel sounds I make, but isn't very interested. She also shows little interest in drawing and writing. What she loves is listening to music, watching DVDs and reciting/singing the portions she has memorized. Anyway, my primary question is: Has anyone successfully used a phonics-based approach to teach a child with Downs Syndrome to read? If not, what would you recommend? Thanks so much! Julie Shields Douglasville, GA
  11. My daughter is great with phonics and decoding as she's reading. But the thing I have found that slows her down or trips her up is that she reads words that her brain assumes are going to be there, and doesn't see the actual word. For example, she was reading aloud to me and read "...bypassed the road to ride straight through the woods..." but instead of "woods" she read "forest." I gently stopped her and asked her to read the sentence again. She read it probably three times saying "forest" every time so I asked her to point to the word forest. She was surprised to discover it was not there. This doesn't seem like that big of a deal, except that she does it with he/she, said/asked type words also that sometimes change the context and cause her to stop and go back a lot. It's like her brain is trying to work ahead and fill in the words that it thinks will be there. Has anyone experienced this? Any suggestions for correcting? I would love to know the root cause of this issue and if it's even something to address at this point. I think it's definitely hindering her from being a fluent, fast reader. Thank you in advance!!
  12. I have several questions that I am hoping to get some help/clarification with.I apologize in advance if this post becomes too long. This is our first year using ELTL. I am using Level 1 with my 7 year old son who is still learning to read and Level 4 with my 9 year old daughter who is a fluent reader, but terrible speller. I am also using RLTL Level 1 with both...for my son to learn to read and my daughter to help with her spelling. We are only on our second week using it and I'm just wondering if I am using the program correctly. With my so, I sit with him and read the assigned literature (for ELTL) reading, then talk him through each example. We then read the poem and fable, if there is one, and then he does the copywork. My question is, he does not enjoy most of the fables and always asks me why we are reading a poem everyday. Am I supposed to have him doing something with the poems and fables? Or just reading them to him daily, then having him narrate on the lessons that it says to do so? Does anyone skip reading the fables/poems, and if so, what do you do instead? Now, for my daughter, she does most of her ELTL lesson herself. She reads her literature assignment, does the exercises and writes in her commonplace book. My question for her is, when it comes to dictation and the condensed narrative, since she is a pretty poor speller, how would you go about doing both? So far, I've just been skipping the dictation and today, for the condensed narrative lesson, I had her just narrate to me instead of writing it all down. Is this ok to do until her spelling becomes stronger, or should I be doing something else? With RLTL, we are still just learning the phonograms. I've been going over 4 new ones a day with them both, having them review the ones we'e already learned each day, and writing them in their notebooks. And that's been it so far. It just feels like I'm missing something. Has anyone used RLTL with a struggling speller successfully, or should I supplement with a spelling program? If so, which program would you suggest? Again, I apologize for the length of the post, but appreciate any help you can offer.
  13. My daughter used school-based AR Renaissance reading last year for third grade. She loved the quizzes and accumulating points. I called them and they don't as yet have a home-school program. Does anyone have any alternatives?
  14. Hi! I have 4 kiddos, but my question is in regards to my youngest 3. I have 2 10 year olds and a 13 year old. My 13 yo dd has global learning delays and issues so i lump her i with my other 2. my other 2 are also (non diagnosed) dyslexic. Anyway...i need some insight to help me make things realistic. i always want to do too much and then MY school schedule is 8 hours without even a potty break . lol So, my 2 of my kids finished aar4. My son (10) was a late reader so he just finished aar3 but has flown through it and hasn't struggled much with it. None of them are ready to fly on their own in regards to decoding. so i would like to do something as a group. I have decided to do REWARDS. I also do apples and pears spelling. right now i have it that I would do REWARDS plus have them do outloud reading as a group, but I'm wondering if that is too much (I always tend to do too much ;) and that is what is making my day a bit too long right now. so for those that have used it. ...how did you do it? Did you do REWARDS and that was the end of their reading time with you ? ( I will still be having them silent read). Also, has anyone else used REWARDS with multiple children at the same time? I am going into my 6th year of homeschooling and you would think that I would have learned to only focus on one thing at a time, but I want to do it all and thus my times of burnout:) I hope i make sense. Anyone that has any other suggestions on how you handled multiple kids with reading challenges...would love to hear!
  15. I'm wondering when would be a good time to introduce my kids to Anne? Should I do it as a RAL, or have it be one of my daughters lit suggestions for the upcoming year? Do you feel it makes a good RAL, or one that would be better off enjoyed on your own? My oldest is 9, going into 4th grade. I remember meeting Anne for the first time when I was in 6th grade. My teacher that year LOVED Anne. I admired my teacher and still remember her enthusiasm. If it hadn't been for her, I'm not sure when, or even if, I would have ever read Anne. Since then, I've fallen in love with Anne myself and L.M. Montgomery in general. I'd love for my kids, especially my daughters, to fall in love with her stories and don't want to rush it, but I'm just so excited! :)
  16. Background: J, a 30yo man at our church was brought up in inner city Detroit. Both parents were drug dealers. They claimed to "homeschool" their kids to get out of bringing them to school. :crying: Dad died when he was 14. Mom entered rehab when he was 21 and became a Christian. Now all 3 (adult) kids and Mom are totally different people; they moved out of Detroit to our city to get a better start. J is a great guy, smart, and a hard worker...but he can't read, so has no GPA or drivers license. We have people in our church willing to teach him, but not sure what book/program/curriculum to use. Would any of you lovely ladies have some suggestions or advice? Thank you!! :grouphug:
  17. You all are the greatest and since I am tired of debating I came to the hive to get your advice. :-) My youngest learned to read very early and has been reading for a couple of years now without any instruction from me. (Granted he has played on starfall and readingeggs through out the years. He loves to read but not a huge fan of "doing school". He is reading books that are considered (2nd grade level). We just started about two months ago using OPGTR we started from the beginning and we are now on lesson 80, he is doing okay with it we do a few lessons a week but he does not like the book. When I get it out he complains (we really only do it for about 5 minutes or so.) I think if I just used it as a guide and did it more with games or other manipulatives he wouldn't mind it. I am debating as to what to use for him next year he will be about 5 1/2 when we start in the fall. I want him to have a good solid phonics foundation and want him to know all of the phonograms well to help with spelling down the road. I am looking for something open and go and not too teacher intensive. I am debating between using OPGTR (continuing on where we are) and maybe reinforce the phonograms with the game book of LOE or using RLTL started from the beginning I guess but I wonder how far I would go or should do within a year? Any other thoughts or recommendations? Thanks everyone!
  18. My 6 year-old loves to read but absolutely does not want anything babyish. Hes been trying to read the boxcar children and gets very frustrated, even though I think he is doing well just needs a little help and goes a bit slow (which is totally normal for his age). Is there a book series that is a bit easier than magic tree house or boxcar children but not anything in format like Henry and Mudge, Dr. Seuss or the leveled readers? He considers those for babies (I think it has something to with the pictures and that they are not set in real chapters), he wants to read a "real" book. Any suggestions?
  19. My oldest has learned to read! Yay!!!!! We are nearing the end of OPGTR and I'm wondering what we should do next. Is it enough to practice fluency by just READING real books after we finish working through that book? Is there higher level phonics instruction? I see multiple levels of programs like AAR and stuff and just wonder what is being learned for so many years. My son is working through easy chapter books and is so interested he's just teaching himself faster than anything I'm giving him. What have other people done after finishing the OPGTR? I'm not trying to complicate things, basically just wondering if I'm doing him a disservice if I don't pick up another phonics program? I am planning to start FLL and am looking at writing options, just asking specifically about phonics. Thanks!
  20. I hope this post is appropriate here but I don't know where else to ask since homeschooling is our life. My kids and I (along with several other moms and homeschoolers) are volunteering, once a week, at an Indian school to help teach first graders how to read English. It's an English speaking school so I'm not sure I would really classify it as ESL, although many of their students' parents do not speak English. We have been using Teach Your Child to Read in 100 Easy Lessons with groups of 1-4 students per volunteer. It's a phonics based program and fully scripted so the student volunteers can easily administer. But there is a disconnect between what the school is teaching and our phonics approach. It seems that many of the kids have just memorized words. So after speaking to the school, they received approval from the Indian education board to change their curriculum. Now we have a meeting with the head of English and the K-1 teachers on Dec 13 to discuss what curriculum to use and how we can work together. Somehow I was elected to lead this! My kids went to public school until after they were reading. Aside from me reading to and with them, I don't know how to teach reading. I don't know what curriculum works for a classroom setting (and for unlicensed teachers who English is a second language). This school is at risk for being closed if they cannot raise the reading level of these students. I'm not aware of another option for these kids if the school is closed. They are too cute and lovely to ignore. I have been researching all over the Internet. I know some of you are certified classroom teachers. I'm hoping you can help: what recommendations would you make for curriculum to teach children to read in a classroom setting? Something not too difficult. Do you recommend a phonics approach or something else? Thank you, thank you!
  21. My first grader is reading pretty well but still doesn't have confidence in himself, meaning he tells people he can't read and says he doesn't know how when in reality he's reading much better than my older two at his age and they were both very strong readers. Here is where I need help thinking. We have been using 100 ez lessons for reading, we are at lesson 50 but he's been complaining and I really think he is getting bored so I went to the last story at the end of the book to see if maybe it was too easy for him and he read it pretty darn well! I only had him do two sentences and he only needed help with two words, he was reading the rest the fast way for most of the words and able to sound out the rest quickly getting them right after 1 time. He is obviously reading much better than I realized! So what do I do now? I could still use 100 easy lessons just to practice reading since he still needs to learn a few sound combinations and since its not very repetitive it doesn't bother him. He still needs help with some sound combinations so I thought well we'll use progressive phonics but it is not his favorite, he says its a baby book and truthfully it is easy for him. He learns and retains VERY quickly and gets frustrated doing too much repetitive work or when its overwhelming to him. I have the book phonics pathways but its not his favorite book since it has so many words on 1 page, even though we usually only do half or I cover everything except what we are reading with a piece of paper. Or maybe I should just go into real books like Henry and Mudge or Frog and Toad? That could boost his self esteem so he realizes he can read. Or it could overwhelm him too, I'm just not sure. A few other things to consider: He is super smart but VERY active and hands on. Even though hes smart he gets overwhelmed and bored easily. We have no money for anything else. Literally I can't spend anything else, I can print since we have a stockpile of ink and paper so if you have suggestions on free printable stuff I can do that but I can't buy anything else. My resources I have: 100 ez lessons Phonics pathways 17 readers from sing spell read and write Progressive phonics Library books Books we have at home *crossposted
  22. I have been reading to my now 1st grader son since infancy, surrounding him with books, taking him to the library every week, providing a reading lamp for awesome bedtime books, limiting iPad time (no TV at home), etc. He just doesn't take any book by himself unless I ask him to. Sure he can now read and understand at a very advanced level, but he is just lazy and chooses his sister's baby books instead -_- Does the hive have any suggestions for instilling the love of reading? Thank you.
  23. We are 7 weeks into Phonics Road to Spelling and Reading level 2. My 7 year old son knows all of the "teams" and has a good grasp of the rules so far. He is very good at spelling words that can be sounded out and use the most common sound. However, he definitely is not remembering the words that use less common sounds or are sight words (true sight words, such as "eye"). He needs LOTS of repetition to memorize anything and even then, he usually forgets if he doesn't continue to use it a lot. Should I add more "study time" to memorize the words? I don't want to use any form of whole word but I'm afraid he can't spell common words such as there, were, was, etc... Also, he HATES reading but is slowly becoming less resistant to it as long as it is easy. Dr. Seuss books are the only ones he doesn't completely fight me about. He wants to be able to read well but he doesn't feel like he's good at it so he'd rather just hate it.
  24. We will be using (some of) SOTW 4 for history this year and was wondering if anyone has some good book suggestions for 3rd graders for the Modern History time period. The activity guide seems to have suggestions for slightly older kiddos. My girls read well, so I'm not so much looking for books on a 3rd grade reading level, but books with 3rd grade content. :) Any suggestions for any books in general for this time period would be great (even for the 6th grader)! :)
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