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LLATL and CLE question


K in MI
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My 12yo ds is just finishing up 7th grade. We've been using the Queen's Language Lessons books (doing 2-4 assignments/day), and he doesn't have a strong background in writing or grammar. I'm thinking of using CLE or LLATL and doubling up the assignments to finish 2 levels in one year. The CLE assessment put him at the 500 level, so I'd use 500/600 levels in one year; I'd use either tan/green or green/gray for LLATL.

 

Any thoughts?

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I don't have experience w/ CLE to comment on it or what it covers. Many on the board give it high praise. I am using LLATL Green w/ my 6th grader. It is the first book of LLATL that covers diagramming for grammar. It *might* be enough grammar for a 7th grader who doesn't have any formal grammar background. We also use R&S grammar to supplement although some don't supplement LLATL at all. As for writing...I don't think there is enough writing in LLATL to be a full program. If you chose LLATL, I'd highly recommend starting him on a formal writing program like IEW. I don't know what kind of writing CLE would cover. Hopefully somebody else will comment b/c I know there are a bunch of CLE users out there! HTH a little!

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you would need to use CLE reading and CLE lang. arts to cover what LLATL covers. CLE is MUCH more thorough! You could use only CLE LA and then just read books and maybe some guides with them.

 

Join the CLE yahoo group to see samples and the scope & sequence charts or call CLE to ask them to email you their S&S.

 

We use CLE reading and I highly recommend it!

Here's what's covered in CLE reading 6:

 

SUNRISE READING 600 – Calls to Courage

 

601: So Many Things to Learn

Using context clues to define words

Determining a character’s emotions

from dialogue

How prejudice can affect one’s judgment

Synonyms for words or phrases

Specialized vocabulary

Working with the etymology of words

Rhythm, rhyme, and theme in poetry

Matching Scripture verses with statements about the poor

Idiomatic phrases

Determining character by actions

First- and third-person narrators

Working with words and word roots

Interpreting poems

Dynamic and static characters

Hyperbole and understatement

Making inferences

Main ideas of paragraphs

Onomatopoeia and alliteration

The SQ3R study method

Replacing a phrase with a single

word

Similes and metaphors

Theme in a story

The weak/strong rhythm in poetry

Personification

Euphemisms

The Latin root spect

Compliment and complement

Using dialogue to understand characters’ traits

Rules for marking rhythm in poetry

602: Contentment

Synonyms and antonyms

Comparing a poem and a parable

Comparing two parables

Completing an outline of the parable

Alliteration

Special KJV vocabulary

Comparing fables and parables

Working with words and word parts

Metaphors, similes, personification,

and euphemisms

Describing a character’s character

Narration, description, and explanation

Working with the word ending -age

Categorizing words

Working with story setting

Identifying why a different title would

have fit a story well

Reviewing theme

Applying lines of poetry to real-life situations

reviewing rhythm and rhyme

Double meanings in Negro spirituals

Determining character by actions and

words

A word’s “roots and branchesâ€

Reviewing literary terms

Using a map to work with a story setting

Comparing two stories

Word parts -ant and -ance

Using a concordance

Applying the idea of a poem to a story

Adjusting oral reading speed to material being read

Interpreting dialect

603: Courage

Describing how characters were

courageous

Conflict, climax, and resolution

Word parts -ard, -art

Categorizing words

Comparing another culture with our

own

Review oral reading of various types

of passages

Description, narration, and explanation

The weak/weak/strong rhythm pattern

Onomatopoeia and alliteration

Imagery in poetry

Mood in poetry

Reviewing theme

Reviewing word parts

Applying a Scripture verse to the story

Modern spellings of Chinese place

names

Identifying the mood of a selection

Identifying tone in a passage

Comparing a poem and a story

Comparing a story and a Scripture

verse

Reviewing static and dynamic characters

Reviewing figures of speech

Completing analogies

Connotation and denotation

The word part -ous

Main ideas of paragraphs

The word part para

Making inferences

First- and third-person narrators

Putting story events in order

How a character obeyed a verse

Finding synonyms for words

The word endings -ic, -ical

Comparing a poem and a Bible character

Working with paradoxes

604: In All Thy Ways

Defining words from context clues

Identifying sources used for a biography

Working with Greek roots

Reviewing connotation and denotation

Three kinds of parallels in Hebrew

poetry

The wisdom books of the Bible

Tone in a character’s speech

Review oral reading according to context

Ways to practice conservation

How Gospels differ from biographies

Reviewing conflict

Researching an inventor’s inventions

Interpreting a Bible verse

Categorizing words

Determining what parts of a historical

fiction piece are factual and what

parts are made up

Internal and external conflict

How a character obeyed a Scripture

Answering questions about an essay

Main ideas of paragraphs

Stewardship and wastefulness

Fact and speculation

Scanning for accuracy

Reviewing narration, description, and

explanation

Reviewing word parts

Reviewing setting

Defining archaic words

Comparing an Irish version of the

Flood story to the Bible account

Reviewing literary forms in the Bible

Choosing verbs from a poem for certain nouns

Interpreting poetry

Reviewing theme

605: Responsibility

Figurative and literal language

Interpreting figurative language

Making inferences

Main ideas of paragraphs

Reviewing setting

Understanding responsibility

Reviewing theme and poetic rhythm

Antonyms and synonyms

Responsible actions of characters

Reviewing dynamic and static characters

Reviewing hyperbole, understatement, metaphor, personification

and simile

Interpreting a poem

Comparing a poem and a story

Interpreting and applying Scripture

Identifying courage in a character

Tracing change in a dynamic character

How crisis relates to climax

Understanding and working with

sources for historical fiction

Reviewing description, narration, and

explanation

Writing a specific type of paragraph

Reviewing denotation and connotation

Comparing themes of two poems

Comparing poem themes to story

characters’ actions

Using etymology to define a word

Reviewing roots, prefixes, and

suffixes

Evaluating a story character’s words

in the light of history

The Greek prefix anti-

Reviewing conflict, climax, and resolution

Using a map to show setting

Historical fiction and biography

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Just wanted to add. If you use CLE you will want to chose a writing program as their writing for some families is considered a little on the light side ( depends on your goals ) .

Other then that its a very thorough program .

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Thanks for all the helpful input. I'm leaning toward the CLE, including the Reading. Since ds tested at the 500 level and is now finishing 7th grade, do you think I could double-up days on the assignments? I would probably add Jump In for the writing.

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