Wildwood Posted July 15, 2011 Share Posted July 15, 2011 do you use the teacher's manual or do you just use the student workbook? Thank you! Quote Link to comment Share on other sites More sharing options...
kalanamak Posted July 15, 2011 Share Posted July 15, 2011 do you use the teacher's manual or do you just use the student workbook?Thank you! SWB said that the teacher manual isn't needed until E or F, in the WTM, but I looked at the sample pages for the TM, and I think I'll be skipping them. Quote Link to comment Share on other sites More sharing options...
usetoschool Posted July 15, 2011 Share Posted July 15, 2011 We have never used them and never really needed them. I have run into one or two times when I wasn't 100% sure of an answer but it is easy enough to just look it up in a dictionary. I bought one thinking there might be some teaching advice or background information, but there was nothing particularly useful. Quote Link to comment Share on other sites More sharing options...
bamdavis3 Posted July 16, 2011 Share Posted July 16, 2011 I've never used the tm either... Just the student books.. The answers are easy enough... Quote Link to comment Share on other sites More sharing options...
Wildwood Posted July 16, 2011 Author Share Posted July 16, 2011 Very helpful, thank you for replying.:) Quote Link to comment Share on other sites More sharing options...
Wildwood Posted July 16, 2011 Author Share Posted July 16, 2011 Another question, if you don't mind... How do you approach each section, do you just have your student do the pages and then test at the end of the week---do you test? Do you even spend an entire week on one section? It almost seems too simple to be effective, the layout, I mean. What am I missing? Maybe spelling doesn't need to be as complicated as I am thinking. Thank you. Quote Link to comment Share on other sites More sharing options...
janainaz Posted July 16, 2011 Share Posted July 16, 2011 I bought it once and never used it. We are on level H and I still don't need it. They do start to introduce Latin and Greek roots (word study) - but I think we're fine on our own. Quote Link to comment Share on other sites More sharing options...
kalanamak Posted July 16, 2011 Share Posted July 16, 2011 Another question, if you don't mind... How do you approach each section, do you just have your student do the pages and then test at the end of the week---do you test? Do you even spend an entire week on one section? It almost seems too simple to be effective, the layout, I mean. What am I missing? Maybe spelling doesn't need to be as complicated as I am thinking. Thank you. We read the first page and do the second on the first day. We do the next page over 2 days and the last page on the fourth. If there was a word that was very tricky, I might start the next week with some dictation, but usually, I just go through half the book, test, and keep a list of missed words. At the end of the book we test again, and then I sit down and see if it is particular words or certain rules that are lacking. We go over the particular words to remember hints (usually proper pronunciation), and review the rules he doesn't "have". Then I sprinkle in the words in our usual dictation. We weave back and forth between SWO D and SWS&V 4, and I keep a running list for both. Quote Link to comment Share on other sites More sharing options...
Harriet Vane Posted July 16, 2011 Share Posted July 16, 2011 I don't bother with the teacher's manual. Here's what we do: Day 1--Chat about the phonics rule (Tip) and do workbook pages. Day 2--Write words twice, once in print and once in cursive. Day 3--Test. Quote Link to comment Share on other sites More sharing options...
Chris in VA Posted July 16, 2011 Share Posted July 16, 2011 Day 1--Dd read the first page out loud. I read her the list and the rule on the second page. She'd do the work on that page. Day 2--Dd finished the 3rd and 4th page (except the writing--we never did that b/c there's no room and I wasn't doing that sort of composition). Day 3--Dd usually did something with the words; sometimes she wrote several sentences, or (when younger)wrote them with red consonants and blue vowels, or alphabetized them, or told me what part of speech they were (knowing they could be more than one, or used as more than one), etc. Day 4--I gave her the test this day or on Day 5, depending. We got up thru E, I think, and I never bothered with the TM. Quote Link to comment Share on other sites More sharing options...
Wildwood Posted July 16, 2011 Author Share Posted July 16, 2011 Very helpful. Thank you, all. Quote Link to comment Share on other sites More sharing options...
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