Julie in MO Posted June 10, 2008 Share Posted June 10, 2008 Hi, I'm budgeting our curriculum purchases right now. I would really like to own Teaching the Classics, but it's $$$ and I have missed buying it used a few times now. Would How to Read a Book by Adler give me similar information as TTC - or should I hold out TTC? Thanks, Julie Quote Link to comment Share on other sites More sharing options...
LisaNY Posted June 10, 2008 Share Posted June 10, 2008 HTRaB teaches you how to read a book. According to Adler, there are three "levels" of reading - elementary, inspectional, analytical. He basically teaches you how to attack a new book by determining the author's message, classifying the kind of book you are reading by examining the table of contents, etc. You then move on to the different approaches to different kinds of reading matter - practical books, history, science, imaginative literature. TTC teaches you how about literary analysis - plot, conflict, setting, character, theme, etc. Quote Link to comment Share on other sites More sharing options...
Debbie in OR Posted June 10, 2008 Share Posted June 10, 2008 :iagree: Although both are geared for getting the most out of our reading, they are really very different. Quote Link to comment Share on other sites More sharing options...
frogpond1 Posted June 10, 2008 Share Posted June 10, 2008 You'll have to figure out how to use it, but it is all there. I like Reading Strands myself for all the literary elements to cover. It is much cheaper. Quote Link to comment Share on other sites More sharing options...
didasko Posted June 11, 2008 Share Posted June 11, 2008 Hi, I think it depends on how you want to use it. If it is so that you can teach your children literature, Teaching the Classics might be the best idea. It teaches literary analysis, has balnk story charts that you can use for each book that you read, and has a list of socratic questions to ask your children. The socratic questions really open up discussion on the books that you read. I would say purchase TTC with the DVD, and then check out Adler's book from the library with the eventual goal of owning it. It's a great book to have on the book shelf. I taught at a classical school that uses TTC, and have used it in the homeschool. I really enjoy it. Hope that helps, Denise Quote Link to comment Share on other sites More sharing options...
MIch elle Posted June 11, 2008 Share Posted June 11, 2008 How to Read a Book outline: http://www.oxfordtutorials.com/How%20to%20Read%20a%20Book%20Outline.htm PASS books - go to LA 1,2 or 3 units 6 OR English units 6: http://www.pass.leon.k12.fl.us/Special%20Documents/Book%20Subject%20Areas.aspx ROMAN reading - download free ebook: http://www.romanreading.com/ Core Knowledge: http://www.coreknowledge.org/CK/resrcs/lessons/index.htm Quote Link to comment Share on other sites More sharing options...
angela in ohio Posted June 11, 2008 Share Posted June 11, 2008 Julie, How old are your students? That would make a difference for me... Quote Link to comment Share on other sites More sharing options...
Julie in MO Posted June 12, 2008 Author Share Posted June 12, 2008 Hi, My daughters are 10 and 12. I appreciated the summaries you all have provided - it's difficult to make these decisions without being able to see the products. I'll see if I can get the Adler book from the library. Thanks!!!! Julie Quote Link to comment Share on other sites More sharing options...
MIch elle Posted June 12, 2008 Share Posted June 12, 2008 Christian Light reading gives an excellent foundation in critical thinking skills, literary analysis, vocabulary and more with a reader and 5 workbooks. Join the CLE yahoo group to view samples. Here's what's included in CLE reading 6 (12yo): 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 branches†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 I highly recommend it! 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angela in ohio Posted June 12, 2008 Share Posted June 12, 2008 My daughters are 10 and 12. I would go with TTC for now. After a year or two, you could get HTRAB and start working through it, teaching some to your dd. Quote Link to comment Share on other sites More sharing options...
Basketmaker Amy Posted June 12, 2008 Share Posted June 12, 2008 I would recommend Teaching the Classics. I now have both and am anxious to start incorporating TTC next year. TTC makes literary analysis not so daunting. It also has good resale value! Quote Link to comment Share on other sites More sharing options...
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