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Thinking of ditching WWE workbooks...help me think this through.


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cross-posted from k-8 board to try and get some responses.

 

Ok--to preface. I'm on the curricula team for a Christian, Classical, university-style school. We have used WWE since our inception two years ago and like it. It's great, with a few caveats:

  • children who find it difficult to narrate are finding it extremely difficult to narrate a short passage without any significant context, and
  • we are finding that our homeschool parents are not applying these narration skills to the other read-alouds (Bible, history, other literature).

 

So we are thinking of ditching the workbooks and taking the WWE textbook and applying those narration teaching techniques to our currently-existing literature selections. The main problems I can see with this are:

  • the time it would take to choose selections and write comprehension questions,
  • some students find it difficult to summarize a single passage when they are familiar with the whole body of work, and
  • WWE workbooks do expose them to a huge variety of great literature (albeit briefly).

 

Any thoughts? I'm also looking for research that proves that narration/dictation is working v free writing.

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Ah, I see. Children that find it difficult to narrate need the practice the most with the short passage, IMO. The Well Trained Mind suggests applying the narration techniques (for younger grades "What happened?") to history. If the school is not already doing this, that would be a natural extension of WWE. There is no way to force parents to do what they are supposed to do, so if they are not already doing narration at home with history, then the structure of WWE is important.

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I may not have made myself clear. We would still be using the framework of WWE (dictation, copywork, narration, and summaries), but instead of doing it on snippets from 30 or so different books (as the WWE workbooks do) we would do it ourselves on the things we are already reading (like history).

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