Trouble with comprehending "The Story of the Ancient World"
Trouble with comprehending "The Story of the Ancient World"
We started week 3 of CTC today. Noah is really struggling to comprehend this book. I have noticed it some, but the beginning stories were so familiar to him that he was doing ok. On Friday my dh was doing the schooling and he said after Noah read the chapters and then tried to answer the questions to get ready for his written narration that he could not answer them. My dh ended up reading it all out loud to him and then going back and helping him find the answers. I would have had him skim for the answers, but DH didn't know to do that. I figured it was a tough chapter and it was a little confusing even to me. Today he read the chapters on Ishmael and the one on Sodom and Gomorrah. Well first he read the wrong chapters so I had to have him go back and read the correct ones. Then when I asked him who he read about he couldn't tell me. He didn't even know he read about Sodom and Gomorrah. I don't know if the language is intimidating to him and so he shuts down or what. I don't know what to do to help him with this. I know these are not meant to be read aloud to him and honestly I really don't want to do that. On the CAT-E test he tested in the 50th percentile for comprehension last year. This actually was a big improvement from what he had done in the public school. I know his reading comprehension isn't great, but he does ok with the Science and with his DITHOR reading book. When he read the same stories in the Family Illustrated Bible he was able to retell some things, but of course I had just summed the stories up for him a few minutes ago, but he seems to understand the same story better when he reads it in the Family Illustrated Bible. So I am looking for ideas to help him when he reads "The Story of the Ancient World". I thought about having him highlight as he reads. Having him highlight things like who the story is about, any major events and any other important characters names. I thought this might help him key into things. Any other ideas?
Mom to:
dd 22 college graduate and employed as an Intervention Specialist
ds 18 US2, Loved Preparing, CTC , RTR , Rev to Rev, MTMM ,WG, WH and US1
http://www.graceandfur.blogspot.com/
dd 22 college graduate and employed as an Intervention Specialist
ds 18 US2, Loved Preparing, CTC , RTR , Rev to Rev, MTMM ,WG, WH and US1
http://www.graceandfur.blogspot.com/
Re: Trouble with comprehending "The Story of the Ancient World"
Lynn,
Last year was our first year with Charlotte Mason style literature for history (before, we were well acquainted with Usborne and Historical Fiction) and it took several, ummm, many weeks to get comfortable with the language. I think it takes time, a dictionary, highlighting, and lots of patience to begin feeling comfortable with well-written literature like that which is in The Story of the Ancient World. Honestly, I haven't begun that specific challenge with CTC but I have read through the sample pages and pondered how I will tackle the challenge come January. A friend of mine who was educated in London in the 50's said to me that he always read literature VERY SLOWLY with a pen, paper, and dictionary close by to write down new words. I feel a bit jipped that my school textbooks (even college texts) never required such thought. Hopefully others who have completed CTC will join in soon to offer help.
Amy
dd9 Preparing
dd5.5 LHfHG
Last year was our first year with Charlotte Mason style literature for history (before, we were well acquainted with Usborne and Historical Fiction) and it took several, ummm, many weeks to get comfortable with the language. I think it takes time, a dictionary, highlighting, and lots of patience to begin feeling comfortable with well-written literature like that which is in The Story of the Ancient World. Honestly, I haven't begun that specific challenge with CTC but I have read through the sample pages and pondered how I will tackle the challenge come January. A friend of mine who was educated in London in the 50's said to me that he always read literature VERY SLOWLY with a pen, paper, and dictionary close by to write down new words. I feel a bit jipped that my school textbooks (even college texts) never required such thought. Hopefully others who have completed CTC will join in soon to offer help.
Amy
dd9 Preparing
dd5.5 LHfHG
Currently:
dd 16 AH1 -bits & pieces (previously used Bigger, Preparing, CtC, RtR, Rev, MMtM, WG, WH)
dd 12 REV (previously used LHTH, LHfHG, Beyond, Bigger, Preparing, CtC, & RtR)
dd 16 AH1 -bits & pieces (previously used Bigger, Preparing, CtC, RtR, Rev, MMtM, WG, WH)
dd 12 REV (previously used LHTH, LHfHG, Beyond, Bigger, Preparing, CtC, & RtR)
Re: Trouble with comprehending "The Story of the Ancient World"
A little update. Today I did have him highlight things as he read and it seemed to make a huge difference. He was able to tell me actual names of people which is usually tough for him. It didn't seem to take him any longer to read doing it this way. Of course one of the stories was one of his favorite stories in the bible so he knew that one without reading it, but I still feel like this may help him clue in to details. I do think because of his CP there are some processing issues that sometimes get in the way of his comprehension. He is very visual so maybe just the act of highlighting helps his processing.
Mom to:
dd 22 college graduate and employed as an Intervention Specialist
ds 18 US2, Loved Preparing, CTC , RTR , Rev to Rev, MTMM ,WG, WH and US1
http://www.graceandfur.blogspot.com/
dd 22 college graduate and employed as an Intervention Specialist
ds 18 US2, Loved Preparing, CTC , RTR , Rev to Rev, MTMM ,WG, WH and US1
http://www.graceandfur.blogspot.com/
Re: Trouble with comprehending "The Story of the Ancient World"
Lynn,
I agree that the CM-style readings take some time to get used to as the language is much richer and the vocabulary much more varied than in a textbook or an encyclopedia type book. This is why we start with The Story of the Ancient World when asking kiddos to read this type of literature alone, as kiddos are at least somewhat familiar with the storyline which helps a lot! Using a highlighter is a great way to help Noah focus on the important names and places. I would continue with that as long as it isn't distracting to him or lengthening his assignment. I agree that his CP will require some special modifications like the highlighting.
I also agree that if Noah can read the text himself he should, rather than having you read it to him. One thing that CM advised, and that would work well in this situation, would be to list important names and places from the day's reading on a whiteboard prior to Noah reading the day's assignment. Pronounce the names for him and let him know whether these are people or places. You can also tell a sentence or two about each one if desired. Don't make it into a long discussion or lesson though. Keep it to 5 minutes or less. Think of it as simply calling his attention to the important people and places. Then, have him read the pages. After the reading, don't quiz him over the names and places, just do the regular follow-up assignment as scheduled in CTC. The intent is to help him focus on the important people and places (and to help him know how to pronounce them). On written narration day, you can use the narration questions in the guide to help you know which people and/or places to list prior to the reading.
The other thing that is on your side is time. Honestly, over time Noah will get used to the richer style of writing and will comprehend more of what he is reading. At first, it can feel very much like reading another language! It really takes concentration, and the habit of concentration is one that develops slowly over time. Children will not attend to all of the details that an adult will notice when reading the same text, so it helps to keep that in mind as kiddos do the follow-up assignment. In the beginning, the assignments and follow-ups that Noah produces may be quite short (and lacking in much important information). Don't despair though, this is a process not a one-time event. By year-end you will see much progress.
Blessings,
Carrie
I agree that the CM-style readings take some time to get used to as the language is much richer and the vocabulary much more varied than in a textbook or an encyclopedia type book. This is why we start with The Story of the Ancient World when asking kiddos to read this type of literature alone, as kiddos are at least somewhat familiar with the storyline which helps a lot! Using a highlighter is a great way to help Noah focus on the important names and places. I would continue with that as long as it isn't distracting to him or lengthening his assignment. I agree that his CP will require some special modifications like the highlighting.
I also agree that if Noah can read the text himself he should, rather than having you read it to him. One thing that CM advised, and that would work well in this situation, would be to list important names and places from the day's reading on a whiteboard prior to Noah reading the day's assignment. Pronounce the names for him and let him know whether these are people or places. You can also tell a sentence or two about each one if desired. Don't make it into a long discussion or lesson though. Keep it to 5 minutes or less. Think of it as simply calling his attention to the important people and places. Then, have him read the pages. After the reading, don't quiz him over the names and places, just do the regular follow-up assignment as scheduled in CTC. The intent is to help him focus on the important people and places (and to help him know how to pronounce them). On written narration day, you can use the narration questions in the guide to help you know which people and/or places to list prior to the reading.
The other thing that is on your side is time. Honestly, over time Noah will get used to the richer style of writing and will comprehend more of what he is reading. At first, it can feel very much like reading another language!
It really takes concentration, and the habit of concentration is one that develops slowly over time. Children will not attend to all of the details that an adult will notice when reading the same text, so it helps to keep that in mind as kiddos do the follow-up assignment. In the beginning, the assignments and follow-ups that Noah produces may be quite short (and lacking in much important information). Don't despair though, this is a process not a one-time event. By year-end you will see much progress. Blessings,
Carrie
Re: Trouble with comprehending "The Story of the Ancient World"
Carrie thanks for your input. It is very good as always. I will try those suggestions on the whiteboard. I will make it very short, but it might help him to see those words first and know if they are person or place. I really haven't been quizzing him over his readings. I just ended up asking for short summary narrations when I realized he wasn't comprehending what he was reading. I usually say something like "what did you read about". Not really expecting much detail. I just got concerned because he couldn't tell me anything. He does ok with the assignments of the research, the timeline and picking the part to write in cursive, but he can do those without really knowing what he read. Does that makes sense? He made so much progress last year and I know he can do it again.
Mom to:
dd 22 college graduate and employed as an Intervention Specialist
ds 18 US2, Loved Preparing, CTC , RTR , Rev to Rev, MTMM ,WG, WH and US1
http://www.graceandfur.blogspot.com/
dd 22 college graduate and employed as an Intervention Specialist
ds 18 US2, Loved Preparing, CTC , RTR , Rev to Rev, MTMM ,WG, WH and US1
http://www.graceandfur.blogspot.com/