Placement
Posted: Mon May 02, 2011 8:29 am
Ok, my last post on the topic of doing 3 levels at once, made me realize I need some advice about placing my oldest dd. I was reading down the placement chart and realized I was reading the Revival to Rev when I thought I was reading the REsur. to REf column. That is when it hit me, that hmm, I was thinking of placing her in CTC..... maybe I need some advice.
Some of the things in the placement chart make me go- what do they mean. Probably because I am too much of a perfectionist and want the 'exact' what is it they are looking for answer. Part is probably because I am so eclectic and disorganized and 'loose' in my schooling that I have no clue what they are talking about LOL.
For instance- the part in the reading where it says about literary terms and being able to apply them to think more critcally and deeply.... what terms? and how should they be applied? And how deep are you really going to think about a humurous book or a mystery?
And in Grammar it says "is beyond basic diagramming'.... my dd was doing Rod and Staff 4 this year. I don't know if diagramming is done in any other levels. She did great at basic diagramming and found the more complex diagramming more difficult but still did it. I don't ever remember doing diagraming at all ever in my education, so I have no idea what is beyond basic means-- is there more to come later? Should she not find it challenging to do complex diagramming in order to consider her 'beyond basic diagramming'? It also says "is forming the habit of proofreading...."-- she definately is checking her work, but she still misses LOTS of spelling and such errors- but she is checking and asking me, does this go here, is this right- and making corrections on her own as well in proofreading.....
So, help me out. My oldest dd is 11 will be 12 in Sept. She is reading very well. She has read Nancy drew books for pleasure for well over a year (probably more like 2 yrs) She read Frank Peretti children's literature and possibly the Gilbert Morris book I don't recall if she read the other one (we read one out loud). She also is reading an adult book my mother let her borrow (which is clearly an ADULT book).
She keeps a journal nightly (but so does her younger 9 yo sister). She is doing some Bible study on her own- writing verses she likes in a notebook. She wrote an about 10 page short story (narrative, fantasy). She has expressed an interest in writing a family newspaper. We have used DITHOR loosely for 2 yrs (I am terrible with keeping up and doing EVERY activity offered) and she had some literature study in cyberschool before we started HOD (she was in cyberschool for 2nd and 3rd grade, we have used HOD for 4th and 5th- I had her in the level with her younger. We started with Beyond and did Bigger this past year- she of course did extensions plus extra stuff I assigned)
She can write (copywork) in cursive, though she prefers print and gives me a hard time LOL. I did not do dictation with them as i didn't 'get it' before. I will often tell her to write something down and she does- or her siblings will and she does....
Math we are behind in, but I am switching programs so I don't think placing based on math would make any sense.
She can easily read my lesson planner and go do her independent reading presently. She can easily read the teacher's manual for Bigger and do what she can on her own. She can also read the manual for her siblings and present/teach the whole lesson.
However, she does complain about reading the spelling story that goes with her monday lesson- she wants me to read it and will not do spelling at all that week until I do (even though she could read the story- I am supposed to read it, so she WON"T do it) (I added spelling for her) There have been a few times that she begs/whines and wants me to read the extension reading out loud instead of her reading it. Although the last month or so has gone much better- she comes down, looks up her independent work and starts on it till I can get to them.
So what do you think? Where does she place?
Brenda
Some of the things in the placement chart make me go- what do they mean. Probably because I am too much of a perfectionist and want the 'exact' what is it they are looking for answer. Part is probably because I am so eclectic and disorganized and 'loose' in my schooling that I have no clue what they are talking about LOL.
For instance- the part in the reading where it says about literary terms and being able to apply them to think more critcally and deeply.... what terms? and how should they be applied? And how deep are you really going to think about a humurous book or a mystery?
And in Grammar it says "is beyond basic diagramming'.... my dd was doing Rod and Staff 4 this year. I don't know if diagramming is done in any other levels. She did great at basic diagramming and found the more complex diagramming more difficult but still did it. I don't ever remember doing diagraming at all ever in my education, so I have no idea what is beyond basic means-- is there more to come later? Should she not find it challenging to do complex diagramming in order to consider her 'beyond basic diagramming'? It also says "is forming the habit of proofreading...."-- she definately is checking her work, but she still misses LOTS of spelling and such errors- but she is checking and asking me, does this go here, is this right- and making corrections on her own as well in proofreading.....
So, help me out. My oldest dd is 11 will be 12 in Sept. She is reading very well. She has read Nancy drew books for pleasure for well over a year (probably more like 2 yrs) She read Frank Peretti children's literature and possibly the Gilbert Morris book I don't recall if she read the other one (we read one out loud). She also is reading an adult book my mother let her borrow (which is clearly an ADULT book).
She keeps a journal nightly (but so does her younger 9 yo sister). She is doing some Bible study on her own- writing verses she likes in a notebook. She wrote an about 10 page short story (narrative, fantasy). She has expressed an interest in writing a family newspaper. We have used DITHOR loosely for 2 yrs (I am terrible with keeping up and doing EVERY activity offered) and she had some literature study in cyberschool before we started HOD (she was in cyberschool for 2nd and 3rd grade, we have used HOD for 4th and 5th- I had her in the level with her younger. We started with Beyond and did Bigger this past year- she of course did extensions plus extra stuff I assigned)
She can write (copywork) in cursive, though she prefers print and gives me a hard time LOL. I did not do dictation with them as i didn't 'get it' before. I will often tell her to write something down and she does- or her siblings will and she does....
Math we are behind in, but I am switching programs so I don't think placing based on math would make any sense.
She can easily read my lesson planner and go do her independent reading presently. She can easily read the teacher's manual for Bigger and do what she can on her own. She can also read the manual for her siblings and present/teach the whole lesson.
However, she does complain about reading the spelling story that goes with her monday lesson- she wants me to read it and will not do spelling at all that week until I do (even though she could read the story- I am supposed to read it, so she WON"T do it) (I added spelling for her) There have been a few times that she begs/whines and wants me to read the extension reading out loud instead of her reading it. Although the last month or so has gone much better- she comes down, looks up her independent work and starts on it till I can get to them.
So what do you think? Where does she place?
Brenda
