R&S in highschool

[Mumkins]

I know it's recommended to do 1/3 written and 2/3's oral In the younger grades. Does this still apply in grades 9-12, or should they be doing all written by then?

[mamanlait]

We are continuing in the same pattern because the book is still written the same way. We typically do everything orally that can be done orally and when a writing assignment appears or a diagramming assignment, we logically switch to paper or white board.

[my3sons]

We are also continuing with oral/markerboard work, reserving 1 section for our ds to write on his own. He usually does this at the end and then corrects his work himself using the teacher's guide. I am able to move on and help another younger child then, who is more needing of my help than my capable high schooler. This has worked well, and he appreciates me not 'hovering' - I believe that was the word he used, tongue in cheek.

In Christ,
Julie

[Mumkins]

So, right now, I do the oral review, then read the lesson with her following along, do much of it orally and then have her do some written. Does that change? Do they eventually just do it on their own, self checking or skipping oral review, answering most in their head and writing 1/3 down? Or does it stay teacher directed?

[MomtoJGJE]

I think that probably depends on the child and teacher. Right now my oldest will read the lesson and look over all the questions, answering them to herself. I will go through and make her read important things to me from the lesson and then we go over a bunch of the questions. How she does with the oral part is what tells me how much written to do. And about once a week or so she will just read the lesson and write down all the answers.

We are treating the Reviews as tests right now, so I can get practice grading. So those are all written and she does them without me. So by high school she would definitely be doing it on her own almost completely.

My 10 and 8yo will read the lesson and look over the oral part and then we do most or all of the other part orally. I also read the lesson to my 8yo even though she's already read it. Just to make sure she didn't miss something.

[my3sons]

Good thoughts! Here is a thread that may help as you ponder how you want to approach this...
viewtopic.php?f=6&t=15254&p=107493

I will say that during the last half of this school year, when my time got shorter due to our busy season, Wyatt did R & S English independently about half the time. He would read/study the oral review questions, read through the lesson, think of the answers in his head and use the R & S English TM to check them as he went, and choose a section to write. I was alright with this for a few reasons. 1) He's been doing R & S English since the beginning, and he is good at it. 2) I spot checked his oral review questions and popped in sometimes wherever he was at in the lesson and asked some questions, and he was doing well with his answers. 3) He's a strong language arts student overall. 4) He is trustworthy to do the work.

For my dear next son, Riley, who is a wonderfully creative, sweet young boy, I may need to be by his side the whole lesson for R & S English. He is easily distracted, and he skips or omits things (I think accidentally at this hormone-driven stage of his life), so he needs to be more accountable. We shall see what growth he's made in these areas in 2 years when he is in high school! For now, I do the oral review questions with him. Half the time he reads the lesson on his own, and half the time we read it together, depending on how far he is with his school when I arrive for our meeting time. We then orally do 2/3 of it together, and I assign 1 written section, which he usually completes when I walk away and hands in. I do let him refer to the TM if he gets stuck. He does not do well answering the oral review questions right now. When he misses an oral review question, I give him the answer, and then ask him it again at the end of the oral review questions. I let him 'study' them by looking at the teacher's manual sometimes and come back in 5 minutes to ask him them if he's not doing well. He is a visual student, so reading it and looking at the questions/answers on the page himself further helps him retain it.

With Emmett in BHFHG, we do the entire thing together always. I model the portion I choose for him to write on notebook paper, so he can see the size of the writing, the numbering of the problems, etc. and model his after it. These are just the different ways I approach R & S English with our different aged boys. You will know how you enjoy approaching it as they grow too. I don't think there is one right way, so there is some leeway there depending on maturity, ability, and accountability. HTH!

In Christ,
Julie