Placement

[simplepamom]

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

[my3sons]

These are good questions, and I will be glad to try to answer them!

...Some of the things in the placement chart make me go- what do they mean... 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

Here is a list of the literary terms that are learned as story elements...
The story elements that are emphasized in the nine units include the
following:
• Character
• Setting
• Problem or Conflict
• Mood
• Prediction and Inference
• Compare and Contrast
• Cause and Effect
• Main Idea and Theme
• Perspective and Point of View

Here is an example of applying the literary term "character" to what was read in the book by thinking more critically and deeply (keep in mind this is the easiest of the literary terms)...
The students meet with you to discuss the following questions:
a) Describe the physical traits of the person in this biography.
b) Describe this person’s feelings and any actions that portrayed those feelings.
c) How is this person similar to you?
d) How is this person different from you?

The Godly Character traits are also studied and applied by meshing what can be learned from Scriptural examples, parent examples (that you share), book examples, and then ultimately these must be applied to a student's life. Here is an excerpt from Level 4/5 of this type of application discussion questions (Level 6/7/8 would have a higher level of application than this):
Discuss the following questions with your students:
a) How did the characters show responsibility?
b) How did the characters show diligence?
c) How did the characters show initiative?
d) Did the characters show the opposite traits of irresponsibility? Or slothfulness? Or unresponsiveness? Explain.
e) What might Jesus have done differently if He had been the character in the book?

Here is a link to the 6/7/8 Student Book so you can see how dc would apply what they have learned and respond to what they have heard and read by completing the correlating pages in their Student Books...
http://www.heartofdakota.com/pdf/student-6-7-8.pdf

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...

Basic diagramming is done in R & S English 3. The diagramming in R & S 5 will be a step up from what dd did in R & S 4. Going half-speed helps dc ease into this.

...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...

Here is a copy of the editing tips students need to be able to use (or grow into using) for their written narrations at the RTR level (each of these numbered items has additional teacher information for it on the "Written Narration Skills: Teacher's List", which is also in the RTR Appendix):

WRITTEN NARRATION SKILLS: STUDENT’S LIST:
1. Indent each paragraph by leaving a space at the beginning.

2. Make sure the first sentence is on the right topic.

3. Begin each sentence with a capital letter, and end each sentence with the correct punctuation mark: . ? !

4. Begin working on writing with correct spelling by using the different options your teacher suggests.

5. Make sure that sentences do not all start with the same word or words.

6. Use correct capitalization within each sentence, like for special names or places.

7. Fix any sentences that are run-ons.

8. Write a good closing sentence.

9. Use correct spelling within your writing.

10. Use correct punctuation within the sentences.

11. Divide a longer narration into proper paragraphs.

...So, help me out. My oldest dd is 11 will be 12 in Sept. She is reading very well... She keeps a journal nightly... doing some Bible study on her own- writing verses she likes in a notebook... wrote an about 10 page short story (narrative, fantasy)...

These areas sound like her strengths to me, and I would say based on these alone, she would place in RTR. However, considering the areas listed below, you may want to start her in CTC...

We have used DITHOR loosely for 2 yrs... I had her in the level with her younger... we did Bigger this past year-with extensions plus extra... she prefers print and gives me a hard time... did not do dictation...a few times that she begs/whines and wants me to read the extension reading out loud instead of her reading it...

I think CTC would be an excellent place for her to start! It will be an appropriate jump for her from Bigger Hearts with extensions; it will challenge her in the areas she has strengths in and needs to be challenged; and it will help her grow in the areas she needs to grow in. You can add the extensions if you would like to, though you may want to begin with the daily plans and see if you think the extensions are necessary, or if they will just be too much. CTC will feel very "grown up" to her. She'll be reading her own history and science. She'll have her own mature looking notebooking pages and portfolio she makes. She'll have "Write with the Best" to keep her good writing skills growing. She'll have daily science and experiments that fit her well. She'll also be able to grow in the areas of DITHOR, dictation, written narrations, and editing skills. She'll be able to use the guide as her own, and not be waiting on her siblings. I think she'll do great with this, but what do you think? I hope this has helped, and you can ponder the best placement for her armed with more information! I'm glad you asked!

In Christ,
Julie

[Carrie]

simplepamom,

You've received a great response on clarifying what is meant by each part of the placement chart. I'd love to hear back from you with your thoughts on where your child fits best now (with the clarifications in mind). This will really help all of us discuss possible placement in a more accurate light, if you get a chance to pop back and share where you're thinking your oldest fits now and any other questions you have.

Blessings,
Carrie