Please help! (pulling my hair out)
Alisa
I need help, please! Without talking over my head, can someone one
PLEASE tell me EXACTLY, what is a "program of study"? What EXACTLY is a
curriculum? And, what, EXACTLY is a scope and sequence, and an SOL
(standard of Learning) objective?????!!
Every time I ask these questiona, and listen to the answers, I feel
COMPLETELY stupid and inadequate to teach my own child! For no other
reason than, the hsing moms and "others in charge" talk in circles and
not in detail. Or they "discuss" the Q & A like I'm already suppose to
know everything!!! (If I didn't love my child sooooo much, and I wasn't
sooooo determined and "pushy", I would have caved in by now!!!!!) Why is
everyone making this so much harder on us than it has to be??????/
OK. Enough complaining.
The statement (IV) reads:
Provide a program of study: (HOW ? And, what EXACTLY, does this mean?
And how do I FIND & select a "program of study"? Can't I just use the
books from the library? And if I can, do I just TELL them that that's
what I'm doing? I've already checked on these and although they can't
be checked out I can still use them at anytime to teach my son.)
Next statement reads:
Curriculum MUST include Virginia SOL for Math and Language Arts: I'm
really not trying to be "thick" here but, WHAT are they looking for? I
don't understand. Do they want this in writing or are they just giving
me info with this statement? If they're looking for me to furnish them
with info. / proof, then am I suppose to write down a curriculum that
includes the Va. SOL and hand it to them? And WHAT pray tell IS a
curriculum, EXACTLY??? And HOW, EXACTLY, do I "INCLUDE the Va. SOL"????
Next statement reads:
Possible ways to notify include sending the division superintendent a
statement that your math & language arts include the SOLs, OR a copy of
the publisher's scope and sequence, OR a copy of the table of contents
from math and language arts textbooks. Well, WHAT is a scope & sequence?
And the "statement" part I can do, but, when I do that, I'd like to
understand what it is that I'm talking about... and once I "DO" this,
will this also be enough to "cover" the previous statement???
And finally, the last statement reads:
Attach a description of curriculum(?22 1-254.I(B)?) This could
possibly include a list of subjects to be taught & textbook titles.
Hello? "Possibly"? Does this mean it's NOT necessary? What do they mean
by "description" ????? Do they want exact details???? And what is 22
1-254.I(B)??
I'm sorry to be such a bother! I have one more question. What does
math87 mean? I gave my son a math test "to see where he stands". (I was
told this would help me figure out where to start teaching him.) The
answers lead to "math87" ??? And do I just start "teaching" 7th grade
science, language arts, and social studies without "testing" ? Where do
I begin???
Has anyone else had to go through this much hassle just to hs??
I really appreciate all your help! Thank you!
In God We Trust!
Be open to your blessings,
Love,
Alisa :-)
Barbara Needham
attempt to translate educationese into plain English.
On Sat, 22 Sep 2001 07:29:59 -0400 (EDT), ALI...@webtv.net (Alisa)
wrote:
>PLEASE tell me EXACTLY, what is a "program of study"?
It's what you are going to do.
> What EXACTLY is a curriculum?
How you are going to do what you are going to do.
> And, what, EXACTLY is a scope and sequence,
Scope is more or less how much you are going to do, and sequence the
order in which you are going to do it. World Book Encyclopedia used to
have one, for each grade.
>and an SOL (standard of Learning) objective?????!!
What you want your child to know at the end of the year.
> Every time I ask these questiona, and listen to the answers, I feel
>COMPLETELY stupid and inadequate to teach my own child!
Some educators want you to feel that way.
> For no other reason than, the hsing moms and "others in charge" talk in circles and
>not in detail. Or they "discuss" the Q & A like I'm already suppose to
>know everything!!! (If I didn't love my child sooooo much, and I wasn't
>sooooo determined and "pushy", I would have caved in by now!!!!!) Why is
>everyone making this so much harder on us than it has to be??????/
The homeschooling moms may be doing this because it is so familiar to
them; there are a few who like to demonstrate they know more than any
one else but hopefully not to many of them.
>The statement (IV) reads:
> Provide a program of study: (HOW ? And, what EXACTLY, does this mean?
>And how do I FIND & select a "program of study"? Can't I just use the
>books from the library? And if I can, do I just TELL them that that's
>what I'm doing? I've already checked on these and although they can't
>be checked out I can still use them at anytime to teach my son.)
List the books, some from each area of study. If you are going to use
3 books for each area, only need to list one.
>
>Next statement reads:
> Curriculum MUST include Virginia SOL for Math and Language Arts: I'm
>really not trying to be "thick" here but, WHAT are they looking for? I
>don't understand. Do they want this in writing or are they just giving
>me info with this statement? If they're looking for me to furnish them
>with info. / proof, then am I suppose to write down a curriculum that
>includes the Va. SOL and hand it to them? And WHAT pray tell IS a
>curriculum, EXACTLY??? And HOW, EXACTLY, do I "INCLUDE the Va. SOL"????
This is where you need someone from Virginia, but I would suppose it's
something like, at the end of the year my child will be able to add
three digit numbers, multiply etc. etc.
>Next statement reads:
> Possible ways to notify include sending the division superintendent a
>statement that your math & language arts include the SOLs, OR a copy of
>the publisher's scope and sequence, OR a copy of the table of contents
>from math and language arts textbooks. Well, WHAT is a scope & sequence?
>And the "statement" part I can do, but, when I do that, I'd like to
>understand what it is that I'm talking about... and once I "DO" this,
>will this also be enough to "cover" the previous statement???
Note the "OR" and one of the options is to send the table of contents.
Just do that and you should be covered.
>And finally, the last statement reads:
> Attach a description of curriculum(?22 1-254.I(B)?) This could
>possibly include a list of subjects to be taught & textbook titles.
>Hello? "Possibly"? Does this mean it's NOT necessary? What do they mean
>by "description" ????? Do they want exact details???? And what is 22
>1-254.I(B)??
>
>I'm sorry to be such a bother! I have one more question. What does
>math87 mean? I gave my son a math test "to see where he stands". (I was
>told this would help me figure out where to start teaching him.) The
>answers lead to "math87" ??? And do I just start "teaching" 7th grade
>science, language arts, and social studies without "testing" ? Where do
>I begin???
In Saxon Math 87 means that book can be used for seventh grade or 8th
grade. If he is in 8th grade and tested for that book, he's probably
on grade level. If he is in 7th grade and tested for that book, he's
probably ahead of grade level.
>
>Has anyone else had to go through this much hassle just to hs??
yes. It's just jumping the hoops to be able to start. If you can find
a copy of Nancy Wallace's book "Better than School" it gives examples
of how to talk "educationese" when you are giving reports to the
school system. One example: for letting children learn according to
their own interests, John Holt suggested to her "intrinsically
motivated thematically interconnected organic learning" [which she
didn't use, but helped her with some ideas.].
--
Barbara Needham
Marie
beginning was the very scariest for me(and I'm on my second year of
homeschooling so I survived).
OK, as for the SOL- I found this-
http://www.pen.k12.va.us/go/Sols/home.shtml What it does is tell you what
your child should know at the end of each grade, by subject.
I don't know what to tell you about the "program of study", unless it has to
do with the curriculum you use. Maybe someone else will be more help there.
A curriculum is really just what books you will use, kind of like lesson
plans. You can buy whole curriculums(curriculi?), which can include math
books, english, science,... everything you'd need to teach. Or you could
pick your own books from different places. Some curriculums I can think of
are ABeka and Sonlight. Or your school district may have one they recommend.
My daughter is in 1st grade, and what we do for her is print off sheets from
the internet, buy workbooks from places like Walmart, and things like that.
And to teach her to read I didn't use anything!(except books to read from of
course) The laws where I am (SC) don't seem to be as strict as other states,
depending on who we register with we may not have to turn in any info except
to enroll the child.
That seems to be all I can help you with. I hope it's help, anyway lol.
Marie
http://personal.lig.bellsouth.net/lig/j/m/jmdowis/
http://members.fortunecity.com/mariesplace/
"Alisa" <ALI...@webtv.net> wrote in message
news:28817-3B...@storefull-283.iap.bryant.webtv.net...
teachermom
I was going to give you a link to veritas press website, they offer an online
document for K-6 grade scopes and sequence and curriculum suggestions. However,
when I went to the site, my anti-virus software detected that they have the
Nimda Virus. :( Since i don't want to expose you to that, I decided to go
ahead and send you their suggestion for 6th grade. You will find that their
suggestion for 6th grade is closer to a public schools high school level. They
are a christian publishing company, and I am not sure how you feel about that,
but you can just use this to kind of get an idea of what the school is wanting
when they ask for "scopes and sequence" and "curriculum". We use some of the
suggestions from Veritas Press for our hs, however not all. For example, we are
starting Latin this year. My dd is 13 and myds is 10, but all three of us are
using the reccommendation for a 3rd grader for our Latin, so that we can learn
from the beginning. Since the following text is quite lengthy, I would
reccommend, copying and pasting into your word program and printing it out so
that you can take your time in reading it. I hope that it helps you a little. :)
Kelly
SIXTH GRADE ART
A. PRIMARY TEXTS AND MATERIALS:
1. Drawing With Children and other resource books, texts
2. Various illustrations, photographs and paintings
3. Markers, colored pencils, pastels, tempera paint, watercolors, ink
4. Drawing paper, sketch paper, construction paper, tissue paper
5. Clay, papier mache, natural and man-made materials for sculptures/dioramas
6. History of Art for Young People
B. PRIMARY OBJECTIVES: The students will be able to:
1. Describe, with good detail, samples of variety in beauty, colors, textures,
sizes, etc. found in Creation.
2. Correctly hold, use, clean-up, and store all tools and materials.
3. Use the entire space given for creating work (i.e. fill the paper) with
proper balance (negative/positive space, shapes).
4. Use one, two, multi-point perspectives in renderings and imaginative works.
5. Render an outdoor landscape using correct perspective.
6. Manipulate a variety (5-7) of lights and darks (values) in color & B/W
drawings, paintings.
7. Identify and draw details of faces/bodies using proper proportions.
8. Construct drawings, using a variety of line widths, implied textures, shading
(values).
9. Draw/paint a given mammal or bird with correct proportions and using above
skills.
10. Copy from an illustration or photograph using above skills and tools.
11. Suggest a given/selected mood in a work using the above skills.
12. Illustrate a story or theme using above skills and tools.
13. Given theme, create own illustration/sculpture using above skills.
14. Identify the fundamentals of æsthetic philosophy, paying particular
attention to the definitions of the true, the good and the beautiful.
15. Identify important artists and works of art contemporary with the historical
period studied, paying particular attention to the fundamental mechanical
aspects of the work itself as well as to the meaning conveyed by the artist
through a given work and the historical context of both the work and its
creator, eg Realism and Impressionism, Post-Impressionism and various Modern Art
forms.
C. PRIMARY TEACHING METHODS:
1. Large group instruction and demonstration
2. Individual attention to both the historical-appreciative aspects of art and
personal skill development
3. Copying from given materials, photographs, still-lifes, outdoor sketching
4. Integration with other subject areas (illustrate in science, Bible, history,
etc.)
5. Guest artists
D. APPROXIMATE TIME PER WEEK: At least one hour (not including time used to
integrate with other subjects)
E. OBJECTIVES PROGRESS EVALUATION: (please use pencil)
1. DATE(S) PROGRESS CHECKED:
__________________/___________________
2. ADEQUATE PROGRESS ON OBJECTIVES YTD?*:
___________/___________
3. *IF NO, PLEASE EXPLAIN:
SIXTH GRADE BIBLE: A Survey of the Acts of the Apostles, New Testament Epistles,
and the Revelation
A. PRIMARY TEXTS AND MATERIALS:
1. Bibles (NKJV) for teacher and students
2. High quality Bible-related materials, videos, posters
3. Concordances, handbooks, Bible dictionary
4. Veritas Press Bible Flash Cards
5. A Child’s Story Bible
B. PRIMARY OBJECTIVES: The students will be able to:
1. Read, identify and describe the major events/works of the lives of selected
biblical saints and the basic redemptive-historical context and foundation of
the Acts, New Testament Epistles and the Revelation as found in the Bible Flash
Cards #129 - 160;
2. Recite from memory the basic sequences of the Pauline missionary journeys,
the War of 70 and the four prominent views held by Christians of the Second
Advent, viz Historic Premillennialism, Dispensational Premillennialism,
Amillennialism and Postmillennialism.
3. Recite from memory the various controversies concerning the natures of and
relationship between Law and Grace, Church leadership and Apostleship, and the
War of AD 70.
C. PRIMARY TEACHING METHODS:
1. Large group instruction - Using Bible reading (by teacher and students),
Children’s Bibles, Bible Flash Cards, story telling, pictures, drama,
illustration, art projects, etc.
2. Individual oral presentations using portions of Scripture.
3. Large group participation - Using daily prayer (teacher-led)
4. Integration with other subject areas .
5. Guest speakers, etc.
D. APPROXIMATE TIME PER WEEK: Two and one half hours (25-30 minutes/day)
E. OBJECTIVES PROGRESS EVALUATION: (please use pencil)
1. DATE(S) PROGRESS CHECKED:__________________/__________________
2. ADEQUATE PROGRESS ON OBJECTIVES YTD?*:__________/___________
3. *IF NO, PLEASE EXPLAIN:
SIXTH GRADE ENGLISH GRAMMAR & LINGUISTICS
A. PRIMARY TEXTS AND MATERIALS:
1. Shurley Method, Level 6
2. Thesaurus (student provided)
3. Intermediate Dictionaries (student provided)
4. How to Spell, Level 4
B. PRIMARY OBJECTIVES: The student will be able to:
1. Recognize and consistently compose a complete sentence; identify and avoid
sentence fragments.
2. Satisfactorily (75% or more) and consistently spell assigned words, and
demonstrate adequate improvement in spelling skills, correct use of spelling
rules.
3. Consistently and neatly use the Italics cursive model, in order to produce
the neatest work in all writing.
4. Demonstrate a consistent, correct identification of the eight principle parts
of speech and their corresponding functions in sentences.
5. Regularly orally present information, using complete sentences, e.g. in
regularly scheduled oral presentations. (Bible, literature, and other materials
should be used in a set schedule. Memorization and oral reading may be
alternated.)
6. Consistently use correct capitalization and punctuation in a written
sentence.
7. Correctly parse/classify a relatively complex sentence.
8. Demonstrate correct use of grammar elements through proofing and editing his
own and others' written work. Correct own spelling errors.
9. Write creative short stories, book reports, 5-part essays, and letters, using
the above skills correctly. Describe and use introduction, body,
conclusion.(Illustrations may be included.)
10. Take legible and accurate notes from a speaker's presentation.
11. Demonstrate consistent neatness standards in writing assignments. (For
example: all final drafts of writing assignments should be in ink; hand-written,
not word-processed.)
12. Confidently use a dictionary, thesaurus, and other basic research materials.
13. Increase vocabulary knowledge through regularly seeking definitions for
unknown words in literature read in class and vocabulary exercises.
14. Chant noun, sentence, adverb, adjective, preposition, object of the
preposition, noun jobs, pronoun, subject pronoun, possessive pronoun, and
subject and verb must agree from Shurley Grammar.
C. PRIMARY TEACHING METHODS:
1. Large group instruction/assignments/parsing-classifying instruction
2. Review of all basic grammar instruction
3. Individual instruction
4. Weekly Linguistics lists, regular oral presentations, spelling bees, journals
5. Integration with other subjects in writing/oral presentations
6. Frequent creative writing exercises
7. Basic parsing/classifying practice
D. APPROXIMATE TIME PER WEEK: Five hours
E. OBJECTIVES PROGRESS EVALUATION: (please use pencil)
1. DATE(S) PROGRESS CHECKED:
__________________/__________________
2. ADEQUATE PROGRESS ON OBJECTIVES YTD?*:
__________/___________
3. *IF NO, PLEASE EXPLAIN:
SIXTH GRADE POST-CIVIL WAR TO PRESENT
HISTORY/GEOGRAPHY
A. PRIMARY TEXTS AND MATERIALS:
1. Student texts/materials
a. Kingfisher Illustrated History of the World
2. Teacher Resource Materials
a. The History of Art for Young People
b. Music
c. Misc American time lines (Industrial America, Entering the Twentieth Century,
World War II to the Eighties)
d. newspapers
e. periodicals
B. PRIMARY OBJECTIVES: By the end of the sixth grade, the student should be
able to:
1. Explain the importance of a significant date or event to the history of the
modern world. Key items include: 1865 (Lincoln assassinated), 1898
(Spanish-American War), World War I, 1917 (Russian Revolution), 1929 (The Great
[Stock Market] Crash), World War II, 1941 (Japanese bomb Pearl Harbor), 1945
(End of World War II), Korean War, 1963 (Kennedy assassinated), 1969 (Americans
land on Moon), 1973 (American withdrawal from Vietnam), 1980 (election of
Reagan), 1991 (Gulf War).
2. Identify the reason an individual is important, given the name of a
significant historical character in modern American history. Key individuals
include: Thomas Edison, Theodore Roosevelt, Woodrow Wilson, Franklin D
Roosevelt, Dwight Eisenhower, Douglas McArthur, John F Kennedy, Billy Graham,
Ronald Reagan, George Bush, Bill Clinton, Albert Einstein, Winston Churchill,
Adolph Hitler, Benito Mussolini, Emperor Hirohito, Neville Chamberlain, Ho Chi
Minh, (Vladimir) N Lenin, Josef Stalin, Mao Tse Tung, Ayatollah Khomeni, Harry
Truman, Nikita Kruschev, Henry Ford, Alexander Graham Bell.
3. Locate on a map of the world the key places where historical places studied
occurred.
4. Describe the basic life-styles of people during the major periods of modern
world history, including dress, technology, vocations, religious practices,
education, housing, and entertainment.
5. Sequence Flash Cards (beginning with second grade) in chronological order and
describe orally and in writing each historical event represented.
C. PRIMARY TEACHING METHODS:
1. Use of pictures, graphs, time-lines, maps, slides, films and learning kits.
2. Research work by small groups and individuals on specific projects.
3. Integrate with art and music.
4. Build models, make drawings, write stories, play games and make collections
and displays.
D. APPROXIMATE TIME PER WEEK: 30 minutes per day, Monday-Friday
E. OBJECTIVES PROGRESS EVALUATION: (please use pencil)
1. DATE(S) PROGRESS CHECKED:
___________________/__________________
2. ADEQUATE PROGRESS ON OBJECTIVES YTD?*:
___________/___________
3. *IF NO, PLEASE EXPLAIN:
SIXTH GRADE LATIN (LATIN I)
A. PRIMARY TEXTS AND MATERIALS:
1. Student Texts/Materials
a. Latin Primer Book I
b. Latin Primer Book II
c. Latin Grammar Book I
2. Teacher Resource Materials
a. Latin Primer Book I (TE)
b. Latin Primer Book II (TE)
c. Latin Grammar Book I (TE)
c. Vulgate
B. PRIMARY OBJECTIVES: At the end of fifth/sixth grade Latin, the student will
be able to:
1. Pronounce correctly Latin letters and words.
2. Translate bilaterally many of the more important members of the Latin
vocabulary (circa 500 words), recognizing their employment (if at all) in
English.
3. Identify and generate all pronominal and adjectival declensions and verbal
conjugations by use of paradigms-memorization and -manipulation.
4. Demonstrate a substantial understanding of relatively complex Latin grammar.
5. Translate relatively difficult sentences and passages from Latin into English
and vice versa.
C. PRIMARY TEACHING METHODS:
1. Chant, sing and write Latin paradigms, passages, phonemes and vocabulary.
2. Contextualize the study of Latin by means of integration with Art, Mythology,
History, Philosophy and Science.
3. Make drawings, play games and write stories pertinent to material covered.
D. APPROXIMATE TIME PER WEEK: 30 minutes per day, Monday-Friday
E. OBJECTIVES PROGRESS EVALUATION: (please use pencil)
1. DATE(S) PROGRESS CHECKED:
__________________/________________
2. ADEQUATE PROGRESS ON OBJECTIVES YTD?*:
__________/__________
3. *IF NO, PLEASE EXPLAIN:
SIXTH GRADE MATH
A. PRIMARY TEXTS AND MATERIALS:
1. Saxon Math 8/7, assessment tests, progress sheets, TE
2. Other math-related worksheets
3. Computer, software
B. PRIMARY OBJECTIVES: By the end of sixth grade the student should be able to:
1. Understand and use formulas for perimeter, area, and volume of various
geometric figures and shapes (e.g., triangles, parallelograms, circles, etc.).
2. Convert decimals to fractions and percents, fractions to decimals and
percents, and percents to fractions and decimals, understanding the equivalency
among the three.
3. Measure angles in degrees, understanding the relationships among the three
angles in a triangle, and complementary angles.
4. Define the statistical terms mean, median, mode and range.
5. Solve equations and transform formulas by performing the same operation on
both sides of an equation.
6. Plot points in rectangular coordinates and graph simple linear functions.
7. Solve simple proportions by cross-multiplication.
8. Solve complex word problems involving ratios.
9. Calculate simple interest and sales tax.
10. Perform basic operations on signed numbers.
11. Understand and use the Pythagorean theorem.
12. Calculate simple and compound probabilities.
13. Classify various polygons according to distinguishing characteristics (e.g.,
quadrilaterals, triangles, etc.).
14. Find fractions/percents of whole numbers and whole numbers when
fractions/percents are known.
15. Demonstrate improving mental computation abilities.
C. PRIMARY TEACHING METHODS:
1. Large group instruction - Using daily drills, integration with other
subjects, problems on board
2. Games/applications, creating/solving story problems
3. Timed tests, various worksheets for enhancement
D. APPROXIMATE TIME PER WEEK: Six hours
E. OBJECTIVES PROGRESS EVALUATION (please use pencil)
1. DATE(S) PROGRESS CHECKED:
___________/____________
2. ADEQUATE PROGRESS ON OBJECTIVES YTD?*:
______/______
3. *IF NO, PLEASE EXPLAIN:
SIXTH GRADE READING
A. PRIMARY TEXTS AND MATERIALS:
1. The school literature program and adopted titles (see attached list)
2. Teacher and publisher materials for Literature program titles
3. Student Progress Record Reading, by George Canney (for reference)
4. Bible (selected readings)
5. Library books (as approved)
6. Teacher-made materials
B. PRIMARY OBJECTIVES: The student will be able to:
1. Fluently read a given selection from scripture. (Read silently or orally with
ease and understanding.)
2. Show an increased desire for reading and identify authors and titles he finds
particularly enjoyable.
3. Demonstrate comprehension of a book on literal, inferential, and evaluative
levels through answering questions, paraphrasing, summarizing, skimming and
scanning.(Should also include constructing a notebook/folder that contains
various quizzes and projects from at least 10 books and earning at least 80%
average on each project. See Comprehension projects list.)
4. Demonstrate an increased vocabulary by correct usage in writing and speaking.
(New words may be obtained through exposure to new vocabulary words in
literature, Latin, and other lists.
5. Identify basic biblical values/principles in the literature read in class.
This includes being able to determine whether a character is worthy of imitation
by the student.
6. Demonstrate predictive skills through various activities, such as writing a
brief sequel to the book or predicting what will happen in the next
chapter/after the written story.
7. Successfully complete 6 - 8 individual or group oral presentations (e.g. book
reports, drama related to a book, oral reading) in front of the class.
8. Identify various story types including: myths, poems, fantasy novels, plays
ballads, humorous, fiction, and non-fiction.
9. Identify setting, major and minor characters, introduction, conflict, climax,
and resolution.
10. Out of the required 10 books per year, the student will read and do a report
on two historical biographies or novels related to a period of time studied in
class.
11. Differentiate fact from opinion and be able to give specific reasons for
liking or disliking a book (e.g. agree/disagree with author's message and/or
style, characters' qualities/believability, etc.) (May use current event
articles, newspapers for practice in this.)
C. PRIMARY TEACHING METHODS:
1. Small group instruction - Providing many, regular opportunities for students
to read aloud, with corrections by teacher. This is combined with completing
comprehension activities and projects. (Individual files illustrating each
student's reading accomplishments should be kept by the teacher.)
2. Large group instruction - Using general reading methods/training in
comprehension skills. Story types, particulars to understand. This includes the
teacher reading stories, poems, books aloud to the students.
3. Large group participation - Using daily Bible readings.
4. Large group - Encourage participation in A.C.S.I. and local Young Authors'
Conferences.
5. Encourage and track individual reading records through in-class and
commercially sponsored reading-incentive programs.
6. Regularly planned trips to the school and local libraries.
7. Use of art, drama, and oral presentations to demonstrate understanding and
encourage others to enjoy the same books.
D. APPROXIMATE TIME PER WEEK: 5 - 6 hours (not including the reading done in
other subject areas, unless it is integrated)
E. OBJECTIVES PROGRESS EVALUATION: (please use pencil)
1. DATE(S) PROGRESS CHECKED: ___________________/__________________
2. ADEQUATE PROGRESS ON OBJECTIVES YTD?*: ___________/___________
3. *IF NO, PLEASE EXPLAIN:
SIXTH GRADE LITERATURE LIST
The following is the list of adopted titles used in the Sixth Grade reading
program. Although certain titles are assigned to specific grades, when
necessary, teachers may use titles from the list above or below their grades. It
is desired that, if a student completes his entire elementary experience at the
school, he will have read a minimum of 60 of the books listed below, or an
average of at least 10 adopted books each year. (Outside, recreational reading
is highly encouraged for the students. However, that reading is not included in
the numbers above.)
* = Series indicates that any title in that series would be acceptable.
+ = Indicates have Teacher Guide for title
M = Mandatory reading in this grade
TITLE AUTHOR INVENTORY ORDER
Animal Farm Orwell _____ _____
Call of the Wild, The London _____ _____
Christmas Carol, A(M) Dickens _____ _____
Diary of Anne Frank, The(M) Frank _____ _____
Farenheit 451(M)+ Bradbury _____ _____
Fellowship of the Ring, The*+ Tolkien _____ _____
Great Expectations Dickens _____ _____
Journey to America Levitin _____ _____
Jungle Book, The Kipling _____ _____
Martian Chronicles, The Bradbury _____ _____
My Antonia Cather _____ _____
Pioneers Go West, The Stewart _____ _____
Return of the King, The*+ Tolkien _____ _____
Two Towers, The* Tolkien _____ _____
Watership Down(M)+ Adams _____ _____
(biographies need to be added, some should be M)
In article <28817-3B...@storefull-283.iap.bryant.webtv.net>, Alisa says...
teachermom
SIXTH GRADE ART
SIXTH GRADE MATH
SIXTH GRADE READING
SIXTH GRADE LITERATURE LIST
TITLE AUTHOR INVENTORY ORDER
Carl/Barbara Foster
Your local school "student services", or whoever handles homeschool should be able to answer all your questions very briefly. It would be good to ask for an example of what people send in, or what they consider adequate. I am in fairfax county. Years ago I copied table of contents of a text book from the library. This year, I just copied their web page list of possible text books for english and for math. That was all that was needed in Fairfax county.
Barbara Foster
VennellLORI123
homeschooling your child hard.the schools know everyone doesn't know the
meaning of all they're terms.you need to be careful.each state is different,so
u would probably need to call a school in your area and ask exactly what this
and that means.also the school should be aable to lend you the books needed to
teach your child.if you dont follow your states laws you may not be able to
homeschool or be forced to enroll your child in school.
Maleesa Wulff
to get the info you need.
If you are Canadian go to www.hsldacanada.org
You can join their association so that if anyone tries to harass you for
homeschooling without using the "curriculum" required, you have the hslda to
protect you!!!
Maleesa
--
Maleesa
Visit us at:
www.geocities.com/Heartland/Oaks/8489
"VennellLORI123" <vennell...@aol.com> wrote in message
news:20011005102228...@mb-bh.aol.com...
Ruthann Biel
<wulf...@telusplanet.net> wrote:
>Check out the homeschool legal defense association at www.hslda.org
>to get the info you need.
>If you are Canadian go to www.hsldacanada.org
>You can join their association so that if anyone tries to harass you for
>homeschooling without using the "curriculum" required, you have the hslda to
>protect you!!!
Maleesa, not everyone thinks HSLDA is the solution. I personally
feel that it is a big problem. Furthermore, they do not guarantee to
protect you...they will only take a case that advances their political
agenda.
In addition, HSLDA requires the use of a curriculm of some sort. They
are rather unfriendly to families that practice child-led learning.
--
Ruthann Biel | Growing without schooling.
r...@woozle.Emp.Unify.Com |----------------------------------------
+1 916 381 4205 | Stitcher in Sacramento, California USA
Rebecca Jaxon
Please read the article "Homeschooling Freedoms At Risk" to understand
why.
http://www.home-ed-magazine.com/INF/FREE/hsinfo_far1.html
Rebecca
Maleesa Wulff
anyone. She still uses curriculum, but doesn't have a supervisor come in,
etc.
I sent it as information. You do not need to join if you do not want to. I
certainly don't need to as I am registered with a "The Home Education
Exchange". There is information on the legalities of each state on there,
so you can look up your state and see what is required. (I don't agree with
Montana stating that gr. 1-3 should work 4 hours per day, when a Grade 1
curriculum is only 11/2-2 hrs. per day. But I am from Canada.
Another site someone sent me that has some good info is at:
http://www.holtgws.com/QA.htm#WhatKind
This has all sorts of questions about homeschooling and answers to the
questions you probably are wondering about.
This should help you,
Maleesa
Visit us at:
www.geocities.com/Heartland/Oaks/8489
"Ruthann Biel" <r...@woozle.emp.unify.com> wrote in message
news:slrn9s4f7...@woozle.emp.unify.com...
Tim Strickland
homeschooling last year, but I did a lot of homework first.
A curriculum is the list of subjects you are going to cover. In some states all
this entails is that you state you are going to teach reading, writing,
arithmatic, music, science, social studies, art, computers, etc. Which subjects
you teach are determined by state law (reading and math for example) and your
personal preferences. Many people will use curriculums or "programs of study"
like "Hooked on Phonics", "Sonlight Curriculum" or "Saxon Math". The "scope and
sequence" is to what depth and in what order you are going to teach specfic
topics within a subject.
The Virginia Standards of Learning (SOL) includes both a Curriculum overview
(the first paragraph before all the numbered bullets) and the scope and
sequence (the numbered bullets, also called objectives)that the schools must
follow to teach students enrolled in the public school system. I would strongly
suggest you contact your local school district superintendent and request a
copy of this document. It is sent out free to all third graders and eighth
graders enrolled in public school (I know, I lived in VA for many years and had
one) so you should not have trouble getting a hard copy. It is also viewable on
the web at
http://www.pen.k12.va.us/go/VDOE/VA_Board/Standards/standards.shtml
The schools also have parent/teacher advocates that you can use for free and
MAY be able to help you with the transition to homeschooling. Most of them are
volunteers and not on school payroll, so be nice to them. <grin> Also ask about
the "Home School Assistance Program". Tax dollars are used to support this
program just for parents who do not have a supervising teacher to guide them.
As a final suggestion, look around for a homeschooling parents organization
like NICHE (National I? Christian Home Educators). Sorry I forgot what the "I"
stands for. They will give you a contact in your local area for more support.
Math87 is from the Saxon Math series. The Saxon Math publishers produce a test
on the web that I gave to my kids, too. Math87 is the set for 7th and 8th
graders not yet ready for pre-Algebra. Saxon Math is a good program, but
expensive. http://www.homeschoolproducts.com/home2/saxonmath87.htm
FYI: I do not use the HSLDA or any pre-developed curriculum. Most of my study
books are checked out from the library. I have purchased a couple books from
Barnes and Noble that I want to keep around. I create my own worksheets and
tests and also use some of the workbooks sold at the local teacher/parent
supply store for practice and reinforcement.
Good luck!
Beth