-=> Quoting Sharon Davis to Theresa Merkling <=-
 SD> have a local tribe.  I hadn't thought so specifically to isolate "our"
 SD> tribe. I already have a call in to the tribal administration.  Thanks!!
 SD> I guess I was thinking too broad of a category.  That's where this
 SD> echo comes in so helpful!  (Although I think it has become rather
 SD> chatty of late.)
Yes, there's been a bit of that lately.  If you start with your
local tribe, there will be more hands on things you could get into
and those experiences really build learning.
 SD> Tell me more about the Weaver program. There used to be references
 SD> here about it, but I don't know a thing about it.  How does it contrast
 SD> with Konos and why are you wanting Konos?
Weaver is a unit study style curriculum.  The reason I want Konos
and not the next volume of Weaver is that Weaver units are on 10 day
timelines (usually).  I felt like we weren't covering the material
the way I wanted to and ended up flexing the program so much that it
has little resemblance to the original.  I've decided I want Konos
because they don't give the daily schedule (one of the things I
thought I'd enjoy about Weaver), just lots of expansion ideas on
various unit topics.
 SD> That said, how is spelling going for your youngun's??  We spend about
 SD> 10 minutes 2 or  3 times a week on it but she balks every time.  Of
 SD> course I don't have a weekly spelling list but I'm beginning to think I
 SD> need to create something that corresponds with the phonics program we
 SD> use. 
For English, we were using Learning Language Arts Through
Literature.  Each week has some sort of spelling focus, so what I
would do is use that focus and make a weekly spelling list.  IE. ea
= long e.  This week's unit is about birds and the literature
passage is about David.  1)beak 2)weak 3)lean 4)mean   etc.  I would
come up with 12 words - 10 about the rule and 2 bonus words that are
related to the topic but more challenging.  I don't really think
grades are necessary in homeschooling, but since my daughter had
been in public school and liked getting A's and B's, a graded
spelling test each Friday was just enough grading to keep her happy,
and because of the way I selected her words, her chances of success
are great.  Anyway, about the rest of the spelling program: Monday:
write the list in her composition book, say them, spell them, say
them again, use it in a sentence (orally).  Review words each day.
Test on Friday.  Melody corrects and grades it herself.  Each wrong
word is written 3x in a notebook and then each wrong word is written
correctly onto a letter card - each letter of the alphabet is on a
separate 4x6 index card which she keeps alphabetically arranged in a
cover stock folder we made at the beginning of the year (turn up one
edge 1 1/2" or so and glue in place to make a pocket to hold the
cards.  Fold down the middle so it closes around the cards in each
pocket like a book.  That's about it for our spelling.  I've seen
incredible progress in her reading and comprehension this year and
will probably use the same technique next year.  Hope it was a bit
of help to you!  TTYL!
   Theresa
... Thesaurus: ancient lizard with an excellent vocabulary.
--- GEcho 1.11+
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