GoodCat wrote:How did everyone else do this book. After the assessment test, did you work on one area/topic every day you did english. Some areas/topics have 2-4 pages in them. Or did you do one pages a day, even if it ment not finishing that area/topic? Just trying to figure out what we are doing :) Thanks for your help.
Basically, last year oldest did what I would call a chapter per day. Each chapter was usually about 3 of those exercises or so. I count 57 chapters that way. not counting the final assessment.
she did p 95 and all of 96 together.
she did p. 58-60 all together.
final assessment was broken up into 3 days. I don't remember how we divided it up.
The beginning assessment I think we did it really before starting the school year????
She wrote directly in the book and usually did it as an editorial work. Very few things were fully written out. And believe it or not, we did some things once in a while as out loud stuff. As you get started in the book, you'll find that many of the exercises don't take a long amount of time because it is circling and underlining. We really did it as edit work. Things that were spelling past tense or plurals --- she would just add the suffix or change the y to ies. So -- it doesn't have to be a complicated book to use or full copywork to learn those rules and parts of speech.
It really sped up the process and showed me whether or not she knew it. That was my real goal in using the book --- did she know the rules and parts of speech and could she recognize it???? And a secondary goal was to encourage "transition to independence". She was motivated to just be done with the book.
Part of the reason that I think everyone (on the message board) is so vague about how to use this workbook is that it's just a workbook to go through. There is no harm if you take longer than one semester. Don't feel tied to that expectation. You can do that book for a few minutes each day while also doing a Progeny Press guide. One would be English time and the other reading time. Every child will be different in how fast they complete a workbook like this. Don't pressure yourself to do it in just one semester, but it might happen that way without the pressure. No need to rush it. It can get mixed and matched a bit. Oldest thinks she may have even had the book in the van from time to time and got an extra page done and over with.
Even if you did 1 page per day that would be about 100 pages over the whole year. And some of those pages are only 5 minutes or less to do. Some of them you can do a whole chapter in about 10 minutes including goofing off. (that would be the chapter on interjections that we got silly with and still finished quickly. Not all of the chapters were that quick.) And it will vary from student to student. It's ok if you need to teach your 6th/7th grader the information and then have them do their worksheet ---- they are NOT fully independent learners at this age.
I hope that helps you a bit as you try to plan to get started. But don't sweat it too much or go too rigidly with it.
GoodCat wrote:If we finish this in one semester, what would I do for the next semester. Would I go into Applications of Grammar or do a Progeny Press guide??
If you have a 6th grader in All in One English, I would encourage you to just wait until the next year to do Applications of Grammar.
If you have a 7th grader..... well.... I would still hold off until 8th grade with Applications unless they are just really motivated to start Applications in 7th grade and finish in 8th.
So, that means you'd work on those Progeny Press guides, and Writing Programs for the rest of 7th grade. Additionally, you'll want your 7th grader reading more from book basket time as well.
I think for the big picture of language arts in 7th grade, MFW seems to be saying (and I could be wrong on this)
*all of the built in language arts in the MFW program (book basket, copywork, etc. etc.)
*2 Progeny Press guides
*All in One English (or some will be in Applications if they did A I O in 6th)
*Writing Strands (or other writing program-- work on essay skills, reports, etc.)
*spelling, if needed.
*higher level readings from book basket or other sources as needed (such as the extra biographies in ECC)