Final Notes, Parting Words & Pictures

Wow!  What a day yesterday.  I'm sure the students woke up today relieved that all their exams are over and the mountainous hard work of Challenge A is behind them.

I wanted to thank each of you for allowing me to come along side you in your homeschooling journey this year.  It was a privilege to tutor your children.  I have been truly blessed by my experience with them.  Yesterday was a very emotional day for me.  I will miss them so much.  :(

Also, thank you for the surprise gift bag with treats & gift cards.  I was so overwhelmed by your thoughtfulness!!!!  What a generous gift! 

A few final notes:

GEOGRAPHY- I was able to grade the countries & capital from the first part of our geography exam.  They should have brought home a "totals" sheet that I created that has the number of capitals, countries & features for each section (just taken from guide).  Remember that some features (i.e. oceans, equator etc) are appear in more than once per section.  Hopefully that will make it easier for you to grade.  Please take a look at their drawing of the world from the 1st day of class and compare it to what they finished yesterday.  You will be amazed!

LATIN - I was able to get all the Latin final exams graded.  I did take off 1/2 point if they were missing macrons (they are important! lol).  If you would like a copy of the key, please let me know & I will scan it in to you.  Be sure to look them over.

RHETORIC - I was so impressed with the students apologetics papers!  Those LTW skills are paying off.  The students took the catechism final at the end of the day.  Obviously I was unable to grade that.  Some were not able to finish so I just marked where they stopped and said they could finish at home.  I hope that is okay.  You'll grade those at home.

RESEARCH/SCIENCE - I was able to get all 4 body systems graded.  Be sure to look them over-they did amazing!

I know some of you took pictures yesterday - if you could forward those to me, I'll get them uploaded (plus I'd love to have a copy for me!).  Mrs. Smith videoed all the readings of the apologetics papers.  I am giving her some DVD's and she will burn a copy for everyone.  I will get those to you as soon as I can.

I think that wraps everything up.  I hope your students enjoyed this year as much as I did!

2013-2014 Challenge A Moments…..

First day of class…whew!  Those book bags are HEAVY!

Gotta love review games that include dress-up! 

Everybody's digging human tic-tac-toe to review catechisms!

"Leading rhetoric ROCKS!"

Nothing like a good Challenge dress-up party!!! (Are we having too much fun????)

THE 2013-2014 CHALLENGE A CLASS (best class EVER!!!)

Spring Semester Week 14 Seminar Recap & Notes

Last week…..Mrs. C is sooooooo sad!!!  :(

Reminder:  There will be finals in Latin (vocab & grammar rules), Research/Science (drawing 3-4 body systems from memory), Geography (2nd half of the world), the apologetics paper (I plan to video), and a catechism exam.

I will need points totals for all students next Wednesday, April 16 (after week 14).  Please email just the total.

Next week may be final exam week but it's also…..PARTY TIME!!  We can start 1st thing am!!!  Mrs Gwynne will be coordinating treats/snacks for our class - she will be sending out an email soon.  Mrs. Keeslar will be coordinating pizza for all the challenge groups. Watch for an email from her to get a pizza count.

Here's the recap  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR SPRING SEMINAR - WEEK 15 )
   
Logic/Math
Math terms - NONE :)

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.  The students are beginning to lead the discussions.  
Again,  we focused on "showing our work" - talking about "math sentences" and each individual step in solving/evaluating a problem.  We are also learning how to "show our work". 

We played a math game.

Be sure the students bring in a problem next week.

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
Today we continued in 2nd conjugation.  We modeled each exercise to know how to do it at home.  This is our last lesson in Henle.

We played games to review declensions, conjugations & vocab.

@ home complete assigned exercises and STUDY, STUDY, STUDY.  Final will include declension endings, conjugation endings, vocab & grammar rules.  You can use your mid-term to study from as well.

FINAL NEXT WEEK

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Assist student is studying for final.

Research 

Today was our quiz on the neuron.  I returned those in class.  We practiced drawing previous body systems individually & in teams.

At home, draw & label systems for final as much as possible.

Suggestions for parents @ home:  Review students drawings for accuracy. 

Expo/Comp

Today the rest of the students read their papers.  Using student ANI's, we reviewed sorting and how to "title" our grouped items.  We reviewed all elocution elements learned so far.

At home, students will sort ANI, complete all worksheets & complete and outline.  They will bring all to class so we can review.

Suggestions for parents @ home:   Review worksheets & outlines, helping them watch for duplicate ideas.

Debate/Geography

Today the students started their geography final.  They will finish the rest next week.   I sent a geography terms quiz home (a few I will email - couldn't find the rest of my copies!).  They can complete that whenever you wish and will be graded at home.  I will email out the final test this week.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  

Rhetoric

We took a pop catechism quiz - traded & graded in class.  Meg lead our Rhetoric this week.   She played a game to review catechisms.

***Final next week!!!

 THE APOLOGETICS PAPER -due next week.  To be read in class.

Suggestions for parents @ home:    Drill all catechism questions (remember they must be able to state word for word). Final exam week 15.  Review outline & final apologetics paper.  Have them practice reading it.

Spring Semester Week 13 Seminar Recap & Notes

I can't believe we only meet 2 more times!  It's definitely time to really zero in & study for those finals.  There will be finals in Latin (vocab & grammar rules), Research/Science (drawing 3-4 body systems from memory), Geography (draw the world from memory w/ capitals & features), the apologetics paper (I plan to video), and a catechism exam.

I will need points totals for all students next Wednesday (after week 14).

Meg will lead Rhetoric.

Here's the recap  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR SPRING SEMINAR - WEEK 14 )
   
Logic/Math
Math terms - few more this week.

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.  The students are beginning to lead the discussions.  
Again,  we focused on "showing our work" - talking about "math sentences" and each individual step in solving/evaluating a problem.  We are also learning how to "show our work". 

We played mental math games in teams.  

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
Today we learned how to conjugate verbs of the 2nd conjugation.  Just like our 1st conjugation, there are 4 principal parts. All verbs whose Present Infinitive Active ending in -ere belong to the 2nd conjugation.  The stem is found the same way as 1st conjugation verbs.  We reviewed the endings - noting that our "vowel" ending for the 2nd conjugation is "e" (1st conjugation is "a")- personal endings stay the same (except for 1st person). We also noted that many 2nd conjugation verbs are irregular so they must be memorized.
We modeled exercised 134-138 & reviewed vocab on p 120.  Students will make flashcards & decline in spiral notebooks.  In addition, they will make flashcards for and memorize #165, 168 & 171.

We played "taboo" to review vocab!

POINTS: Translate next "section" of The Giving Tree - 10 its (it's a long one!)

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions & verb endings- sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research 

Today was our quiz on the eye.  I'll return those next week.  We drew neurons, traded & graded.  We then practiced drawing & labeling 4 body systems in teams.  Drawings were interesting to say the least!

At home, students will need to draw neurons every day - more than once a day and labeling it.  After the first few days of drawing, they need to "test" by drawing & labeling it from memory.   I showed them samples of what their "test" in next should look like.  In addition to drawing neurons, students will need to continue to draw previous systems in preparation for the final in week 15.  Try drawing from memory only as if testing to see what's missing.  Quiz on the neuron will be next week.

STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.

Suggestions for parents @ home:  Check students drawings daily.  "Test" by having them draw from memory several times, ensuring they have all elements & it is correctly labeled. 

Expo/Comp

Today the students read their papers.  We discussed the characters & their decisions from the book The Bronze Bow.  We developed a class issue & reviewed all the invention topics and discussed how to add to the ANI.

At home, students will develop an issue, work through ALL invention worksheets, and complete an ANI with 30 items in each column.

Suggestions for parents @ home:   Review issue, completed worksheets & ANI. Parents remember that the outline is developed from the ANI.

Debate/Geography

Today the students took their test on Oceana.  I'll return those next week.  We practiced drawing US, Canada, Central America & South America from memory.

We will have a "practice" test/ pre-test of the world next week.  I will bring in large paper.  If have been practicing on a certain size paper at home, you may bring that in this week and in week 15 as well.

Students should bring in maps that they've drawn.  They'll show the class their best map.  

DRAW FOR POINTS!!!  Students will earn 25 points for each world map drawn each week-must include labeled countries & capitals (you may want to have them number countries on map then list country & capital on back) 

****Students need to focus on drawing the world as many times as possible, labeling all required items.

Geography terms quiz next week.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw ALL geographic areas.

Rhetoric

Ethan lead our Rhetoric discussion this week.   We read through the DCYB chapters & he also came up with creative ways to answer questions from the chapters.  He had a great catechism review game that we played - human tic tac toe!

***Possible catechism quiz net week!!!

 THE APOLOGETICS PAPER -we discussed the structure of the paper in class today.  Students should already have their "research" done (bibliography required - min 2 sources).  I will be filming the reading of the papers.

Suggestions for parents @ home:    Drill all catechism questions (remember they must be able to state word for word). Final exam week 15.

Spring Semester Week 12 Seminar Recap & Notes

REMINDERS FOR SPRING SEMESTER:
-Students will be leading rhetoric discussions.  I will email out ahead of time when you child will lead so they can prepare **THIS WILL START IN WEEK 5
***NEED A VOLUNTEER*** WILL LEAD DISCUSSION IN WEEK 13
-Students will begin to track their own points (with your supervision).  They will need to keep a detailed "log" and turn that in to me at the end of the year (wk 14) for the awards.
-Students will also "teach" LTW cannons as we begin review

Here's the recap  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR SPRING SEMINAR - WEEK 13 )
   
Logic/Math
Math terms - couple more this week.

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.  The students are beginning to lead the discussions.  
Again,  we focused on "showing our work" - talking about "math sentences" and each individual step in solving/evaluating a problem.  We are also learning how to "show our work".

I previewed concept of factoring algebraic expressions.  

We played the N2K game individually & in teams.   We'll play this each week.

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
Today we talked about the interrogative particle "ne".  We add this to the end of our verb when we ask a questions without an interrogative adverb or pronoun (i.e. Was he praising Caesar? & Do you fight for the king?).  We still have to determine the person, number & tense so that we can conjugate our verb.  Also, when using "ne" our verb usually comes first.

We modeled exercised 132 & 133 & reviewed vocab on p 117.  Students will make flashcards & decline in spiral notebooks.  In addition, they will review all grammar rules & vocab on p 91-98.

Possible quiz next week.

We played dictionary to review vocab!

POINTS: Translate next "section" of The Giving Tree - 10 its (it's a long one!)

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research 

Today was our quiz on the digestive system.  I'll return those next week.  We drew the eye system from memory, traded w/ a neighbor & graded.  I introduced neurons, we went over the definitions and labeled our drawing together in class.  PLEASE NOTE CHANGES TO DRAWING THAT WERE EMAILED OUT WITH DEFINITIONS. I modeled & gave suggestions on how to draw the system.  THEY NEED TO DRAW IT LARGE ENOUGH TO SEE ALL THE DETAIL.  We referred back to our Foundations art - OILS in breaking down the drawing into circles, straight lines, dotes, angles & curved lines.

At home, students will need to define the new terms, and draw, draw, draw.  They need to be drawing the system every day - more than once a day and labeling it.  After the first few days of drawing, they need to "test" by drawing & labeling it from memory.   I showed them samples of what their "test" in 2 weeks should look like.  In addition to drawing neurons, students will need to continue to draw the eye in preparation for the quiz next week.  Try drawing from memory only as if testing to see what's missing.  Quiz on the eye will be next week.

NEURONS IS OUR LAST BODY SYSTEM - Begin reviewing all body systems in preparation for the final in week 15.  More info to follow.

STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.

POINT REWARD: Integration between 2 subjects - 5 points
Find a disorder involving neurons & explain it- 5 points 

Suggestions for parents @ home:  Check students drawings daily.  "Test" by having them draw from memory several times, ensuring they have all elements & it is correctly labeled. 

Expo/Comp

Today we went over each students outline.  Most had some revisions to make.  We reviewed similes, parallelism & subject/verb edits.

This week they will review/complete all workbook pages regarding elocution elements & compose an essay from the outline.  They essay will include parallelism, exordium, simile, division, amplification (all tools learned so far).

Read Bronze Bow.

Suggestions for parents @ home:   Review outlines for clear proofs & supporting proofs that are SEPARATE ideas.  Review & assist with editing final paper. 

Debate/Geography

Today the students took their test on Australia & New Zealand.  I'll return those next week.  I introduced Oceania & the students practiced drawing it.  Test on Oceania will be in week 13- NEXT WEEK.

Students should bring in maps that they've drawn.  They'll show the class their best map.  

DRAW FOR POINTS!!!  Students will earn 5 points for each map drawn each week (after they draw 8 which would be 2 per day for 4 days)  *****20 Points for each world map with everything they've learned so far labeled on the map (it doesn't have to all be from memory)

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals and/or countries & capitals (it is suggested that they make flashcards for review).

Rhetoric

Clayton lead our Rhetoric discussion this week.   We read through the DCYB chapters & he also came up with creative ways to answer questions from the chapters.  He had a great catechism review game that we played.

***Possible catechism quiz net week!!!

DON'T FORGET ABOUT THE APOLOGETICS PAPER -students should already have their topic chosen & should begin writing process if they have not already.

Suggestions for parents @ home:  Discuss chapter 41-42 in DCYB.  Check that student is answering questions for DCYB.  Drill all catechism questions (remember they must be able to state word for word).

Spring Semester Week 11 Seminar Recap & Notes

The countdown begins…..4 more weeks left to go!

REMINDERS FOR SPRING SEMESTER:
-Students will be leading rhetoric discussions.  I will email out ahead of time when you child will lead so they can prepare **THIS WILL START IN WEEK 5
***CLAYTON WILL LEAD DISCUSSION IN WEEK 12
-Students will begin to track their own points (with your supervision).  They will need to keep a detailed "log" and turn that in to me at the end of the year (wk 14) for the awards.
-Students will also "teach" LTW cannons as we begin review

Here's the recap  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR SPRING SEMINAR - WEEK 12 )
   
Logic/Math
Math terms - couple more this week.

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.  The students are beginning to lead the discussions.  
Again,  we focused on "showing our work" - talking about "math sentences" and each individual step in solving/evaluating a problem.  We are also learning how to "show our work".

I previewed concepts of equations with exponents.  

We played the N2K game individually & in teams.   We'll play this each week.

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
Today we learned about interrogative adverbs & pronouns.  We looked at several English sentences with interrogative adverbs & pronouns (like Who was fighting?).  When translating from English to Latin, we need to look at what person, number & tense in our sentence so that we know what verb endings to use.  We modeled exercises #16-131 & reviewed the new vocab on p 114.

Review grammar rule (blue book) #164.  Flashcards for new vocab & decline in spiral notebook.  Pay attention to note regarding when prepositions are omitted in translating from English to Latin.

We played charades to review vocab!

POINTS: Translate next "section" of The Giving Tree - 10 its (it's a long one!)

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research 

Today was our quiz on the skeleton.  I'll return those next week.  We drew the digestive system from memory, traded w/ a neighbor & graded.  I introduced the eye, we went over the definitions and labeled our drawing together in class.  PLEASE NOTE CHANGES TO DRAWING THAT WERE EMAILED OUT WITH DEFINITIONS. I modeled & gave suggestions on how to draw the system.  THEY NEED TO DRAW IT LARGE ENOUGH TO SEE ALL THE DETAIL.  We referred back to our Foundations art - OILS in breaking down the drawing into circles, straight lines, dotes, angles & curved lines.

At home, students will need to define the new terms, and draw, draw, draw.  They need to be drawing the system every day - more than once a day and labeling it.  After the first few days of drawing, they need to "test" by drawing & labeling it from memory.   I showed them samples of what their "test" in 2 weeks should look like.  In addition to drawing the eye, students will need to continue to draw the digestive system in preparation for the quiz next week.  Try drawing from memory only as if testing to see what's missing.  Quiz on the digestive system will be next week.

STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.

POINT REWARD: Integration between 2 subjects - 5 points
What is the enzyme in tears that "bites holes" in the cell walls of bacteria so that they can explode? Also, what is Aniridia & Charles Bonnet Syndrome?- 5 points 

Suggestions for parents @ home:  Check students drawings daily.  "Test" by having them draw from memory several times, ensuring they have all elements & it is correctly labeled. 

Expo/Comp

Today we learned our last tool for arrangement - division. Parents - I emailed out a LTOW Division tips document as well as the division exercise worksheet that we will be using (do not use student workbook pages).  We'll use the this for our paper on Crispin & for out last paper on the Bronze Bow (can't believe we only have 2 papers left to write!!).  This was a tough lesson, but I thought the students did well as we worked through the worksheet together.  We discussed how there is agreement even when there is disagreement and all have 2 sides just like or ANI. Division is a insightful tool to give clarity of thought in organizing an argument and it teaches the student to find an exact point of agreement within disagreements. Using the 5 Common Topics is helpful in finding the point of agreement from the disagreement.  The students will be adding a division statement to their paper this week (see outline p 73).  The is a sample of a division statement on the LTOW Division tips document (7th paragraph down).

At home, students sort their ANI and choose witch side of the issue they are on. Then complete Lsn 3 Arrangement A Guide to Exordium; Lsn 4 Arrangement A Guide to Amplification; the division worksheet handed out in class (use their 5 Common Topics worksheet completed last week to fill this in); Lsn 5 B Persuasive Essay w/ Division & Distribution; then create and outline from the ANI using Lsn 5 Arrangement B Basic Persuasive Essay w/ Division & Distribution (p73).

Suggestions for parents @ home:   READ LTOW: Division tips; watch LTW DVD on Division.  Assist/review the sorting of the ANI & completion of the worksheets - especially the new division worksheet.  Have students work through the 5CT worksheet to complete.  REVIEW OUTLINE for clear proofs & supporting sup-proofs (separate ideas!). 

Debate/Geography

Today the students took their test on Africa.  I'll return those next week.  I introduced Australia & New Zealand & the students practiced drawing it.  Quiz on Australia & New Zealand will be next week.

Geography terms quiz next week.

Students should bring in maps that they've drawn.  They'll show the class their best map.  

DRAW FOR POINTS!!!  Students will earn 5 points for each map drawn each week (after they draw 8 which would be 2 per day for 4 days)  *****20 Points for each world map with everything they've learned so far labeled on the map (it doesn't have to all be from memory)

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals and/or countries & capitals (it is suggested that they make flashcards for review).

Rhetoric

Caleb lead our Rhetoric discussion this week.   We read through the DCYB chapters & he also came up with creative ways to answer questions from the chapters.  He had a great catechism review game -family feud style - that we played.

***Possible catechism quiz net week!!!

DON'T FORGET ABOUT THE APOLOGETICS PAPER that will be due in week 15.  It would be a good time to check out topics & pick one.

Suggestions for parents @ home:  Discuss chapter 36 & 39 in DCYB.  Check that student is answering questions for DCYB.  Drill all catechism questions (remember they must be able to state word for word).

Spring Semester Week 10 Seminar Recap & Notes

REMINDERS FOR SPRING SEMESTER:
-Students will be leading rhetoric discussions.  I will email out ahead of time when you child will lead so they can prepare **THIS WILL START IN WEEK 5
***CALEB WILL LEAD DISCUSSION IN WEEK 11
-Students will begin to track their own points (with your supervision).  They will need to keep a detailed "log" and turn that in to me at the end of the year (wk 14) for the awards.
-Students will also "teach" LTW cannons as we begin review

Here's the recap  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR SPRING SEMINAR - WEEK 11 )
   
Logic/Math
Just another few math terms today.

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.  The students are beginning to lead the discussions.  
Again,  we focused on "showing our work" - talking about "math sentences" and each individual step in solving/evaluating a problem.  We are also learning how to "show our work".

I previewed concepts of literal equations & formulas w/ substitution.  

We played the N2K game individually & in teams.   We'll play this each week.

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
More on verbs today learning a new tense - the future Indicative Active Tense.  This tense expresses action going on in the future (I will study Latin vocabulary tonight.)  We reviewed grammar rule #164 which models the endings for our new tense.  In a nutshell, we have our 1st conjugation "a" + our imperfect tense sign "bi" + our personal ending that gets added to our stem (i.e. laudabit - 3rd person singular future indicative tense).  We modeled how to complete our homework exercises (120-125) & reviewed new vocabulary - EXCEPTIONS to the 1st person singular & 3rd person plural.

New grammar rule (blue book) #164 - write flashcard.  Flashcards for new vocab & decline in spiral notebook.  PAY SPECIAL ATTENTION TO "NOTE" on p. 112.

We played racing games to review verb endings & noun declension endings as well as charades to review vocab!

POINTS: Translate next "section" of The Giving Tree - 5 pts

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research 

Today was our quiz on the skin.  I'll return those next week.  We drew the skeleton from memory, traded w/ a neighbor & graded.  I introduced the digestive system, we went over the definitions and labeled our drawing together in class.  I modeled & gave suggestions on how to draw the system.  THEY NEED TO DRAW IT LARGE ENOUGH TO SEE ALL THE DETAIL.  We referred back to our Foundations art - OILS in breaking down the drawing into circles, straight lines, dotes, angles & curved lines.

At home, students will need to define the new terms, and draw, draw, draw.  They need to be drawing the system every day - more than once a day and labeling it.  After the first few days of drawing, they need to "test" by drawing & labeling it from memory.   I showed them samples of what their "test" in 2 weeks should look like.  In addition to drawing the digestive, students will need to continue to draw the skeleton in preparation for the quiz next week.  Try drawing from memory only as if testing to see what's missing.  Quiz on skeleton will be next week.

STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.

POINT REWARD: Integration between 3 subjects - 5 points
What is Pica, Chron's disease & diverticulosis? - 5 points 

Suggestions for parents @ home:  Check students drawings daily.  "Test" by having them draw from memory several times, ensuring they have all elements & it is correctly labeled. 

Expo/Comp

We were able to have 6 students read their papers on "Gathering of Days" today.  The rest will read next week.

In class, we brainstormed characters from "Crispin" & their actions.  We developed a class issue (Whether Bear should have taken in Crispin) & reviewed our definition worksheet.  Using "Bear" as our term, we worked through the definition worksheet.  We reviewed the "formula" for writing the definition for our term - choose the term, the group & the difference (Bear is a human that is brave).  See LTOW: Cannon of Invention - Definition tips document (emailed in 1st semester).

At home, students will brainstorm characters & actions then develop an issue.  They will work through all invention worksheets (see guide) and create an ANI w/ 30 items per column.  We discussed today picking a character & action that is somewhat significant - meaning that they will be able to find enough  information to support the thesis.

Suggestions for parents @ home:   Assist/review brainstorming characters, actions & issue.  Review all worksheets and ANI.  Check ANI for duplicate "reasons".

Debate/Geography

I introduced the last section of Africa & the students drew the continent & areas/features for this week as well as previous learned areas.  Quiz on Africa will be next week.

We played a game to review previous countries & capitals.

Students should bring in maps that they've drawn.  They'll show the class their best map.  

DRAW FOR POINTS!!!  Students will earn 5 points for each map drawn each week (after they draw 8 which would be 2 per day for 4 days)  *****20 Points for each world map with everything they've learned so far labeled on the map (it doesn't have to all be from memory)

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals and/or countries & capitals (it is suggested that they make flashcards for review).

Rhetoric

Daniel lead our Rhetoric discussion this week.   We read through the DCYB chapters & he came up with creative ways to answer questions from the chapters.  He had a great catechism review game that we played.

DON'T FORGET ABOUT THE APOLOGETICS PAPER that will be due in week 15.  It would be a good time to check out topics & pick one.

Suggestions for parents @ home:  Discuss chapter 33 & 35 in DCYB.  Check that student is answering questions for DCYB.  Drill all catechism questions (remember they must be able to state word for word).

Spring Semester Week 9 Seminar Recap & Notes

What a beautiful day!!!  Only 6 more weeks to go….can you believe it????

REMINDERS FOR SPRING SEMESTER:
-Students will be leading rhetoric discussions.  I will email out ahead of time when you child will lead so they can prepare **THIS WILL START IN WEEK 5
***DANIEL WILL LEAD DISCUSSION IN WEEK 10
-Students will begin to track their own points (with your supervision).  They will need to keep a detailed "log" and turn that in to me at the end of the year (wk 14) for the awards.
-Students will also "teach" LTW cannons as we begin review

Here's the recap  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR SPRING SEMINAR - WEEK 10 )
   
Logic/Math
Just another few math terms today.

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.  The students are beginning to lead the discussions.  
Again,  we focused on "showing our work" - talking about "math sentences" and each individual step in solving/evaluating a problem.  We are also learning how to "show our work".

I previewed concepts of writing & solving equations, simplifying equations & division of terms.  The students took a quiz on math laws & properties.  

We played the N2K game individually & in teams.   We'll play this each week.

Possible quiz on math laws next week!

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
More on verbs today learning the Imperfect Indicative Tense.  This tense expresses action going on in PAST time (I was studying between 4 and 5 yesterday evening. vs I studied between 4 and 5 yesterday evening.)  We reviewed grammar rule #163 which models the endings for our new tense.  In a nutshell, we have our 1st conjugation "a" + our imperfect tense sign "ba" + our personal ending that gets added to our stem (i.e. laudabant - 3rd person plural imperfect indicative tense).  We modeled how to complete our homework exercises (115-119).

There is new vocabulary - so flashcards and decline in spiral notebooks.    New grammar rule (blue book) #163 - write flashcard.

We played racing games to review verb endings & charades to review vocab!

POINTS: Translate next "section" of The Giving Tree - 5 pts

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research 

Today was our quiz on the ear.  I'll return those next week.  We drew the skin from memory, traded w/ a neighbor & graded.  I introduced the skeleton, we went over the definitions and labeled our drawing together in class.  I modeled & gave suggestions on how to draw the system.  THEY NEED TO DRAW IT LARGE ENOUGH TO SEE ALL THE DETAIL.  We referred back to our Foundations art - OILS in breaking down the drawing into circles, straight lines, dotes, angles & curved lines.

At home, students will need to define the new terms, and draw, draw, draw.  They need to be drawing the system every day - more than once a day and labeling it.  After the first few days of drawing, they need to "test" by drawing & labeling it from memory.   I showed them samples of what their "test" in 2 weeks should look like.  In addition to drawing the , students will need to continue to draw the ear in preparation for the quiz next week.  Try drawing from memory only as if testing to see what's missing.  Quiz on skin will be next week.

STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.

POINT REWARD: Integration between 3 subjects - 5 points
What is hydrocephalus, craniosynostosis, Weaver syndrome & Gorham-Stout syndrome? - 5 points 

Suggestions for parents @ home:  Check students drawings daily.  "Test" by having them draw from memory several times, ensuring they have all elements & it is correctly labeled. 

Expo/Comp

In class we reviewed everyone's outline, checking for clear proofs & sub-proofs that are separate ideas and the support (NOT EXPLAIN) the main proof.  Everyone's outline needed a little work.  Feel free to email me the outline if you'd like an "extra set of eyes" or have questions of any kind.

At home the students will work through all editing/elocution worksheets (parallelism, subjects, verbs, similes) and construct their essay's from their outlines.

Suggestions for parents @ home:   Assist/review outline - revise to ensure main proofs are supported by sub-proofs.  Review all worksheets.  Have your child read the paper to you.  Are you persuaded??

Debate/Geography

I introduced the next section of Africa & the students drew the continent & areas/features for this week as well as previous learned areas.  We add the last area according the the "breakdown" next  week.  Quiz on Africa will be week 11.  I'll email out details this week.

We were able to get outside to play a game to review previous countries, capitals & even features.  Nice to release some energy.  Students took the geo terms quiz- I'll return next week.

Students should bring in maps that they've drawn.  They'll show the class their best map.  

DRAW FOR POINTS!!!  Students will earn 5 points for each map drawn each week (after they draw 8 which would be 2 per day for 4 days)  *****20 Points for each world map with everything they've learned so far labeled on the map (it doesn't have to all be from memory)

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals and/or countries & capitals (it is suggested that they make flashcards for review).

Rhetoric

Lizzy lead our Rhetoric discussion this week.   We read through the DCYB chapters & she came up with questions from the chapters for students (in teams) to answer.  She had a great catechism review game that we played outside.  Looks like students need to study up on those catechism questions!!

Suggestions for parents @ home:  Discuss chapter 30-32 in DCYB.  Check that student is answering questions for DCYB.  Drill all catechism questions (remember they must be able to state word for word).

Spring Semester Week 8 Seminar Recap & Notes

REMINDERS FOR SPRING SEMESTER:
-Students will be leading rhetoric discussions.  I will email out ahead of time when you child will lead so they can prepare **THIS WILL START IN WEEK 5
***LIZZY WILL LEAD DISCUSSION IN WEEK 9
-Students will begin to track their own points (with your supervision).  They will need to keep a detailed "log" and turn that in to me at the end of the year (wk 14) for the awards.
-Students will also "teach" LTW cannons as we begin review

Here's the recap  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR SPRING SEMINAR - WEEK 9 )
   
Logic/Math
Just a few math terms today.

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.  The students are beginning to lead the discussions.  
Again,  we focused on "showing our work" - talking about "math sentences" and each individual step in solving/evaluating a problem.  We are also learning how to "show our work".

We played the N2K game individually & in teams.   We'll play this each week.

Possible quiz on math laws next week!

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
We continued with verbs today.  We learned that like in English, our verbs must agree with our subject in person & number. We have a "rule" in the purple book that will go in the rules section of our notebook.  We completed 1 in each of the exercises for this week.  (110-114). No new grammar rules-just continue to memorize 159-162.   No new vocab - review all previous.

We played racing games to review verb endings & charades to review vocab!

POINTS: Translate next "section" of The Giving Tree - 5 pts

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research 

Today was our quiz on the heart.  I'll return those next week.  We drew the ear from memory, traded w/ a neighbor & graded.  I introduced the skin, we went over the definitions and labeled our drawing together in class (I also handed out a diagram that showed the correct labels - remember answer key in Biology book had a few items mislabeled).  I modeled & gave suggestions on how to draw the system.  THEY NEED TO DRAW IT LARGE ENOUGH TO SEE ALL THE DETAIL.  We referred back to our Foundations art - OILS in breaking down the drawing into circles, straight lines, dotes, angles & curved lines.

At home, students will need to define the new terms, and draw, draw, draw.  They need to be drawing the system every day - more than once a day and labeling it.  After the first few days of drawing, they need to "test" by drawing & labeling it from memory.   I showed them samples of what their "test" in 2 weeks should look like.  In addition to drawing the , students will need to continue to draw the ear in preparation for the quiz next week.  Try drawing from memory only as if testing to see what's missing.  Quiz on ear will be next week.

STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.

POINT REWARD:  How many lbs of dead skin cells do we shed every year? - 5 points
What is (& scientific name for (1) tree bark skin disorder; fish odor syndrome; blue man syndrome & werewolf  syndrome? - 10 points

Suggestions for parents @ home:  Check students drawings daily.  "Test" by having them draw from memory several times, ensuring they have all elements & it is correctly labeled. 

Expo/Comp

Today using student ANI's, we reviewed sorting & discussed how to make those "labels" that will serve as the main proofs.  We reviewed amplification & talked about how to make our amplification more "eloquent" by not using "it matters to"…replacing it with something like "this affects.." or "is important to".

At home the students should sort their ANI, Lsn 3 Arrangement A guide to exordium; Lsn 4 Arrangement guide to amplification; Lsn 4 Arrangement B basic persuasive essay w/ amplification; then create outline from ANI using Lsn 4 Arrangement template basic persuasive essay w/ amplification.  I stressed to the students to ask "why" and/or  "so what" after creating their outline to be sure they've answered those questions.  Bring outlines & all worksheets to class next week.

Suggestions for parents @ home:   Assist/review sorted ANI charts.  Review all worksheets as well as outline.  Be sure to help them assess whether they have a "main proof" with 3 separate sub-proofs.

Debate/Geography

I introduced the next section of Africa & the students drew the continent & areas/features for this week as well as previous learned areas.  Thank you for having the maps & breakdown in their folders!!!  We will continue to add new areas according the the "breakdown" each week.  

We played a game to review previous countries, capitals & even features.  Geo terms quiz next week (19-20).

Students should bring in maps that they've drawn.  They'll show the class their best map.  

DRAW FOR POINTS!!!  Students will earn 5 points for each map drawn each week (after they draw 8 which would be 2 per day for 4 days)  *****20 Points for each world map with everything they've learned so far labeled on the map (it doesn't have to all be from memory)

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals and/or countries & capitals (it is suggested that they make flashcards for review).

Rhetoric

Anna lead our Rhetoric discussion this week.   We read through the DCYB chapters & she came up with questions from the chapters for students (in teams) to answer.  She also had a very interesting game to review catechism questions.  If they students didn't answer correctly, they had to put on some "costume" clothes.  Check out the attached pictures….think they need to study those catechism's more???

Suggestions for parents @ home:  Discuss chapter 27-29 in DCYB.  Check that student is answering questions for DCYB.  Drill all catechism questions (remember they must be able to state word for word).

Spring Semester Week 7 Seminar Recap & Notes

REMINDERS FOR SPRING SEMESTER:
-Students will be leading rhetoric discussions.  I will email out ahead of time when you child will lead so they can prepare **THIS WILL START IN WEEK 5
***ANNA WILL LEAD DISCUSSION IN WEEK 8
-Students will begin to track their own points (with your supervision).  They will need to keep a detailed "log" and turn that in to me at the end of the year (wk 14) for the awards.
-Students will also "teach" LTW cannons as we begin review

Here's the recap  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR SPRING SEMINAR - WEEK 8 )
   
Logic/Math
No new math vocab today

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.  The students are beginning to lead the discussions.  
Again,  we focused on "showing our work" - talking about "math sentences" and each individual step in solving/evaluating a problem.  We are also learning how to "show our work".

We played the N2K game individually & in teams.   We'll play this each week.

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
What an exciting day - we learned to conjugate some verbs!!!!  Verbs are really tricky, so we spent quite a bit of time learning about Latin verbs (we went over time in our seminar).  We discussed how in English, verbs have 5 principal parts.  Fortunately, we were able to pull from our Foundations pegs & Essentials verb anatomies mastery charts! Latin verbs have 4 principal parts.  For each verb, we must memorize the principal parts.  Much like nouns, verbs belong to "groups" known as conjugations - we will cover the 1st 2 in Challenge A.  They also have "stems" which are found by dropping the ending of the Present Infinitive Active form.  The principal parts are the four main forms on whose stems all other forms of the verbs are built up.  We can recognize a verb's conjugation group (1st, 2nd, etc) by it's Present Infinitive Active form ending -are.

Now that's a mouthful right???  I modeled in class how to make flashcards for verbs & how to conjugate in the spiral notebooks.  We also looked at each exercise (104-109). At home they will make flashcards for the vocab on p 103 & also conjugate those in their spiral notebooks under 1st conjugation.  They will put all rules in boxes (purple book) in the rules section of their notebooks and make flashcards for grammar rules 159-162.

We took an impromptu vocab quiz from out mass review last week.  Everyone did pretty well!

POINTS: Translate next "section" of The Giving Tree - 5 pts

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research 

Today was our quiz on the brain.  I'll return those next week.  We drew the heart from memory, traded w/ a neighbor & graded.  I introduced the ear, we went over the definitions and labeled our drawing together in class (I also handed out a diagram that showed the correct labels - remember answer key in Biology book had a few items mislabeled).  I modeled & gave suggestions on how to draw the system.  THEY NEED TO DRAW IT LARGE ENOUGH TO SEE ALL THE DETAIL.  We referred back to our Foundations art - OILS in breaking down the drawing into circles, straight lines, dotes, angles & curved lines.

At home, students will need to define the new terms, and draw, draw, draw.  They need to be drawing the system every day - more than once a day and labeling it.  After the first few days of drawing, they need to "test" by drawing & labeling it from memory.   I showed them samples of what their "test" in 2 weeks should look like.  In addition to drawing the , students will need to continue to draw the heart in preparation for the quiz next week.  Try drawing from memory only as if testing to see what's missing.  Quiz on heart will be next week.

STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.

POINT REWARD:  Find integration between 2 subjects & the ear -10 points

Suggestions for parents @ home:  Check students drawings daily.  "Test" by having them draw from memory several times, ensuring they have all elements & it is correctly labeled. 

Expo/Comp

Today the students read their papers aloud.  Good job on those similes!!

We are back to the cannon of invention.  We brainstormed characters and decision and came up with a class issue (whether Catherine should have helped the fugitive).  We reviewed how to complete the circumstance worksheet (emailed out some time ago) and get ideas for our ANI chart.  At home the students will compose an issue, work through all the invention worksheets (5 CT; Comparison; Circumstance; Definition I) and complete an ANI with 30 items in each column.  They will bring all worksheets & ANI to class.

Suggestions for parents @ home:   Assist/review all student worksheets & ANI charts.

Debate/Geography

I introduced the  section of Africa & the students drew the continent & areas/features for this week as well as last week.  Thank you for having the maps & breakdown in their folders!!!  We will continue to add new areas according the the "breakdown" each week.    The students took a geography terms quiz - I'll return next week.

We played trashketball to review previous countries, capitals & even features.  We played a few rounds of pictionary to review grammar terms.  It got quite competitive!!

Students should bring in maps that they've drawn.  They'll show the class their best map.  

DRAW FOR POINTS!!!  Students will earn 5 points for each map drawn each week (after they draw 8 which would be 2 per day for 4 days)  *****20 Points for each world map with everything they've learned so far labeled on the map (it doesn't have to all be from memory)

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals and/or countries & capitals (it is suggested that they make flashcards for review).

Rhetoric

Sierra lead our Rhetoric discussion this week.   We read through the DCYB chapters & she came up with 5 questions from the chapters for students (in teams) to answer.

Suggestions for parents @ home:  Discuss chapter 23-26 in DCYB.  Check that student is answering questions for DCYB.  Drill all catechism questions (remember they must be able to state word for word).