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<p>I’m encouraged to read the above statement because D2 is not a reader, she only read Harry Potter and vampire stories. I wouldn’t dream of forcing her to do academic summer programs, I want her to relax.</p>
<p>Sharing some of my experiences:
Two sons, very different, though both high achievers. S1 loved current events-type of books. S2 loved fantasy-fiction and sci-fi, as well as math and science books. Neither would have enjoyed reading the 18th and 19th century authors that I love, though S1 liked Dickens. We stopped reading to them as soon as they could read on their own, but we did ask them to share with us what they read. They brought books of their own choosing along on long trips and on vacations.
We were fortunate in our k-8 school that assigned lots of writing, starting from 3rd grade.
In k-8, S1 liked to discuss the math problems he’d been assigned in school, and much younger S2 loved to try solving them; it turned out he was a math-whiz.
Cultivate your child’s interests in the world outside school and home. E.O. Wilson parlayed a childhood fascination with ants into an illustrious career as an entomologist.</p>
<p>Looking back, the second most important thing we did was to let them read whatever they wanted and take an interest in their homework and school day. The most important thing was to let them enjoy life.</p>
<p>As for SAT prep, we did not know enough about it to ask S1 to prep. S2 took the PLUs for junior CTY and the SAT in 7th grade for senior CTY. He had no prep, but did well. This was sufficient practice for the PSAT and SAT in 10th grade, though I did tell him about the Xiggi method.</p>
<p>Columbia_student:
My kid absolutely loved the summer academic programs and complained he was bored after only one week back home! He loathed the more typical play all-day (and very expensive) summer program we sent him to in 4th grade. He did not feel that the half-day academic program (even more expensive) we sent him to after 5th grade was sufficient, and the camp counselor told us as much. That’s why he ended in CTY after 6th grade (he took along 10 (short) books, all sci-fi, and read them all in two weeks–we lived near enough that we could go visit him and bring some more).</p>
<p>Along with the other great suggestions I would add this: You feed a kid intellectually the same way you feed them to grow their body. I use to search out all the award winning titles for their age groups and find ones that seemed interesting. If they went through a "bug " phase: got an ant farm and books on ants and other creatures, maybe a small microscope. One of my sons went through a “merlin” phase, again whatever we could find and some of the interesting things were way above “grade level” if needed i read with him and he learned to use a dictionary.
When the elementary library no longer held anything my kid wanted to read, I got permission for him to check out books from the middle school.
When he was bored in 4th grade, I asked the teacher for an "extra packet’ on something my son found interesting ( writing) that he could work on when he finished up his stuff and others were still working.
And we traveled. We went to national parks, and museums. Any kind of interesting or new experience. And we would talk about it. and buy a book about it, etc. In middle school there was boy scouts, and organized sports, which led to other travel and other types of reading. and so forth.
They both read the news paper every morning, and so forth.
Both scored very well on SATs. Older son is in a very competitive university environment, younger son starting to get his acceptances. Neither had “perfect” gpa’s, but both had interesting ec’s, and recommendations, and essays. But more than that they are both, ( as reported by others) engaging young men who can talk intelligently on many subjects, are intellectually curious.
So to answer the OP originally question: yes I pushed, but not in the same way you are suggesting within strictly academic environment.</p>
<p>Just a quick request, not to derail the thread: could someone provide a link to the Xiggi method?</p>
<p>Yes, here is the link. And for future reference it can be found by going to the SAT/ACT page.</p>
<p><a href=“http://talk.collegeconfidential.com/sat-preparation/68210-xiggis-sat-prep-advice.html[/url]”>http://talk.collegeconfidential.com/sat-preparation/68210-xiggis-sat-prep-advice.html</a></p>
<p>I think there is a balance between pushing too hard, and not enough. </p>
<p>I’d skip the memorization of SAT words (although I only half-joked about getting an SAT vocabulary shower curtain for the kids - I was vetoed!). Encourage reading for pleasure. We’ve always read quality literature, so the kids always read good stuff on their own anyway. </p>
<p>We found what the school’s math before algebra was a complete waste of time. My older daughter accelerated on her own, but D2 needed more structure. Starting in 5th grade after she complained in December of that year that she hadn’t gotten anything wrong yet, she started doing EPGY math (epgy.stanford.edu), which is kind of like the old new math from the 60s and 70s. I was very impressed with the program and she liked it. When she finished that, she didn’t want to start algebra because our school district would still make her take it again, so she learned computer science from eimacs.com as basically her 7th grade math. She eventually hit adolescence and rebelled a little from online learning, but still destroyed Algebra in 8th grade and now as freshman in high school, though she does not want further enrichment, she is effortlessly smoking honors geometry and honors physics, and she says that the foundation from EPGY was a huge part of the reason. </p>
<p>EPGY is a lot laxer about their entrance requirements than CTY. We just used our state’s standard assessment report.</p>
<p>I view what we did as more providing opportunities rather than pushing.</p>
<p>To tie together all these responses, I think a lot of the posters are saying that, for a kid who finds that school is just not enough, you need to help them learn that there are resources out there that let them go far beyond what their school is offering them in terms of content. For many of these bright kids, if you limited them to the school curriculum they would wither and die, and lose their love of learning. Whether it it helping them choose books, EPGY, CTY, etc., parents can help so much by showing them there is more available.</p>
<p>I don’t think directed study of vocabulary is so bad for a 6th grader who gets NO homework from school, as long as it stays fun, and he is not frustrated. A good vocabulary is a gift that makes reading so much more enjoyable.</p>
<p>On the other hand, as many posters said, 6th grade is also the age when you want to encourage independence and initiative in learning. Allowing plenty of free time to read to pursue his own developing interests is key.</p>
<p>There is a bunch of very good advice in this thread so far.</p>
<p>I agree that looking into CTY or TIP or whatever talent search exists in your geographic area makes a lot of sense. My S (who was just accepted ED to WashU) went to 2 of their summer programs and really enjoyed them.</p>
<p>I also agree that encouraging your kid to read books on whatever topics hold his interest is much more useful than studying vocabulary words. At this age no need to worry about what the topic is, as long as the reading level is for his age or above. My S started raiding his Dad and my bookshelves at about that age, especially SciFi, and managed to acquire quite a good vocabulary in the process. </p>
<p>There are some fun vocabulary-ish board games that the whole family can enjoy, such as “Apples to Apples” and “Balderdash”. “Set” is a fun pattern-finding game. </p>
<p>I would also encourage you to expose your son to a variety of extra-curricular activities, so that he can find what he enjoys to do, whether it is sports, drama, art, scouts, music, or whatever. Having a variety of fun activities to do can help avoid getting too stressed by academics. </p>
<p>I sent my son to a drama class in 5th grade, because he had a habit of reciting word-for-word entire long scenes from his favorite movies. He’s not going to make acting a career, but has participated in school drama productions throughout middle school and high school, and had great fun doing so, and its been a huge part of his social life.</p>
<p>Another approach, with similaries to some others mentioned above.</p>
<p>Our goal was to give each child tools and opportunities to learn, not targeted on specific achievements or goals but instead on discovering and developing their interests and talents. We tried to make learning interesting by providing books, games, museums, travel, computers, sports, music lessons, you name it. But they themselves had to find out what they were interested in.</p>
<p>Turned out that #1 was a numbers fanatic from an early age, and #2 loved to draw. But they wouldn’t be successful in life if that’s all they did or they were programmed in specific directions. Neither was all right brained or all left brained. But they did, after all, eventually have to go to college and concentrate in something. </p>
<p>They both attended excellent schools for their interests. One ended up becoming a statistician-journalist (majored in economics in college; spent a year abroad; has made a name for himself). The other became a industrial/graphics designer who is developing an interesting career path; now getting an MBA degree with a focus on sustainable product development. </p>
<p>In my opinion, a lot of parents don’t fully consider that for most people a career isn’t a fixed set of steps up some organizational ladder (even for those who are in academia, as I am). Most kids graduate from college with a degree that allows them to choose from thousands of alternative types of work – but they’re only going to consider a narrow range of opportunities when they first go on the job market. </p>
<p>Still, their starting job isn’t necessarily closely related to what they will be doing 4 or 5 years down the road. This is partly due to their maturing interests or talents, partly to newly presented opportunities, but largely due to the rapidly changing economy, which creates both career dead ends and major new opportunities every day. Being able and willing to switch gears or retool and find new opportunities can be rewarding in terms of self-fulfillment.</p>
<p>We found some books that are comprised of short stories with the SAT vocab words printed in BOLD. Maybe that would work for your child.</p>
<p>Definitely check out your regional Talent Search- in the Midwest it’s run by Northwestern (Midwest Talent Search). Hoagies is a gifted website. Many have stated it - READ. Son couldn’t be pushed- too independent, stubborn, etc. He did do the free SAT and ACT practice tests, as well as the middle school talent search tests. Repeated the SAT general instead of subject test (there’s a story there) Dec of senior year- got a 2400. Refused to apply to any IVYs, but we’re not east coasters… Only applied to 2 elite schools and had an okay high gpa, not a 4.0 (you have to do the homework…), but we have an excellent public flagship so he is now applying to math grad schools.</p>
<p>Relax and let your son be a kid. Let him explore subjects in middle school he won’t take in HS when his gpa matters. Push him and he will eventually be out of his depth/league. Have good family library/reading habits. You could read up on gifted/talented materials to determine if your son is very bright to gifted, then pursue things according to his academic/educational needs. Home habits will tip the balance for bright kids- seeing parents take time for books and choosing the types of TV programs and museum visits et al instead of concentrating on sports and pop culture. Much better in getting a good foundation than cramming at some test prep center.</p>
<p>At 6th grade I was blissfully ignorant about anything concerning my future, and am doing quite well now.</p>
<p>I see a lot of focus on the CR, but not a lot on W or M. You should encourage him to keep a diary, so he’s comfortable expressing himself in writing. Also, I believe that most schools are pretty inadequate with respect to mathematical problem solving skills. They seem to focus more on rote processes. I would give him some competition problems to solve. If he can do these, the SAT will be a breeze. There are problem books that you can buy, or you can check out the AOPS wiki. I actually enjoyed doing these puzzles when I was a kid, but I guess that’s why I’m a math major now. </p>
<p>[AMC</a> 8 Problems and Solutions - AoPSWiki](<a href=“http://www.artofproblemsolving.com/Wiki/index.php/AMC_8_Problems_and_Solutions]AMC”>Art of Problem Solving)
[AIME</a> Problems and Solutions - AoPSWiki](<a href=“http://www.artofproblemsolving.com/Wiki/index.php/AIME_Problems_and_Solutions]AIME”>Art of Problem Solving)</p>
<p>At this point, with basic Algebra I, he could probably only do maybe the first 3 of the AIME problems, but most of the AMC 8 should be doable.</p>
<p>
That may be quite appropriate. Which is not the same thing as your parents not being aware, thoughtful, considering options, and making choices at that time. </p>
<p>My D certainly wasn’t aware, when she was three years old, that I changed offices so that I could get a work-based permit in another city two years later so that she could get into an elementary school that fed a top middle school…but I did so.</p>
<p>Nor was she aware that, prior to kindergarten, I put in my two cents with the principal and greased the wheels to have her assigned to the kindergarten teacher who had been teaching K since 1948 and whom every parent I ever spoke to, and whose student had had that teacher, absolutely raved about. </p>
<p>Nor that I exerted influence to get her dismissed from 4th-grade Math, because she was bored stiff, to go take Math with the 5th grade, with a teacher who became her teacher…by sheerest coincidence(???)…the following year and with whom she is friends to this day.</p>
<p>She certainly became more aware as she grew older. In high school I raised bloody hell in a way that she could not to ensure that her counselor rec letter was written by a regular counselor who knew her very well and not the so-called “college counselor” who was so inept and ignorant of the schools D was applying to that 90 percent of the parents who have been on CC more than two months would have done a better job. If the student can take on the high school bureaucracy, great; if not, no need to apologize for a parent getting involved. </p>
<p>(And no, there was no result of D being sheltered. Never even dreamed of intervening in any situation in college. She has watched how bureaucracies operate, how they’re influenced, and how they can be spoken to and at this point is capable of doing a damned good job herself. Lessons learned. Next case.)</p>
<p>As others have mentioned, Talent Search, Talent Search, Talent Search. Johns Hopkins U’s Center for Talented Youth (CTY), Duke’s Talent Identification Program (TIP), Northwestern University’s Midwest Academic Talent Search, and so on – whichever one covers your geographic area. Once your son has participated in a talent search, you will learn about resources that are available.</p>
<p>My kid, who has been a voracious reader all his life, did not study for the SAT. He did read part of a prep book (Princeton Review) and take a sample test, one section a day, not all at once, before he took the SAT the first time (in 7th grade). That was it, total, for SAT prep; he got a 2020 that time, took it again in 8th grade and got a 2180, and then the last time in 10th grade and scored a 2350. </p>
<p>He attended special ed schools through 7th grade, and rarely got even grade level work at these schools. His dad and I supplied him with a lot of resources at home; he taught himself a lot of things. Once he went through the CTY talent search, we had a lot more resources to draw on, including the CTY summer programs, family academic conferences, and distance learning options, which my son used for math instruction in 6th and 7th grades. </p>
<p>We may have had to push him to do/finish/turn in school work, but we never had to push him to learn; that he does easily and well.</p>
<p>I would not encourage purposely preparing for the SAT’s this early. Seriously.</p>
<p>I absolutely agree. I think that it should be a guage of your child’s natural intelligence rather than seeing how well they can prepare. I think the most preparation should be doing the practice booklet that comes in the mail the night before so the child can have an idea of what the questions are.</p>
<p>Study for the SAT itself for a 6th grader may not be that exciting, but do it and take the test, pass a certain level, opens up many doors for him. If he can handle, it is not a bad thing. He will be thankful and enjoy the great reward. </p>
<p>It dep. on the child of course. For example, I can see a big difference between the two of mine. D. loves to learn, she needs to be pushed to be on schedule but does great in challenges. S. wants to spend all his time playing with friends. I’m sure he’ll be okay but I never suggested him do any talent search program. </p>
<p>CTY is a great program. At grade 6, your son doesn’t have to take SAT. He’ll need to do it in 7th grade if he wants to do CTY. </p>
<p>Math - I strongly recommend books from “Art of Problem Solving”. They’re challenging, not boring, great fun for bright kids.</p>
<p>From a Student’s Perspective:</p>
<p>I think that instead of pushing your kids to study for SAT at a young age, incorporate the vocabulary into daily discussions (like at dinner or something). Not as “okay, this is the word, and this is the definition”, but use it in context.</p>
<p>My older brother, in short, is a genius. School (K-12) has always bored him. He’d never do his homework (called it all busy work), but would ace the test resulting in a C+ average. He loved to read however, and because he read a lot, he had advance vocabulary. He never studied for the SAT, and aced it.</p>
<p>Abridged:
Let your kid grow and learn on his own. Maybe leave around a SAT book on the kitchen table. If he picks it up at this age, great! If not, that’s okay too. Let him love learning because it’s learning, not just for a better test score.</p>