We've done something very similar with Winston Grammar. I'd write a sentence or two on the whiteboard and both boys would use the cards to map it and then we'd discuss or diagram.

I don't remember that question either, but I think the default setting is Common Core, so that may be what ours is set on. It doesn't bother us at all.

I'm going to go a different direction and tell you to use the Landmark materials & specific organizers. http://www.landmarkoutreach.org/publications/teaching-guides-resources/study-skills-book-set

Singapore is *far* ahead of Everyday Math, which is used in many public schools. Maybe that is the comparison?

Send her to school. I actually think it might be best for her as well because she will have time to adapt to school and know what the routine is for fall. I would opt her out of testing if they still have that to go for the year, but otherwise I'm sure she will be fine. I had a friend who enrolled her son in May and it was fabulous. He experienced all the fun end of the year activities and field trips and had no issues whatsoever. Take care of yourself and heal. :grouphug:

She is actually describing the partial quotient method in BA 3C. Yes, Singapore does teach the traditional algorithm. Somewhere in 4, and again in 5A.

We like the Human Odyssey series by K12.

A Clown of God The Giving Tree Why Christmas Trees Aren't Perfect Bridge to Terabithia Stone Fox Where the Red Fern Grows A Little Princess The Little Match Girl Tuck Everlasting Jane Eyre

I'm another one who wishes there were additional books or practice problems for BA. In reality what ends up happening is that we jump between BA, Singapore, Prodigy, and Keys to books to cover areas that need more practice. It would be so much simpler if there was additional practice provided by AoPS, but there is not. I learned with the first kid that I definitely need to supplement BA in procedural areas so it is what it is.

I enjoyed the book and the movie. The movie is pretty faithful to the book, even incorporating blocks of text word-for-word.The point isn't to necessarily like the characters in either the book or the movie, but the movie definitely won't ruin anything. It was a fabulous adaptation, IMHO.

Interestingly enough, the Eides and at least one other expert disagree this is an accurate characterization of dyslexia. http://college.usatoday.com/2016/03/18/dyslexia-simulation-not-accurate/

Yes, close to all Learning Ally books are now Immersion style reading. We use LA often when a book is not whisper-synced on Audible.

This is so true. We had a fabulous pediatric OT, but older ds requested help for more athletic skills related to soccer and he is seeing some great progress all around from sports related PT. I so hope the last paragraph will also be true for us. Each year has definitely brought new challenges but ds is not old enough to see it all come together yet. Sometimes it is depressing because we both work so hard and I just don't know if it ever will.

This is what I have done with both my dyslexics as well. My boys excel at math but need extra help on word problems and more practice on long division, fractions, & decimals. It is really just a procedural issue.

7 y.o.? My vote is not worth it and it should wait.

Thank you, Lori D.! You have no idea how encouraging the 14 y.o. comments are at this moment!

It is complicated, but basically the school has various entry points and testing and offers multiple languages. Kids divide among 3 languages at 7th grade, so the majority of Spanish kids will be starting over in another language at that point anyway, along with students who enter the school in 7th-9th grade. Students who started Spanish in elementary or who have been at the school since K often test into Spanish 2 or 3 by 9th grade and keep going quickly through AP Spanish, but Spanish 1 is still offered as a starting point for transfer students or others as late as 9th grade. 6th grade language is ungraded Pass/No Pass. Hope that makes sense. Opt Out would be fine and ds could start in a different language or take Spanish 1 later in middle or high school.

Fwiw, I think the workload is age appropriate but with a dyslexic/dysgraphic who has *extremely* slow processing speed it takes him at least twice as long to complete any work. That extra time has to come from somewhere. He is given plenty of accommodations at school, including extra time or extended due dates, but the study hall gives him some built in breathing room during the day so that he can do extra curricular activities afterschool, have less homework, and more time for downtime. This is the eternal struggle of the dyslexic, right? The 2 pages of math that take everyone else 20 minutes to finish in class takes him an hour and becomes homework. He is fully capable of high quality work, but that work does take him much longer than average. That's just his reality. Hence, the reason for study hall during the day to give him that extra time to finish up in class work or get a jump on homework that will take him longer than should be expected. In fact, I've seen study hall suggested in most of the dyslexia books as a tool for success at school. I actually consider it an appropriate accommodation. I'm not sure why I'm being subtly criticized as overloading him or causing him stress for considering employing it.

Yes. I don't want to opt him out of any other specialists (PE, library, etc.).

Our private school includes foreign language for grades K-12. For NT kids, I consider that a huge asset, but for my dyslexic boys, it presents some concerns. I opted ds out of Spanish this year and he got a study hall instead, which has been huge in helping him keep up with the various output assignments. Now I'm wondering if we send younger ds to the same school next year if I should also opt him out of Spanish. I think he would enjoy the general language exposure and it is just conversational Spanish with cultural information, but a study hall might be vital to his success in keeping up with the regular reading/writing work that takes a dyslexic longer too. This is for upper elementary grades, not junior high or high school credit. What would you do?

Disclaimer: Barton did not work for us. The major con that we ran into is the lack of flexibility. Barton assumes that *every* child needs *every* step in the order listed. That is fabulous for kids who do need it all broken down but terrible and off putting to those who don't. My kids have never worked in a linear fashion. They would intuit one step later in the back, be frustrated that they had to sit through steps they knew, be missing one piece of information in step 12, but already have figured out the 10 in between, etc. My personal experience is that OG is more flexible because I can move around and place them more accurately to fill in the gaps and phonetic weaknesses without having to do a whole language program in a set order. I don't think Barton is a customizable program other than the ability to slow down or speed up, and we needed intensive phonics with the ability design custom lesson plans based on strengths and weaknesses.

I don't remember the exact percentages, but a high number of dyslexics are also dysgraphic to some extent. My younger ds is a pretty extreme dysgraphic but just for example, here is what he wrote today. 4 pages of math problems (he wrote 2 pages worth, I scribed the rest) 10 spelling words from AAS Journal page from science (I scribed some of this too) HWOT cursive handwriting page He is also 9 and would freak out if he had to write as much as listed. He just couldn't do it. We typically type the spelling dictation sentences from AAS and only write the words lists. Maybe you could try that if it is just too much for him?

Barton is actually not at all well known or requested locally. I could not find *any* tutors in our area and I don't think it is even requested by parents. I've seen many requests on local pages for OG tutors or dyslexia tutors so I am thinking that is a larger market here. I think I'd prefer OG training as it seems to be more flexible and I know the local dyslexia schools and organizations offer conferences, periodic trainings, etc. Plus, it seems to me like OG techniques are more transferable to a school setting while working as a reading specialist. That could just be my perception though.

It is likely we will be done homeschooling in the next couple of years if all continues go well at our private school. I'm a certified teacher with an MEd, and one of the possibilities I'm considering for when we finish homeschooling, is to get some official OG training and put everything I've learned as the parent of dyslexics to use, either in the school system as a reading specialist or as an OG tutor. I'm considering doing the Landmark School dyslexia certificate, but that is not specifically OG training. What are good options for getting OG (especially advanced phonics) training? Are there certificates, college programs, or other credentials in OG? I think some of you have done this - Sandy? Displace? Merry? It is funny how our kids influence our lives and careers. :)

I suspect in districts with lots of kids of bright, middle class kids over the 90% mark, the gifted programs only serve the top 2%. The top 2% was the cutoff in my home district way back in the 80s and even then the classes were full. But yes, I think the top 2% is about the right cutoff to serve truly gifted students. The testing is a separate issue, because obviously certain tests miss certain kids and populations and I agree that outside testing wouldn't be a bad idea, especially if it will make the school reconsider placement (it does here).