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About MeaganS

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  1. I knew something was up with DD12 from when she was an infant. She was a very difficult baby in ways that just seemed unusual. She had me trained on her preferences and I was the only one who could keep her from screaming because I just got to know what she hated and what she didn't (nothing from season 2 of Blues Clues, only season 1, because the opening credits changed, for example). She also didn't eat enough and was failure to thrive. And she was delayed across the board. When speech started, her echolalia was a major red flag and when we had her diagnosed at 3, it wasn't a surprise at all
  2. I'm on my 4th time through OPGTR and here's what we did. I skipped the first 30 lessons or so since we didn't start until they knew their letter sounds. Then we do about 15 minute lessons every school day. At first the lessons take a day or two each but as they gain fluency, they are able to do the whole lesson in a sitting. Since they're so young, I usually take attention span into account and if they get too frustrated or distracted, we call it a day. We never did the review. With my 3 children who have completed it, it took almost exactly 2 years to finish it. DD4 is on track for that as we
  3. Totally 100% agree. We had the tiles on a magnetic white board and with the toddler, many were missing within a few months. The app is so much easier for us all and takes so much less time for each lesson. I've used it exclusively with 3 children for 5 years now (there was an off-brand app I used before, but when AAS released theirs, it was easier to use than the other I used before)
  4. I don't know when the local schools start back. It really doesn't affect me. We school year round and haven't stopped, although we did have our official "first day of school" on Monday and the kids were promoted (6th, 4th, 3rd, and prek).
  5. We used it with a 2nd grader, 3rd grader, and 5th grader this year. The 3rd and 5th had grammar before and the 2nd was new. All 3 loved it and the 5th grader enjoyed the change from a drier grammar (plus it was a tad easy for her). I'd recommend it to anyone. The only downside is it is a ton of printing in color. We have a color laser printer, so that wasn't huge for me, but still.
  6. At our house the First Day of School Otter brings fancy new school supplies. Fun things, like snap bracelet rulers or cute erasers. We then have a big fancy breakfast. Lately it's been crepes with all the fillings. Then we go do something fun, like visit a bounce house place or a new children's museum. We do take pictures in front of our height-measuring ruler and mark how tall they are. We don't usually do any actual school that day. I may spend some time talking about any expectations that may change for that year (like someone needing to spend a half hour on their math rather than 25 minute
  7. I haven't done one of these yet this year, so I'll bite! Most of what we do is pretty well ironed out, so it is almost all "do the next thing." There wasn't much to figure out, which is sort of sad and nice at the same time. 🙂 DD9 will legally be a 4th grader this upcoming year, which is nuts to me, but cool! Math: BA 5b-5d. Possibly start AOPS PreAlgebra after that or possibly Jacobs Mathematics, A Human Endeavor. She also does BA Online. Writing: Finish W&R Narrative 2 and do Chreia and Proverb and possibly start Refutation and Confirmation Spelling: AAS level 5 Grammar: fini
  8. I actually don't find it particularly teacher intensive. I have 3 children in various levels and will probably start a 4th child in the next year. A lesson day takes 5-10 minutes. Then practicing spelling words and sentences pretty much just requires me reading them out loud and checking when they're done. I can usually do that while helping another kid with math or something. Occasionally the girls like to give each other their spelling words or sentences. We do a lesson day (over 2 days of it is especially long) then the main spelling words day 2, 6 sentences day 3, 6 more sentences day 4, a
  9. So for my dd who has ASD, it didn't work. She wasn't able to extrapolate what she did with the rods to the same thing as what we are doing with numbers. She didn't see the patterns at all. I could show her 3 or 4 different ways to look at a problem and it all just seemed new to her. I ended up needing to go a more traditional method with her (CLE then TT). However, I will say, I suspect dyscalculia for her, so that could be why and it may have nothing to do with ASD. I also say this as someone who successfully used it with 2 of my other kids with great success.
  10. We are team c-rods here. They are really the only math manipulative that we ever use and even my older kids occasionally pull them out when trying to grapple with new concepts. DD4 who is doing Singapore 1a likes using them better than the pictures in the book. We have them and some 100 flats and a thousand cube. They also go together well with the Dragonbox Nooms app (although I'm still sad they aren't the same colors). Pretty much every other manipulative I ever bought has been more of a short-term toy. But the c-rods have received regular use. We have pattern blocks, rubber band boards, bas
  11. We just had to have someone come check our backflow thing on our irrigation water line. Apparently we're required to do that yearly and I thought that might be a decent job without too much training. Googling suggests you can get certified in about 40 hours? So it isn't necessarily plumbing, but might be a decent trade. The woman we had come out is also selling us a new one, so there's probably a little money to be made that way too (ours was broken and she has some to replace them. We knew it was broken, so she isn't making stuff up).
  12. I relate to this. I am very pro-free range in my mind but my gut is very helicoptery. I have to be very mindful of how much I'm sheltering for my own sake and how much is legitimate. My kids have been camping in our backyard lately. Our backyard is not fenced and in a weird place so is semi-visible to the area around us which makes it feel less safe to me than if it was fenced and private. And each time they do it I feel a bit nervous. But I've been working on it and recognize that my fear shouldn't hold them back from a perfectly fine activity. They set up the tent, bring out what they need,
  13. We've had it for a few years. IMO it is like a much more user friendly version of BFSU. It asks the kids a question, give them background information about it, and then helps them find the answer to their question. The experiments and activities are very open and go with minimal supplies. Overall, I love it. At this point, though, my girls mostly use it on their own. They like to watch the mysteries and sometimes print out the activities to do themselves. DD4 loves it and all the time she'll come up to me and tell me what "Doug" said. I'd say it is worthwhile. My kids love the mini-lessons the
  14. Today I accidentally stumbled on one. Give a 4yo a tape measurer and let her go wild outside. DD4 went from having no sense of how long an inch was to making pretty decent estimations after a while.
  15. So my older girls are 8, 9, and 11. What I've done is a little hard to explain, but I'll do my best. I haven't ever had yearly goals (or at least none that I've stuck with) with regards to science and history, but I have tried to be very deliberate, and over time it is working really well. I have the audio and hard copies of the first 3 SOTW books. We've listened to the audio several times through in the car. That alone has been a great way to help them place things in time. We also have the Liberty's Kids DVDs put out by PBS. They've watched the series several times as well and have more know
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