This is just what I need! I love seeing how shelves are arrange, black/white board positioning (or absence), varying work spaces (tables, desks, floors!), lighting and colors in the rooms, how everyone gets around doors and other obstacles when setting things up... it's kind of like the excitement I get when thumbing through (I mean pouring over) the IKEA catalog.:willy_nilly: Thanks!! And keep them coming :bigear:

Ditto - no strollers. There are these moving walkways so they don't allow strollers. They will lend you a backpack carrier if you need it. I haven't been in 5 years, but I think the big habitat they were working on is finished now, so DEFINITELY worth it. I say it's worth it just for the dolphin show.

My DD uses math magic. It's a simple, graphically pleasant game where you can adjust the operations (+, x, etc.) and the maximum addend/multiplier/etc. or sum/multiple/etc. to suit your child. I don't remember if it was free or maybe it was $.99 - I bought it last summer and DD enjoys playing it.

Oh My! This site is wonderfully put together for a free site!!

I think that would work well. Some people (myself included) are more effective in starting and completing one thing before moving on to another. However, some people aren't and are better when they multi-task things. I think it should all be determined by you and your dc's learning styles. I do think that having those few subjects every day is a good idea, so you can keep building in those key areas.

I know it's been done before, but I was having trouble finding the right thread when searching. I want to see other people's school space (your classroom, your kitchen, your basement, etc.) - wherever it is you "do" school when you're home. Could you post a link to a photo or blog with your school room???? My DH is going to be leaving this summer for military deployment :patriot:, and on the honey-do list of things to take care of before he leaves is setting up our HS space (assembling, building, painting, etc). We got by in the past with the kitchen table, but now I think we need a seperate space. I'm looking at purchasing some of these shelves/drawers/organizers from IKEA. The room we have to use is the 3rd bedroom (my three kids all share one bedroom), and it will also have the storage bins with the kids toys in the room. So far all I have is a desk (too large for the kids), a tall/thin bookshelf which is overflowing, and a magnet board on the wall just the right height to sit on the floor and play with. I need some ideas on what else is useful/necessary/etc. I know there are a lot of seasoned HSers and people with greater room-design skills than me out there. Inspire me! :bigear:

Hurray!!! That must have known how I was pouring over options for 2nd grade to be ready to start Aesop in third!! And this Spring?!? Perfect.

I volunteer in DD's class for an hour each week, which is one way I stay involved in her education. I've had several head-butts with the teacher, but volunteering has actually helped that animosity. Overall, tho, I think giving up the reins to another teacher after homeschooling is very difficult. And now, when I am finally over the troubles with school and teacher I am still wanting to HS again next year because I am aggravated with the lack of progress DD is making in school.

I second Seuss! And the older berenstein bear books - Spooky Old Tree, Bears on Wheels, etc. - as well as classics like Go Dog Do Have you been through all the Bob books? DD caught on quick so we went from the second set right into the Seuss and Berenstein books. Have you checked into book databases that assign reading levels to children's books. http://www.arbookfind.com is a great one, although I think the Lexile score is a better indicator of how hard a book is to read than the AR scores. Anyway, you can search with reading level, topic/subject, and interset level parameters. I use that database, then check and reserve books online at my library.

I think they expect everyone to be at the same level, which is too much for some and too little for others. I think they expect a lot in the way of institutional skills (example: 5 year olds carrying their lunch trays from one end of the school back to their classroom on the other - without spilling or getting distracted, or lost), and not enough in terms of concepts (I could go on and on about math here...:glare:). I think they are expecting things in the wrong order - 6-8 sentence organized paragraphs, including compound sentences, for 1st graders (too much) when the same group of kids' only instruction in spelling is a random list of 12 words each week in a take-home packet without classroom instruction or reinforcement (not even a spelling test) - too little. Having been a public educator, I think the demands placed on the school system are unattainable. The schools, since we believe everyone attends these :tongue_smilie:, are the "safety net" for societal problems, with educators expected to replace (at least in part) parents, grandparents, neighbors, community leaders, and all sorts of other people in cultivating functioning members of society. The schools can't do it all - it takes a village (not just the school)

DD (6.5) has been asking to take violin lessons for about a year now. I wanted school to become enough of a routine and her to have those related habits down before she started. That, and I was fearful she wouldn't want to practice - just "fiddle" around (:D). I think she's ready though. I played violin, starting in 4th grade with the school orchestra program - I don't know that program but I know it wasn't suzuki. I did well enough, but I'd already been playing piano, read music, and I have a little bit of natural talent in that area. DD doesn't have any of those advantages, so I think I'd really like for her to be taught with the Suzuki method. Now to my questions: 1. How do you find a Suzuki instructor? 2. How do you keep your child on task while practicing (DD gets off task easily, from doing homework to going to the bathroom... :001_huh:)? 3. What is a reasonable price range to pay for instruction and instrument rental? (I have NO clue, just want to know if we can budget it) TIA!

I would evaluate your reasons for learning classical languages. If it is to read the western classical cannon (eventually), the majority of it is in latin so I'd start there. If it is to read the bible as written, go with greek. If it is neither, but you want to have the mental exercise of classical languages I would go with latin - of the two languages you will find more vestiges of latin in our own language as well as writings. If you are planning on learning both, then flip a coin (better yet, ask your dc). If you think that a new alphabet might be too much for your student wait on greek and start in latin. But truly if you are only going to learn one and have no other compelling reason, learn latin.

I can't say from experience because we're only now starting to plan for Latin for dd who is 6.5yo. I've got a library copy of Minimus here in front of me that I'm considering before LfC or LL. So far it seems like it would be a good precursor to LfC, LL, or another program designed typically for 3-4th grade and above.

This chart shows an easy way to add in the miquon books when studying the various topics in Singapore, if you're interested. If not, the chart is helpful because it describes the scope and sequence for Singapore through 4a - and can hopefully answer your question about what operations when. I agree with PP that unless you've seen a teachers guide you wouldn't know ALL the the things that are meant to be done with Singapore to make it such a wonderful program. I'm not saying you have to have the guide for each level or anything, but it helps you realize teaching elements to for best use of the program. For example you need to start by presenting with manipulatives, how to review, etc. I've heard that in schools using singapore they do timed math drill tests every day, which is something I am planning on adding.

Singapore with Miquon RightStart

I think slow and steady is good as well. I also think Moore argues that the student will be more receptive/mature and able to grasp the concepts at an older age so it too will be slow and steady. Though I don't necessarily agree with his ideas, at least not all of them. I do diverge from WTM in some respects to a more "Moore-ish" approach. I do not think that science facts (like covering the phyla in the animal kingdom) are necessary in the grammar stage (especially since much of this is not fact, it is scientific categorization, and changes as we learn and see things differently). I also don't think the history cycle needs repeating three times. I think including history in the grammar years is important, but I think they'll "get it" better when they're older and not be "behind" - this is the time for kids to be kids. Check out bugs under rocks, read about an interesting figure in history, and nurture the learner to become someone who can learn own their own and not just be a vessel to be filled.

:iagree: In fact, it's the same subjects here - we need more time to develop in writing, but DD is ready for more in those other areas. This for me is simply working at the child's pace. I wouldn't know what her pace was unless we tried, though. Rather than bulldoze ahead, or hold off unnecessarily, we press on with what we can and gently lead in what needs help.

5th ed. It wasn't readily practical for me. There is definitely technical information put in there, but IMO there is little excuse for not including a step-wise (outline format) progress for instruction. Even if there are a few examples to show the flexibility of the program. I need that visual conciseness that comes with a graphic organizer, or even a linear outline. I didn't want to have to create this myself (as I needed it), and in the end I didn't put forth the effort because the underlying problem with this and other orton-gillingham programs was writing. My DD has been reading since she was three (self-taught CVC decoding), and still she struggles with the mechanics of writing at 6.5 (though she is a fluent above grade-level reader). The program was an upside approach for my DD's needs, so I needed something else to help her along with reading that didn't rely on writing. So Spalding may work for every child, but I needed something different to work better for my child.

I borrowed WRTR from the library, and read the book. Then I tried to figure out what a lesson might look like. It is not very straight forward - I think they need someone to teach the author about technical writing if the book is meant to be an instructional tool and not just a philisophical tretise. I sat in an impromptu teaching session with Sanseri at the HS conference 2 years ago. She was going through what a typical SWR lesson would be like for me and another mom. I was very anxious to find a program that would lead to good spelling because I myself am not a good speller. The session with Sanseri completely turned me off. BORING! I also sat in The Phonics Road to Reading and Spelling (similar program). OVERKILL! I didn't use any of these methods because they all required a student who was ready to write. My DD loathes to write. It is physically taxing (not a grip issue, a fine motor development issue). She was ready to learn to read, but no where near ready to write in the way these programs required. So, I decided just to do reading and come back to spelling later. She did really well with 100EZ and now we're going to tackle spelling. I'm actually looking at AAS. I wish I could recommend the perfect reading program for your child, but I can only say that these programs weren't a match for us. I hope you find something that will work :001_smile: Spalding was a student of Orton-Gillingham, Sanseri was a student of Spalding. So, if it's worth the argument :confused:, both WRTR and SWR are off-shoots of Orton-Gillingham method of reading instruction.

yes. It's worth reading. yes, it could plausibly be adapted for use without Latin, but it would require more work in other areas. One of the ideas behind LCC is that Latin simplifies your curriculum because it provides so much - second language, classical studies, grammar, vocabulary, the western literary canon, and rigorous mental exercise (among others). Some could argue it would defeat the purpose, but I think reading the book is a breath of fresh air when it comes to curriculum, and therefore worth your time even if you don't become latin-centered. It is classical, and refreshingly elegant in its simplicity.

Thanks to all for suggestions and information. I am leaning to Minimus right now, as I've discovered it has a little more grammar content than I thought it would. Lively Latin also sounds like a wonderful program, but I'll wait until DD is older to seriously consider it. I'm going to check into The Great Latin Adventure, as this is the first I've heard of it. Thanks again!

I haven't seen the activity book, but I imagine it would really help make sense of how to use the abacus effectively It comes with a small booklet with a couple of activities and very basic instructions, nothing in depth Again, I haven't seen the book, but I can say that the abacus is set up differently than any other. For that reason a third party book would hardly be worth the abacus, since you wouldn't really get to use the features specific to the AL Abacus. HTH

...in pronunciation. Would this be too much of a pain for Mom? I don't have a latin background (though I know a lot of latin roots via vocab studies and have studied Italian). Is the CD/DVD that much of a benefit that the program wouldn't be worth doing without them? Would it mean extra work for Mom making up for CD/DVD? What would I have to do? In reality, I don't think I want to use PL, but I don't know what else to use. I am fine with Christian content, but I really don't like rote prayers. I want Latin, I want classical pronunciation, I want to not have to do English grammar in addition (LCC), and I want it to be engaging for my 2nd grader (will just have turned 7 when we start, trouble with writing/fine motor, though very strong language and reading skills). I've considered the following: Prima Latina - like the latin and grammar, don't like pronunciation or prayers Minimus - like the engaging style, like the pronunciation, not enough grammar (I think?) so I'd need to do grammer in addition Song School Latin - like pronunciation, engaging format, has a little bit of grammar (enough???), but I've heard it has errors and is flat out wrong in parts (got this from the LCC yahoo group) Lively Latin - has what I am looking for, but it looks like too much for my 7 year old??? Is there the program I want out there somewhere, or do I need to tinker PL or add grammar to minimus? Should I just wait and start Lively Latin in 3rd grade? (and do gentle english grammar like PLL or something now) Any input would bee greatly appreciated.

Maybe this has already been shared, but I found a wonderful resource which compares Latin programs! Perhaps everyone else knows about and it is only now (since I am searching out a Latin curriculum for the first time) that I noticed it. http://www.homeschoolchristian.com/curricula/reviews/latincomparison.php A table comparing 22 different Latin programs based on teaching method, format, pronunciation, price, secular/religious, grade range, and more. Already I have found it immensely helpful, so I thought I'd share. :grouphug:

I didn't really care for Peterson bird guide either. The other guides are similarly formatted. I guess there is just as much partiality with field guides as there is with anything else. I prefer Peterson because it gives just enough information to make identification accurate (range maps, key characteristics for ID, similar species, etc) and some natural history but not so much that it becomes a tome too large to lug around with you. Also, I am the nerdy type :tongue_smilie:, who wants to make sure I've IDed something right so I want to make sure I've got a comprehensive guide. I can look up more natural history information when I get back home.