The key thing for a field guide is that it will have the things you will find where you are. If you want, say, a comprehensive book covering all bird families of the world or mammals of the world, get a reference book and not a field guide. There are some guides that have a good standard/reputation . Peterson is one I prefer in particular. Audubon has lots of nice photos, but it isn't as useful for me (not comprehensive for North America, fewer range maps and comparison with other similar species). Sibley's or Stokes birds or All the Birds of North America (my preference) are great for comprehensive birds. But in all honesty, my favorite field guides are those written for my locality - especially when it comes to wildflowers! I'd try contacting your county extension office or a state/national park around you for their recommendations for wildflower guides. For amphibians/reptiles ("herps") Peterson is great - and it is specific for eastern/central North America. For mammals, any one that is specific for north america would work, but I know Peterson is great (don't get Simon and Schuster - this is world mammals and will have a lot of things you won't come across in the field and be lacking many things you do come across). These are guides I used in college for herpetology and mammalogy. I have Peterson Insects, but I don't use it much and haven't used any other to compare it to. I also have Audubon Eastern US Trees (bought it when I lived in DC), but as I said before it isn't comprehensive. I'd look for something else. Have fun!

I don't have a writer that old, but here is my $.02. First, have your writer do the first critiquing. Set up a rubric before hand, go over it with him, have him write, then let him score himself or make corrections based on the rubric. Then allow editing. After he's had a chance to make changes you can make suggestions. Having the rubric (which is objective, and not YOU) to be the first critique is key. Also, save all simple corrections (basic grammar, spelling, punctuation) until the end. Work on the structure and style first. When the structure and style is in place, and your writer can see what a nice work it is (and gain confidence in it), have him "clean it up." Make sure you convey that your emphasis is on the writing, and the technical tid-bits (like punctuation and spelling) are easy things to fix to put the finishing polish on his piece. HTH - I agree on PP with having lots of chances to write without correction or critique. And convey that writing is a process.

would you be willing to share???

I am what you might call a frustrated planner. I LOVE to plan - I list, I schedule, I research, I preview (you get the picture). However, my concrete-sequential tendencies to plan are at complete odds with my abstract random family's need to be spontaneous. Seriously, I thought it was just my inlaws, but it's an inherited trait and my kids got it. RANDOMness rules the house, and I am left frustrated, broken-hearted (broken-planned), and denied the satisfaction of checking off all my boxes... :nopity:

Thanks - you're quite right about the power of choice, I need to keep this in mind. I haven't seen these, I'll have to go check them out Thanks everyone for suggestions - I'll have to check out Harp and Laurel Wreath as well.

Thanks! I found Italic Builders last night late - very interested - and received their sample work via email. Has anyone used them? Reviews or recommendations about their Character Italics series? Yes, I have thought of it, but was hoping to spare myself all the time involved with locating selections to copy, formatting, adding nice pictures etc. I think I'd have a lot of fun doing it, but I don't think that is where I can put my time

I am looking for some recommendations for copywork. :bigear: I do not want a complete writing or complete grammar course that includes copywork, unless it is mostly copywork with some narrations or gentle grammar. Really, I am looking for some copywork selections already put together for easy copying. My DD has trouble with the fine motor tasks of writing, and we're working on it, but I don't want to overwelm her with large selections for copying. DD is 6.5, reads at a mid third grade level, and has great comprehension skills... it's just this handwriting stuff! So, I guess I'm looking for: - copywork (not copywork as an element of other LA program) - "literary" passages (things worth reading/writing on their own, out of context) - shorter passages (beginning at ~2 sentences per sitting and working up to longer passages) - easy format to copy from It would be especially nice if it were in Getty-Dubay Italics font. If it includes Bible passages I prefer KJV. Anyway, all suggestions welcomed. Thanks!

I don't know where you live, but some states have charter schools/alternative ed programs that are essentially a means of getting state student funds for homeschooling. There are varying levels of commitment and varying levels of oversight depending on the program. For example, I can choose with our umbrella school to be 1-50% homeschooling, and the other percentage part of an alternative ed program. I actually choose 100% alt ed, get $1300 for the year for each student, and have very reasonable responsibilities to the state. Durable items I purchase with the funds become the school's property and I surrender them when I'm done using the program (not each year, just whenever we stop using the alt ed program). Also, I have a certain amount of time required for student instruction (very easily met), and can count no time (nor buy any materials with funds) that are "religious" instruction. But I can still do religious instruction... There is also end of year testing (which my student blew out of the water last year). It's been great - couldn't be happier! Money for my homeschool, and very little involvement by the umbrella school/alt ed program.

:iagree: :iagree: This one is especially better for us concrete-sequentials with measurable tests to help determine learning style.

Building Foundations of Scientific Understanding - we love it!

What a timely post for me to read. DD is in 1st (one grade advanced) and her teacher has repeatedly said to me how "young" she is - she doesn't participate as much in "group activities" (this is what the teacher calls her having the kids sit at her feet and repeat things in a very rote manner of learning) - and she doesn't interact a lot with the other kids. DD I must admit is a little awkward, socially and emotionally with kids her age, but I wouldn't call it immaturity. It is more a testament of her asynchronous development. Even in first grade she is bored with a lot of the material and so her mind wanders (doesn't participate in "group" activities) into her extensive imagination. She's less interested in Hanna Montana and more interested in "The Hobbit" - which is just fine by me - and doesn't have as much in common with other kids in her class. She prefers to play imaginative games with one or two people at recess (doesn't interact a lot with other kids), and not join in the soccer or tag games although she considers everyone her friend. She also prefers kids 2-4 years older than she is, or even kids a year or two younger (because she can take on the "older sister" role). So, IME, there is incorrect interpretation of gifted kids' behavior. But I don't think it is as black and white as more-mature/less-mature. These kids are wonderfully complex packages that won't always fit in - the square peg may fit in a bigger round hole (advancement) but it still isn't a perfect fit.

When I taught science (at a lower mid school, 6-7, and at a jr high, 8-9) the kids could not bring their books home (which was a frustration for me as the teacher)! The reason was that there weren't enough copies of the books for everyone. There was a classroom set of books, and a few loaners (which had to be signed out to go home) and that was it. Our schools were bursting at the seams - 36 kids in each class, 7 periods a days. There simply weren't enough books (or funds) for everyone to do it. I'm not sure why in 5th grade they can't take books home.

Since we did homeschool-lite all through the summer we just kind of kept on with it after school started. We do math and reading is all--Singapore/Miquon and DD reads to me, I read to DD. Plus we do any "homework" that she has from school. It amounts to about 30--45 minutes a day. DD has early release on Wed (why they chose wed. I don't know :glare:), so on Weds we will do science, since it doesn't seem to have any real emphasis at the school. She has been so exhausted from schooling all day long that she doesn't even ask for TV or video game time (usually). She knows that school work has to come first - I am thrilled about this :001_smile:.

Were you at my Back to School Night? This is almost exactly what ours was. Really, this was great for me (we decided on PSing at the last minute this year and I already had our HS planned out for the coming year) because I got to see what the educational objectives/strategies/curricula/etc were for the class. Relinquishing some control of my child's education was really hard, and know what they are doing at the school makes it a little easier.

I would just continue to nurture her love a reading. "Some of My Best Friends Are Books" is about guiding gifted readers to appropriate books. It becomes difficult when you have an advanced reader because reading ability becomes incongruent with interest and maturity. Also, do what you can to help her be patient with her situation. My DD tested into 1st grade even though she should be in K, but even at that she's an advanced reader and her teacher hasn't quite found a place for her. DD gets really distractable when she isn't engaged (what 5 year old doesn't), so we're having to work on some behavior issues because she is so bored during reading. I wish I had done a better job of teaching her patience. check out the "after schooling" board too

RightStart is fairly scripted, and a wonderful math program.

We are not doing formal history or social studies, and even the science we're doing is not typical for WTMers. We did some geog for K and 1st - this was through reading picture books, doing a limited number of activities, and actually using maps. I am using a program called Moving Beyond the Page, which is interdisciplinary, for my 6yo and tag-along 3yo. It has what would be called "social studies" in it, along with language, math, and science. I think it is too easy to become compartmentalized in HSing, having a curriculum for reading, one for writing, one for spelling, one for grammar, one for history, one for geography, one for literature, one for foregin language, one for nature study, one for "hard" science... you get my point. On top of that, there is a general sense of requisite repitition of material in all subjects in order to achieve a well-educated student (4 repeating years of history, 4 repeating years of literature, 4 repeating years of science, etc.). All of this results in (IMO) too much instruction and not enough construction of knowledge, and henceforth too much curriculum and not enough learning. So in answer to your question, no you are not the only one not using curricula for these. And, it's just fine (better, IMO) that you don't. Have fun! ;)

We have loved all the books by Arnold Lobel - Frog and Toad books, Mouse Tales, Mouse Soup, Owl at Home, Grasshopper on the Road... My DD liked Amelia Bedilia, Henry and Mudge stories, and several more in the I Can Read Series (Oscar Otter, The Fire Cat, Red Fox and His Canoe). Reading levels vary quite a bit at this age. What is an example of something he can read without help? This might be useful in providing the best suggestions.

:iagree: For me it's too difficult to say "x number of books a week/month/etc." because each book is so different. One may be 75 pages, another 500. One may be a book written to be read by a higher grade level which is instead read aloud to them (rarely is this the case because I believe generally the topics are inappropriate and the language is either staid or unremarkable - either way these are "quick" reads). Another may be a book that needs to be savored for its language and imagery, or a means of opening a discussion - both of which are "slow" reads. One thing I am definitely finding, my read alouds are like fine dining. It is worth it to enjoy the rich flavor and explore the subtlety and nuance of a few excellent books rather than glut on the marginal, all-you-can-eat buffet of an excessively long book list.

Me on the Map is great (I think it is the only real gem in the series). Also, the Once Upon a Time Map Book - my dd loved it and really learned about (and did) using a map with this one.

We have an inflatable beach ball style globe, but hardly use it. A US map (we had one on a placemat) seems to get used more. As far as other supplies, crayons, paper, scissors, glue and pencils seem to be about all for pre-K to 1st. And any other project-specific supplies. If you're doing HWT I think they have special paper they use for handwriting. Otherwise we got some crayola sketch pads/doodle pads and construction paper. I am not big on "production" in the early years - so we didn't have a ton of things to organize. We had one 2" binder with some folders/dividers in it to hold everything - we could have been fine with a 3/4" binder. My DD loves to save everything (even paper scraps), so she could choose what to put in the binder and what to keep in her desk (which is brimming with junk paper).

Nap. Honestly, this is when we were most productive when DS was 2. I will have another 2yo this year, and I plan on doing the most teacher-involved schooling during her nap. Occasionally Elmo works, too. Or The Letter Factory. I have also found that if I give her direct-involvement time (me reading to her, or playing with her toys with her) for at least 20-30 minutes, then she will be content to play by herself for at least the same amount of time. Otherwise, just get used to having her on your lap.

If you want interactive time with him I would not do workbooks. Or at least not count that as the interactive time. For my 3yo DS we got out some magnetic letters and some magnetic pictures (animals, vehicles, etc. - I think ours are Melissa and Doug). Since he already knew his letter sounds we sat down together and worked on the beginning sounds of words - he would choose a magnet animal or vehicle, and say the name, then we'd choose the letter for it, and stick them both on the magnet board (which hangs near the floor so they can work at it while sitting). I love the idea of reading one-on-one. Snuggle-up time is priceless.

I haven't seen the books you referred to, and I don't have any curricular suggestions. I just wanted to add a bit of encouragement. This is probably an aside to what you are after, but I wanted to mention it anyway. I just wanted to assure you that you can raise modest, loving, chaste, and responsible children even if you teach them about sex at 12 years old. In fact, I would venture to say that you are more capable to doing this when you do teach you children in a loving, respectful way (using correct terms) and without embarrassment. Better they learn it from you, who has the perspective and wisdom of a parent, than from their peers. My parents were open, tender, factual, and respectful of the topic, for which I give a lot of credit to helping me through my teen years (while living a life I look back on without shame).

Thanks - I'm going to check these out!