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Targhee

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  1. Excellent!!! I'd like to also recommend Bento for Mac to keep track of everything from books, to materials, to your movie collection - as well as people and all sorts of other things. I did the free trial and now I'm hooked!
  2. I don't know how good they are, because I didn't buy them. At a HS convention last year I sat in on the author's presentation of the materials - which was very boring and overly complicated, IMO. Not her presentation, although it was rather dry, but the materials seemed too structured (a little carried away with the building metaphor), and BORING. The price didn't help my opinion of it either.
  3. I don't have any curric recommendations, but I do have some books that were big winners with my DD at 4.5. Me on the Map Once Upon a Time Map Book I let her use maps as much as possible - to find out house, where we are driving to, where family lives, where penguins live, etc. Have lots of fun!
  4. Have you looked at Growing, Growing Strong?
  5. DD5.5 doesn't have many "friends" - meaning people that she interacts with, shares with, talks about/with, etc. frequently. I would say there are three or four. I think this has something to do with her personality (she isn't a socialite), as well as her giftedness. However, she also thinks of everyone as her friend (and says as much). The people she is happiest with, gravitates towards, plays with, talks to me about, etc. are almost all older than she, and quirky and exciting little people. She tells me her brother (3) is her best friend, although sometimes she says it is her 8yo cousin who lives out of state. Those three or four kids (non-relatives) which are her friends, she met at church.
  6. I've used the forms from Tanglewood's corebook. http://www.tanglewoodeducation.com/corebook.htm
  7. Sorry this review couldn't have been done sooner - for various reasons it took 5 weeks from the time I ordered to the time I received my materials. Not MBTP's fault. Anyway... We've begun using the Similarities and Differences Concept (Age 5-7). We're a little over a week in and, so far, I think it is a fine curriculum. More than OK, but not excellent. Here's a breakdown of the pros and cons I see so far Pros -Prepared curriculum (I don't have to try to make up or heavily adapt!) -Content includes breadth and depth -Activities are differentiated (this is great for DD whose handwriting skills are below her verbal and thinking skills) -More creativity and abstract thinking required than most grammar stage curricula* -Final projects require synthesis and application (as per last comment), although we haven't done one yet so I can only judge by overviewing the material Cons -Lots of activity sheet output (these are better than mindless worksheets, but we just aren't used to having a "product" each day) -No reference/resource/primary source use (at least that I can see, although there may be some in other concetps -Some, but not enough, literature incorporated/used These pros and cons are pretty narrow, in that they address the things I am looking for. Our school year is winding down, so I think we'll finish this unit, take a 4 week break, and start up again in August with the rest (three units total in the concept). I think what I appreciate most about the curriculum is that it is a starting point for me. Having prepared lessons makes it easier to explore topics in depth and move things in the direction my student is ready for and interested in. It has also given me motivation and confidence to try creating some of my own curriculum. *One problem I find with WTM and what I know of classical education is that the stages of learning aren't always in synch with my asynchronous child. I agree that primarily learning is observation and memorization of fact. However, I disagree with some content that is suggested for grammar stage. Particularly in science.
  8. DD5.5 really protests if I interrupt whatever it is she is doing. I recall being the same way when I was little. For me, it was this deep basal need for completion. For example, I remember one occasion when I was playing the piano and my mom asked me to set the table. I nodded and continued to play. She reminded me a minute later. I nodded, kept playing. Then she got mad, I got in trouble, and finally set the table. All I wanted to do was get to the end of the piece I was playing - I couldn't stop with the music resolving!! Do you do school at a consistent time each day? That is helpful for my DD (and I have found it helpful for me too). I usually remind her "we're starting lessons in five minutes" or something like that. She doesn't always come running with an enthusiastic smile, but there is less of an issue this way. Also, there are a couple of things she can't do until lessons are over (like playing video games, watching TV, etc.). These are the activities that it would cause protestations if I interrupted. HTH
  9. I wouldn't wait to start, as long as your DD is interested. If she sees the practicality in it (conversing with native speakers) all the better. What kind of a learner is she? For those who are auditory I highly suggest Pimsleur. For more visual learners Rosetta Stone is great (and it really has both audio/visual). Both programs use an "immersion" type approach with no direct translating. When we teach that ball=pelota then we train our brains to do one extra function (I see a round and bouncy thing, the word for it is ball, I think ball=pelota, I say pelota). Instead, with immersion the goal is to train you to think in the foreign language (I see a round and bouncy thing, the word for it is pelota, I say pelota). The programs are kind of pricey. We used Pimsleur via the library. We use Rosetta Stone free through DH's work. If price isn't a factor, go with one of these superb programs. Have fun!
  10. If I Had a Snowplow. Oh, this is a heart-melter for anyone with a little boy, and my DS likes it because of all the trucks in it. Nice illustrations, and it goes over the months of the year.
  11. Both styles of schooling encourage highly selective choices in materials for instruction. History is stressed in both styles (at least more so than in traditional US education). Charlotte Mason did suggest starting foreign language early (grammar years), but did not stress Latin or Greek (French was her choice). CM style stresses short lessons, "free" afternoons, and school 6 days a week. WTM has some suggestions about time for subjects, but classical education as a whole doesn't prescribe any such time elements. CM style also suggests productive hand work (knitting, wood working, etc.). Nature study is a big thing in CM, where classical has more rote learning of scientific information in the grammar stage. Charlotte Mason method is a little less rigorous (read "more gentle") in the beginning (IMO). A lot of CM writing is about rearing children, as well. She talks about everything from teaching good manners to airing out the linens in the morning so the room smells fresh and clean. The two styles have a lot of common ground, and I have found literature about both to be very useful in defining how we home school.
  12. We used for K Math - Right Start A Handwriting - Getty-Dubay Italic A Phonics/Reading - 100EZ Lessons and Phonics Pathways, then lots of reading And we played
  13. Give him a small set of colored pencils, a pen, and a notebook (this could be a sketch book, spiral bound notebook pages, memo pad, or whatever - it doesn't have to be fancy. But if you want something I find nice for small hands try this. The volumes are shorter, which is less intimidating than a sketchbook, and the size is nice for small hands). Teach them that when making observations they should record the date and time, location, and weather and who is with you (a header - we do this in the upper, outer corner). Beyond this there is a variety of things they could record. Name or animals and plants seen. Behaviors observed. Smells, sights, textures, shapes, etc. they see in nature around them. If he is having trouble, ask some open-ended questions to help him think (What is the animal doing? Why do you think he's doing that? Where did he go? What do you hear? What does his coat look like? How many petals are on this flower? What do these leaves look like (hands, spears, ovals, stars)? If you are using the zoo a lot I would suggest something like this for an entry (done at each "stop" you make at the zoo): header name animal(s) observed (most zoos also include scientific names on the display) number of animals, or other animals in habitat description of animal (color, relative size, shape, skin/covering, old or young, etc.) description of habitat (terrain, plants, water, cover [trees, caves, burrows, etc.]) sketch of animal, part of animal, behavior, or habitat behavior observed (eating, drinking, grooming, calling, standing, active/inactive, interactions with others, location in the habitat, etc.) Then, when you return to the zoo at a different time of day, or in different weather, compare observations about behavior and number of animals observed. Bring a magnifying glass or loupe to look closely at plants or small animals. Help him to make analogies (this looks like a bottle, this looks like a bowl, this looks like...). Have lots of fun!
  14. self-education in 2 hours a day (I think I have more than two hours worth here): read, read, read, read, read any and everything I can get my hands on from literary greats, philosophy, science, how-to books, anything (I currently am reading Walden, but I only get to catch a page or two at a time which really doesn't do the book justice) language - I would brush up my Italian and finish studying German photography - I would really like to create better photos ornithology, plant ID, herpetology - I took these in college, but my ID is a little rusty and I love, love, love learning more natural history
  15. I am hoping to get some suggestions for good picture books! There have been a lot of good read-aloud threads lately, but most all of the suggestions were for chapter books. I love picture books, and even used them (with wonderful reception) with 7th and 9th grade science students when I taught public school. So, what are you favorite picture books (for teaching and for enjoying)? Here are some of mine For School: The Lorax (and others) by Dr. Suess - my kids LOVE this (it's read almost every night in our house) ecology and environmental stewardship The Reason for a Flower (and others) by Ruth Heller - poetic, lovely pictures, and scientifically accurate If at First You Do Not See by Ruth Brown - perception and perspective (out of print :glare:) Eats, Shoots & Leaves: why commas really do make a difference by Lynn Truss - a funny way to learn some grammar What Do You Do With a Tale Like This (and others) by Robin Page - thought-provoking, nice illustrations, introduction to animal adaptations The Salamander Room by Ann Mazer - wonderful illustrations, habitats A Log's Life by Wendy Pfeffer - AMAZING illustrations, ecology and habitat Can You Hear It? by William Larch - pairs fine art with classical music (CD with book) to show how music can be expressive and create imagery For the Joy of it: Roxaboxen by Alice Mclerran Flotsam (and others) by David Wiesner Where the Wild Things Are (and others) by Maurice Sendak Blueberries for Sal (and others) by Robert McCloskey The Gruffalo by Julia Donaldson
  16. I haven't ordered one yet, but I am having trouble even doing that on th website. :confused:
  17. http://www.cbd.com lets you look inside. I agree that they are a bit higher level than other readers. another useful site when choosing readers is http://www.arbookfind.com which will give you the reading level of the book you are searching for. It doesn't have all books, but it has a lot of books.
  18. That's tough (and frustrating for both mom and child). DD was like this with reading, at first. For some kids, if it's so important to you they just won't do it. Whether that is because they don't want to disappoint, or they want to do it on their terms, you can't be sure. Whatever his reason is, at 5 I think he still has time until he really does need to be reading. HTH :001_smile:
  19. It looks like they are closing their doors - if this is the one you are talking about. Sorry
  20. Has anyone used these (Multiage or Single Grade Thematic Units)? I think they would be a great match for us. I like how content is based on a concept (vs. a theme), and is cross-curricular. It appears there is a lot of active investigation on problem solving on the student's part. I wish I could get my hands on it (more than the samples on their website). But since I can't, maybe some of you who have seen and used the curriculum can help answer a couple of questions. Would you use these again? Why or why not? What did you like most or least (or both) about the units? Is it easy to adapt from a classroom to a homeschool (2 students) setting? I'm looking for next year, for DD6 and DS4 (tagalong).
  21. Do you allow your kids to play loudly or in a different room during the audio book? My kids are allowed to draw/write, play quietly with toys, or do any kind of hand work (from play dough to knitting). But most of the time we are in the car when we do audiobooks, so it isn't an issue. How long to you play the book - one chapter a day? more? less? It all depends on how the day goes, how long the chapter is, etc. We usually do a chapter at a time (sometimes once a week, sometimes every day), but if we're on a long car ride way may end up doing 3 or 4 in a row. Do you listen to the book too? Yes. Do you progress through the book in order, and then you're done, or do you replay some chapters? I replay if we get cut-off mid chapter, or if there is a request for a certain chapter. For example, my DD kept requesting the part of Wind in the Willows where Toad goes car crazy. We use audiobooks in addition to read-alouds (by me). It is nice for several reasons (car times can be productive and interesting, some audiobooks have such better readings than I can do myself, sometimes Mom needs a break...) I introduced audiobooks when my oldest kids were 1 and 3. I just did it in the car (on a 5 hour drive), so it was certainly more interesting to them than just staring out the window. Then I started playing them also while they were doing simple activities (drawing, building blocks) that didn't require them to be speaking or listening to something/someone else. Now, it's just part of what we do, almost as natural as sitting down to read a book. Glad your library has such a great selection. Have fun!
  22. I would suggest Pimsleur if you are an audio learner, and Rosetta Stone if you are more visual. Check for Pimsleur at the library. I borrowed from the library (the longer, complete course) and ripped it to my computer (put it on my ipod to listen to in the car, etc). It works well for me, but my kids do better with Rosetta Stone because there is more visual learning (there is audio, too).
  23. It is very well laid out. It is scripted, has a materials needed section, and outside of the manipulatives that you are required to order with it there is little other preparation need (copying and cutting/laminating a few things). There were a couple of lessons in A that require a mirror that should have had some more detail about the mirror. It needs to be un-framed and at least 5" square in order to be effectively used. That's the only thing I have noted. It is teacher intensive because there is very little independent work, at least in level A. In the beginning of A our lessons were about 10 minutes long, but they have since drug out into longer (40 minute) lessons because DD likes the activities so much (and they require two people). I don't know about transitioning in second or fourth, but I would check the website or email them. http://www.alabacus.com
  24. DD was decoding 3-letter words at 2. But I was getting so many mixed opinions about reading (when to start, what to use, etc.) that I just didn't do anything for a while. Some philosophies discourage teaching reading before age 8 (Waldorf). Many parents think the sooner the better because you are empowering your child to self-teach. I guess I feel somewhere in between.
  25. No matter which you choose (spiral or mastery) the problem with learning math facts may just be your child's learning style. Have you tried different methods for memorization? My DD learns VERY differently from DS. She can memorize things I tell her. DS needs something besides me telling. Sometimes songs work. Sometimes clapping. I've heard of people having their kids say math facts and such while jumping on the trampoline. Some people just memorize from rote better. I learned a lot, and have much more success with teaching my DS (who is very different from me) after reading about learning styles. The program that will work best will also depend on her learning style. I would really HATE having do something like Saxon. I like to master and move on. But DD likes to review things because it builds confidence. I hope you find a great program to work for your daughter (and you). :)
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