Thank you for taking the time to explain your process. This is so helpful!

Wow. thank you!

We've done some minimal schooling over the years, not necessarily by plan or choice. Only 1 DS 13 here, though. So much learning could happen by reading books together or by interest or separately. Watching good movies/documentaries. Play some games (especially logic/strategy games). Do some other non-electronic hobby/interest stuff. Games, crafts, model building or what-have-you. Watch videos/read books on any history/science/other interest. My DS hates writing and that would be a problem, but if your DC can handle it, some sort of gentle regular journaling/writing practice would be good. Exercise and outside time! Real research on impact of 'green' on mental health. Is it possible to get involved (if age appropriate) in some kind of service/volunteer work? Just making a difference and seeing others try to in our world is a positive for many teens. This isn't a curriculum, sorry. I quit school in high school. Best thing I ever did. There's absolutely nothing your kiddo is missing right now that can't be made up for later. Seriously, nothing. Much better to get in a better place emotionally/mentally.

Oh geez. I'm having flashbacks to when DH thought it was cute to let our dogs run after the rabbit...thought they wouldn't catch it...like the cliche - chasing rabbits...until they caught it. And everyone was sorry.

Yeah...the getting it wrong part on Sequential Spelling was really not fun for DS. Totally understand. I think it should be modified with that in mind - some sort of teaching component first. DS is only okay with it by calling it "stupid" and b/c he has seen how it has helped. I probably should have mentioned that!

New to High school WTM forum. Sorry - but what is "DE"? Haven't been able to figure that out! Thanks!

Writing is the bane of our homeschool, so I'm not able to be helpful there (DS 13, dyslexic and ADHD and...other stuff). But we recently found Sequential Spelling - there is an online only version with audio/typing answers. After years of trying with phonics/rules type spelling, this is really helping my DS so I thought I'd toss it out there for you. The audio quality can be glitchy sometimes. The patterns/repetition strategy has been really great. First time my DS has really made rapid progress - and it's sticking - showing up in his regular writing. No teaching of 'rules' at least in the online only form. My DS does like and benefit from knowing the phonics/spelling rules, so I explain those as they come up. I think there's a trial period you can try it out for some days. They also have regular workbooks/teacher's guide books, too.

Thanks Lori - yeah, pretty much the history of the U.S. up until then, right? That's been part of my challenge to find a reasonable path forward. I agree, inevitable. DS is sure compromise could have been had right now. I do love his sense that surely people can be good and reasonable and work things out and avoid violence, surely, right... 😔

I did not know Stamped from the Beginning had a YA version! That might work. I've also been googling and finding speeches of leaders from the era. Davis and Stephens in their own words are pretty telling!

I'll check out the Yale Open resources - thanks! Trying to work out how to do 'regular' history while keeping our focus on issues of race/racial justice and we've had some challenges, timewise. I think it's a shame that it doesn't get more attention (and have some opinions on that...) but it's also hard to go in depth in a survey class for sure!

DS has had particular interest in anti-racism and anti-racist history, especially of the United States. Wants to better understand what led to the Civil War and in particular if the Civil War could have been avoided somehow. Can you suggest any resources for pre-U.S. Civil War history that focus explicitly on this topic (issue of slavery/anti-slavery movements/politics between North/South)? We've got some good sources for broader/general history of this time period, but always interested in any suggestions (DS loves history and so do I). Thanks!

Exercise guru - Thanks so much for sharing details about y'alls process!! I haven't tried a mechanical pencil - but we have some laying around so I will experiment! We have worked our way through handwriting without tears (my son and I call it handwriting with tears...and at least we've gotten to the point that we can joke about demanding a refund or suing the company for false advertising ?)We've done the first level and we're now doing the second level workbook (printing power?). I'll check out the getty and dubay, though! What you describe as a writing routine is where we need to start - I'm working on expanding our writing time to add in more practice, and also considering composition-type work (where I scribe) and we do oral narration. So seeing what/how much time you all spend is helpful!

We'll definitely have to prioritize. Thanks for sharing what y'all do and what you drop. I have read WTM - I'll check it out again with an eye specifically to writing. Funny, I have affinities for both the more classical, WTM approach and the unschooling insights...but that's for me to geek out on. For SN kiddo, I try to just figure out what works best for him. The latin/history/lit focus we've had so far (read-aloud/visual/audio heavy) has been driven by DS and also my interests - DS loves ancient history and we got stuck there for some time...b/c pyramids and gladiators and greek myths and east/west roman empire and such... And that led to him wanting to learn latin and he loves it...weird, but latin is so consistent phonetically, that given our very gentle trajectory he's had a lot of success with it (we use GSWL and the audio lessons). I am really intimidated about moving forward, but this thread and y'alls advice has helped - I think I need to really break down the skills/goals we're working on in each part - handwriting, spelling, composition, typing (!) etc and make sure, as Pen you mentioned, that we're targeting what I think we are! I wish I knew now what level of supports/trajectory we're going to end up dealing with...just like with the dyslexia and adhd, I'm waiting on a nice, objective blood test! Or at least a crystal ball! ?

Hi Jean! I teach at a university part-time. If your DD would benefit from accommodations (longer testing time, audio materials, taking exam in a separate, quiet room, typing her responses, etc.) and she is likely college-bound - then yes, figure out a reasonable, low cost way to get those for the entrance-exam (ACT/SAT) and have it in place when she starts taking classes. You might just check out the website, call/tour a likely college/university and find out the procedures for their 'disabilty resource center' or whatever they call it. Such centers also often offer all kinds of tutoring/monitoring/study skills type stuff and it'd be great to have her lined up with that before she gets started.

Thanks for these suggestions and specific links and ideas! I'll be going through each of them...Honestly, I would not have thought to start with just notes - so thanks for the detailed explanation Mainer. Apologies, I haven't yet taken the time to figure out that handy quote feature! Pen, I take your point about intentions to separate vs what DS is actually experiencing...(can't help hearing the Sorry Ms. Jackson song in my head...). I've heard that there's ld in expressive type language and writing and/or the physical act - I just don't know for sure where we are yet. Or whether we are dealing with delayed fine motor (that's definitely there and has been a struggle, with slow progress over the years...) and adhd/anxiety issues. But it's time to make more progress, and I know we'll get more information... DS talks about picturing things that he hears (he closes his eyes to do it during our read alouds if it's not a book with pictures) and he's got serious imagination/pretend games/makes videos of plush toys having adventures, etc. His expressive language orally is good - great vocabulary, loves words and word play, has a very good memory for anything in a story-like/narrative form. But I don't know if that rules it out in written expression... Heathermomster - thanks for sharing about your DS and where he is now. If that's where my DS ends up - I'll be happy. It'll be like my attitude to reading - we're going to work on building reading abilities to get that as high a level as possible, while not letting it stand in the way and encouraging audio books, etc. so that he gets the pleasure/benefits without the struggle. DS is so eloquent on this - he told me just yesterday that he likes his current book and he does feel proud of his reading and wants to keep reading, but when there's more than 1 or 2 words on a page that he has to stop to sound out and struggles with then it's harder to remember the story and follow what's happening and he has to re-read it again and that gets boring. Seriously, when I listen to this kid he helps me learn how to teach him! So, yeah, y'all are right, it's time to bring in typing and other supports and I can do that (I'm taking deep breaths here) and continue to work on writing by hand and use the step-by-step approach mainer and others have outlined. Pen - I'm going to look again at the BW online classes...I've resisted that route b/c...I don't know why. More structure might be what we need even for the composition with mom scribing strategy (as in, mom might need more structure, too! ?). And I think that DS would actually enjoy getting to be creative if I'm there to scribe/type. Ok, last, not totally sarcastic question. How do y'all fit it all in? I'm a board lurker...and I'm super impressed by what so many here are doing with their kiddos (in the learning challenges board, I mean, specifically). I'd already decided to make writing progress a main goal of this coming year...but I don't want it to take over - DS has such enthusiasm now for so much of what we do that we both enjoy (latin, history, good books, games, he's starting to learn to code (super basic, but real html/css/javascript and finding out it's actually quite time intensive)...

Ok - more questions - what is a 'graphic organizer'? And the connection with "visualizing and verbalizing" and writing or the picture thing...I don't understand? It's interesting that the Hochman book, the parts I've read so far, does mention oral work as an important component - even says a lot of the early exercises can be done strictly orally (but not only, certainly). We've been doing more narration work and I'm seeing it help with thinking/speaking/retention...is hoping that it will translate to writing just a bridge too far for a dyslexic/ld kid?

It's awesome when you ask about one thing and get gently pushed to consider the bigger picture or other things you might have been trying to avoid. IRL, I think it's the mark of a true friend...so thanks, y'all. Mainer, I've got the download on the Hochman book - thanks for the links! That sort of step-wise, explicit instruction is what I'm coming to understand we'll need. I teach part-time at the university level, so I can really appreciate the need for a different approach to writing (and math, but that's another topic...) than what's currently being (mostly) used to 'prepare' students for college level writing...And it is interesting that Hochman's approach seems more closely aligned to what I understand about the classical education model... But I do wish her book came with a workbook or appendix with practice sheets or something!! ? We do separate handwriting (letter formation) from composition. We just haven't made much progress on composition. And I think the composition will need a lot more step-by-step goals and instruction then I thought. Which is fine. I'm just trying to figure out concrete next steps...how much to continue practicing letter formation/handwriting? How might we structure composition work? Is it time to start requiring more writing from DS during other subjects that I have been scribing for him (math) or we've been working orally/narrating (history, latin, etc.)? How to work our composition work into a regular, consistent routine (one of my own challenges...)? We have used Bravewriter for literature discussions and copywork...but I've never successfully done any real composition type work with her material/model. It might be me, but it's just too...open or abstract or something... I agree, it is time to bring in some tech supports. But I'm not sure yet that we're working with a disability in writing (dysgraphia) or just the ADHD/dyslexia, which is enough, sure! We just haven't had enough time with consistent, routine handwriting/writing practice for me to know that. Well, I also don't know much about the signs...DS has had a lot of behavioral challenges and I gave precedence to getting his reading solid (he's now at about a 4th grade reading level and steadily improving...). We began really working diligently on handwriting just this past year. I know, at 10yo, hard to comprehend...? The cool thing about where DS is now is the progress he's made...behaviorally. He is now totally on board with our learning practices, he's setting his own goals and now that anxiety-related melts are fading away (though that perfection-anxiety-negativity monster is still a factor...) he's making pretty rapid progress in a lot of areas. At this point, he really needs mom to step up her game! And I'm beginning to see that DS is going to need a mix of more challenge/acceleration in math, science, history, but lots of support and an incremental approach in reading/writing.

Naturegirl - what you are describing is what I'm thinking we will need to do, just haven't been able to picture how it will go, thanks! I think we'll need to have a concrete discussion on what to write, then prompts, then supports to elicit lists/short sentences of his own at first. We really are starting with square one - just being willing to pick up the pencil and try to write sentence/words of his own. Lecka - I have not started him typing out of fear that he'd refuse to learn to handwrite...? I think typing instead of writing is definitely in his future...but I want to see him get the letter formation more automatic first, if that's possible...But maybe we could do both at the same time...willingness and compliance will be key, though.

Looking for suggestions - either specific curriculum or maybe advice for daily practices - for the next steps in writing as I think about the coming (homeschool) year... My DS is almost 11, dyslexic, and has anxiety, ADHD, SPD (normal IQ - psych thinks he is 'gifted' in some ways...I don't care just want to meet him where he is). These issues do impact learning, but he has a great attitude and lots of motivation for 'learning practices'! This past year we got upper and lower case letter formation solid (finally!!!) and he's ready to move on to words/sentences. But we're having a tough time transitioning from handwriting practice to writing...we've done some copywork and we are seeing good progress with oral narrations. He is reluctant to put words on paper that he doesn't spell perfectly (#$%!?), but lately is pushing past that. We're in AAS 2 for spelling and he does well with the lessons. A main issue is that it all falls apart when he has to write down original thoughts - reverts to capital letters, reversals, spelling words correctly deteriorates, etc. The results, while I applaud the effort and am relieved he's doing it without tears and/or refusal, are not very legible - hubby can't actually read what he writes. Ideas or suggestions for where to go next? Thoughts on realistic goals for a year's worth of progress? I am the opposite of structured, and would love to unschool, but I've learned that DS thrives on short, predictable lessons for skills (we have a set 'learning routine' for these) and plenty of time for us to read aloud books and do math (his favorite) and read about history and learning to code and playing chess and games and...everything...he wants to know ALL.THE.THINGS. I have started to look at formal writing curriculum - but so far what I've seen seems either too high or too low (babyish for a 11yo). I'm open to curriculum or just a routine set of practices... Sorry so long! Thanks in advance!