Funny you guys say the same thing. I decided over break that we needed to go back and focus on handwriting, working on specific letters to get those pathways down. We've been focusing on that more the last few weeks, and the lady who did our testing reinforced that, as well. He took the Woodcock Johnson Achievement test. I really liked the way that it seemed to be pretty open. In a lot of areas they just keep going until the tasks get too difficult. His test was proof to me, however, that I can probably let him pick up the pace a bit in math. We've been working pretty leisurely through Math U See, but I think he can probably stand a faster pace.

My son is in first grade, and I knew that he was reading above grade level, and he seems to be generally bright. We just did his achievement testing even though it isn't required this year because I hoped to get a better idea of his instructional levels. His results showed him well above grade level in all of the reading and writing areas and above in math. We don't really use any curriculum that boxes him into any set grade level at this point. He's pretty much able to to move along at his own rate. I'm just wondering if there is possibly something I should "do" for him that I'm not thinking about. Thanks.

Thank you for the links!! And I'm glad to see that I'm not the only one who thinks CM is classical. I guess I just came to look at things from a different starting point beginning with CC and TWTM. I love a lot of the CM methods of teaching v. working more with curriculum that is all written out (if that makes sense). And I definitely thank you all for sharing what you do. I've been looking at AO, and so much of it looks like what we are already doing with TWTM that I mostly wondered if I was missing something.

I would love to know your approach. I love the big picture of classical, and we pretty much follow the WTM with changes for the 3 year history cycle we do with classical conversations. I've been looking at the CM method a bit lately especially since I'm struggling with specifics when planning for reading and language. It seems like the AO site kind of promotes and all or nothing approach when it comes to CM, so I was hoping some of you all might be able to share how you mesh CM with classical successfully.

We're in our 3rd year with CC, and we have honestly done very little structured work besides working on reading before this year (1st grade). We've done a lot of answering questions and talking through things up until now, and we did work through the Math U See Primer over the summer. We have added about 5-6 weeks before and after CC this year. We are more structured, but we tend to do 3 "full" days, meet with our CC group on Thursday and then have a lighter day on Friday. Our goal for that day is to do math (which doesn't take very long at this point), some extended geography work, and more reading than we normally get in. Sometimes I plan more hands-on activities to go along with our history, get together with friends for a playgroup, or we'll go on outings as a family since DH has a flexible schedule.

Thank you for the encouragement to do that. I have to admit that I have probably steered him away from some more advanced books because I was afraid he wouldn't totally "get" them, but i'm starting to feel more like I should just let him have at it if he enjoys it. He can always gains something from it, and he might be eager to re-read things when he's older and can understand more.

Thank you all SO MUCH for the suggestions. When I re-read my OP I'm afraid it came out a bit harsh. I didn't mean to make such a sweeping statement. I was really thinking more about a few specific series. It's not even that I mind him reading the silly ones sometimes, but then that's all he wants to read and we begin to see what he reads influence him. So I definitely want to encourage him to read other things. And I actually just got Honey for a Child's Heart from Paperback Swap, but I haven't had a chance to sit down with it yet. I'm so glad to have a list to work from and suggestions from moms of little boys! Thank you.

I am growing slightly frustrated with trying to find fuel for my son's desire to read. He's 6 years old and first grade, but his reading level is definitely above that. By my own assessment, I'd guess his instructional level is around 3rd grade. That's trying to be objective. Anyway, he loves the Magic Treehouse books as well as the research guides, but I am looking for any suggestions you all might have for other reading material for boys. He is obviously drawn to icky things like any little boy, but I'd like to steer clear of that sort of thing as much as possible. It just seem like so much literature is geared toward girls. Otherwise, it is bordering on inane and most definitely full of silliness and even disrespect. I seem to have a good grasp on his reading for school right now, but I need suggestions to guide him in his choices for recreational reading. Thanks so much!

Thanks for all the input. I think the alternating 2/3 days a week is actually a good idea. We have been doing some work year round anyway, so I did want to be able to have some lessons for the summer. I think I read in the WTM about using other texts for more copywork, dictations, etc. I may end up working some of those things into our regular schedule and sticking to 2 days a week with FLL. For some reason I was thinking we'd work with it daily, so when I finally got the book in, i was surprised to see only 200 lessons. Thanks again! Crystal

We are starting with FLL in first grade. I was reading through the recommendations earlier, and I saw that it is recommended to continue with lessons throughout the summer--to do at least 2 lessons a week. Since there are only 100 lessons for each grade, this doesn't leave any extras if we go through 3 lesson a week during the school year. I'm just wondering how others schedule. Do you add in filler activities using other texts?