Next time you go, be well educated about her field or a topic that is hot in that field. Then, once you've had a great discussion say, "Wow. If you had known that much about home schooling, our previous discussion could have been this exciting. At least I know we're both well informed in our fields now." We had a doctor be all snooty academic to us ONCE. I fired back :) with a huge smile and he saw the light. :D

:iagree::iagree::iagree: And my response would be something like...while there are some passing schools, the national standings are quite low - Too low - and as such are unacceptable. We are no longer in a society where we can compare American schools soley to themselves, but must turn globally to properly asses the prosperity of our schools. If private individuals care enough about the educational standing of our nation and the future of their working force, let them put their money where their mouth is. The US Government certainly does not have the funds to revamp a broken, and in my honest opinion, unrepairable, system of public education. These privately funded charters are working and tax payers are saving money as a result. Parents Want to send their children to charters because they see the inherent value. Minorities are finding greater success in charter schools. Excellent teachers are finding professional fulfillment in them. That is all. Off the box now :)

Post-it-notes are my favorite way to figure out schedules. It works great for overall high school planning, too. :iagree: :lol::lol::lol: HILARIOUS!

:lol::lol: for real! I'm just telling you...ME TOO! I put all the info on the calendar and between dual enrollment at 2 schools (for sports), church, their schooling and my schooling....yeah, I'm over it already and we've only just begun! Lord help me! I do believe we are going to have to learn to do school on weekend evenings if necessary. I don't see any other way b/c of practices and obligations.

:lol::lol::lol:

There are rules and reasons for every example you gave that fall under vowel explanations that have nothing to do with the letter R, but are utilized as vowels (silent e or vowel teams). The reason to teach the ou team is because it actually has 4 sounds (/ow/ /O/ /oo/ /u/).....or actually has 2 sounds (or says /er/ when following w). Part of teaching spelling is understanding word roots and patterns. Dialects make spelling harder, not really the other way around. They should sound like that. Yes, it's the case. All the words say /O/-/r/. If we're really looking at pronunciation, what happens is the preceding consonants pick up the /O/ then the /r/ comes in /fOr/ not fuOr. Perhaps your accent pushed the R heavier than ours?

Just thought I'd compile the garbage so we can all take it out at the beginning of the school year. After 12 years of home schooling, I've learned that people who make these comments are I.g.n.o.r.a.n.t in the truest definition (not as an insult). Here's a couple from today's boards: 1. What about state standards? Um with our low numbers as a nation, is that a standard we want to follow? 2. Don't you want stability for your child? B/c a different teacher, bus driver, lunch lady, students, materials are all so stable. keep 'em comin. I know we have heard it all! Newbies....forget what they say. Go with your gut about home schooling. You'll feel better about in a couple of years and you'll look back and laugh that people actually bothered you!

A few thoughts: 1. If your kiddos are really young, I wouldn't worry about state standards. If you'll notice, they are generally the same things from one year to the next (in sci and social studies of young people). 2. People (the person) who asked that question know little about home schooling. If you wanted state standards, you'd use the state's school. 3. To answer your questions, yup, your state website will give you those standards. You'd be surprised at how much you can get through (and forget b/c it lacks depth) when you find what you need on the subject matter. Don't let someone make you doubt this decision. The school's way is not the only way and certainly not a superior method.

I think Abeka is made for a classroom, so there is busywork there on purpose. Either use Abeka and cut down on problems or use the others and enjoy. I am not a fan of Abeka, so I don't have much more than that.

My experience was while they read faster using other programs, they started at a lower level. In other words, using PR, my kiddos could decipher much larger (more rules, syllabication, more sounds) earlier in the process. Instead of working through CVC, they start out with much bigger words. CVC doesn't really come to mind when using this sort of instruction (at least not in my case). Additionally, with spell first programs, you are spelling larger words sooner. So, I wouldn't say "slower" as in lower level, I would say, it takes longer to start reading b/c reading isn't the focus, but rather spelling and phonics. The start up of spelling was much better and the daunting task of reading was gone for me. I happily spent one school year teaching phonics thoroughly. We approached more complex sentences sooner and handwriting and spelling are much better than the kiddos who got "read first" instruction. It's an amazing difference. BTW, that fourth grade road block....twice over....yeah....that's why I searched out better options for teaching reading. SO glad I did. Never been so happy in home schooling!

I'm so glad. I sometimes wonder if I'm helping or puffing hot air :) I *think* I'm helping. :D Your welcome. It's so important. I got 3 weeks behind w/ one kiddo once b/c I neglected to follow up. TOO MUCH independence burned me! Good. If you look through my blog, you can see the progression of activities in writing for my LL. This will give you a nice idea of where your eldest (did I read 7yo?) can head over the next year. Like I said, 4th grade--ish around here makes a difference and really starts to allow for independence...with teaching! Gotta teach! Gotta follow up!

I know what you mean. I've wondered the same, or been floored b/c the word independent has such a wide margin, I'm shocked when people have totally independent 2nd graders. Blows me away. I guess I learned a lot the first time around (like giving too much too fast) and reaped the errs of my ways. I know better this time around! I often say the "appearance" of _________ (reading, understanding, spelling, intelligence, genius) is not the same as true __________. Unfortunately, learned that the really hard way! Blocking my time seems to work the best after all this time, so I'm pretty sure it's not gonna change until my workload lightens up...even then, the dc like knowing they are finished with me for the day or that they have all morning to work before they even deal with me. It's a win-win.

Your welcome. It's so true! I learned the hard way (sniff, eyes rolling) that if I don't follow behind them, all of them, work won't get done!

Hi, Jeri. So glad my blog is helpful. The new middle schooler comes right after the LL usually. We are together for math and Phonics Road, then her sister (8th grade) joins in for the things those two both do (science and Dialectic TOG). This gives the LL time to get their work finished. Then I come back to them (check their math then + the rest (spelling, sentence structure, complete assignments, correct copywork AND I make them put things away properly -- they are afterall, little boys :) ), give corrections and they're off again! It usually means they finish their work, have a snack, start some pleasure reading or play outside, then jump in for a 5 min. rehash with me.

I got a request for further explanation, so I blogged about it here. Since many are not blog readers, I thought I'd put it here, too. This is what my day looks like in our block scheduling. This style makes our school days possible as such a large family. It also keeps me sane. There comes a point when there seems to be too many of them and only one little you. This is when you have to make every second count! So far as home schooling, I do this via block scheduling. That means I do all of my teaching for one level at one time, without a break for them to finish the practice work. Now, let me say, you can't really do this until the kiddos are independently working. In other words, you can't teach letters to a Ker then dismiss them to read their book. You really need to be side by side with a student in K-2. They simply need the constant reinforcement; however, once you get to a strong third grader, or a solid 4th grader, you should be able to teach them something and then let them finish their assignment independently, at a later time. This won't work if Johnny can't do his math problems without your hand holding or sitting by his side. Don't be mad about that! They truly need you there initially. In our school, however, 4th grade is a serious cord cutting year, so I work toward independence heavily in 3rd. In the morning, I sit with the K/3rd/4th group (The Little League) and we do our Science or History together as a group. These topics are mostly group activities. If there is an independent assignment (like summary writing or diagraming), they will finish that portion of their work later. I make sure they completely understand their lesson and their assignment first. Teaching to lesson mastery makes this work. You have to teach, folks. You have to teach. At the end of history/science, they take out their planning pages and write their homework down: finish diagram; summarize the layers of the earth (as an example). They'll come back to their page and work when they're finished with me, having a TO DO List. We started using checklists instead of chore cards last year, midway. They have the skill of list checking now! I pull out math and teach them math. Although they are in different levels, I have them work on something independent while I teach one or the other -- something like their monthly book report book (easy to pull out and put away). Since math is a "do the next lesson" or they have a required amount of pages, they know what to do there, although they will more than likely write down the assignment number for their benefit. Immediately following math instruction, we pull out grammar/literature/spelling and we do all the instruction for those topics. Some days we have to work through something together, others, it's review, exemplify, instruct on assignment, cut loose. They will then write in their planners their assignment (grammar: FC2B --- that makes sense to Phonics Road users) Electives come together as a group class, so we work that out. Last week, for example, we went through our entire art lesson together, then I said, "During independent time, copy this chart into your notebook." We moved on in our day and they came back for their copywork. When they've gone through everything with me, they are off to independent time. They'll come back and ask a question or two, but for the most part, they are finished with me and I with them. Then I move on to the next person: Darling yet Diva. Diva and I come together for math and language arts. Same deal: I teach, she shows me she gets it, I move on. I go through all of her work with her. She pulls out completed work (she usually checks it), I follow through with her, ask a few questions, have her show me a problem, something as necessary to keep up with her work, encourage her, and let her know I'm watching! I call Lil' Mother to join Darling and I. We go over our anatomy for the day (mini-discussion and follow up to make sure their on schedule). Diva leaves; Lil' M and I go over anything we need to (maybe a ? about history or a math problem,). I make sure she is on track for the day and remind her of projects. I check off her planner. Bard and RoGD join us. We go over the day's writing assignment (they all use the same program). We go over Latin (they all use the same program, although Lil' M is ahead of the boys). She leaves. I go over Rhetoric History with the Elder boys. We go over Rhetoric Science. They pull out any other work they need some help with, if any. One leaves (whomever is less ready) so I can follow up with the other, then they switch. I go down their planner list to make sure they are on target. I note "homework" in my planner. During the day, I may have long breaks for myself, which I fill with toddler time, teacher time, or Tina time. Depends on the day at hand. Around 2:00 I call over the Little League and we sit at their desk and go over all the independent work to make sure it got finished and finished correctly. I prefer to do this one on one. I like daily meetings this way for little guys. They get embarrassed by mistakes still. If you don't follow up, block scheduling will not work. That's block teaching. Finish my teacher time with one, so I can move on to the next with little interruption. It has worked best so far, at least since I had the chance to allow some independence in our home. This year will be WONDERFUL if I can keep the Little League in a nice, independent place! The dc like that they are "in control" of their time. The LL like being so "big." The Elders like the flexibility. I like that we waste much less transition time. Remember, the key to successful block scheduling is appropriate teaching before release. YOU have to TEACH so they have the skills to work independently. Skills before content! We put a lot of hard work into writing last year so I can reap the benefits of a nicely written paragraph this year. I couldn't assign so much independence until this task was complete. Thank you Phonics Road for helping me have a more independent classroom this year! If teaching is the key, then meetings are the keyhole. You have to follow through. This is where you find mistakes and sluggards :) It's also where you get to talk, discuss, and enjoy your teens (when they finish they're work!). Finally, I have my own "meeting" in the early morning. I work better at 4-6am than 11pm. So, when I get up in the morning, I pull out my schedule and make sure I'm ready to go. *I* have to be prepared to teach well. This is my J-O-B! The real preparations have been in place for some time, though...summer planning gets me ready for all the school year has to offer.

I got a request for further explanation, so I blogged about it here. Since many are not blog readers, I thought I'd put it here, too. This is what my day looks like in our block scheduling. There comes a point when there seems to be too many of them and only one little you. This is when you have to make every second count! So far as home schooling, I do this via block scheduling. That means I do all of my teaching for one level at one time, without a break for them to finish the practice work. Now, let me say, you can't really do this until the kiddos are independently working. In other words, you can't teach letters to a Ker then dismiss them to read their book. You really need to be side by side with a student in K-2. They simply need the constant reinforcement; however, once you get to a strong third grader, or a solid 4th grader, you should be able to teach them something and then let them finish their assignment independently, at a later time. This won't work if Johnny can't do his math problems without your hand holding or sitting by his side. Don't be mad about that! They truly need you there initially. In our school, however, 4th grade is a serious cord cutting year, so I work toward independence heavily in 3rd. In the morning, I sit with the K/3rd/4th group (The Little League) and we do our Science or History together as a group. These topics are mostly group activities. If there is an independent assignment (like summary writing or diagraming), they will finish that portion of their work later. I make sure they completely understand their lesson and their assignment first. Teaching to lesson mastery makes this work. You have to teach, folks. You have to teach. At the end of history/science, they take out their planning pages and write their homework down: finish diagram; summarize the layers of the earth (as an example). They'll come back to their page and work when they're finished with me, having a TO DO List. We started using checklists instead of chore cards last year, midway. They have the skill of list checking now! I pull out math and teach them math. Although they are in different levels, I have them work on something independent while I teach one or the other -- something like their monthly book report book (easy to pull out and put away). Since math is a "do the next lesson" or they have a required amount of pages, they know what to do there, although they will more than likely write down the assignment number for their benefit. Immediately following math instruction, we pull out grammar/literature/spelling and we do all the instruction for those topics. Some days we have to work through something together, others, it's review, exemplify, instruct on assignment, cut loose. They will then write in their planners their assignment (grammar: FC2B --- that makes sense to Phonics Road users) Electives come together as a group class, so we work that out. Last week, for example, we went through our entire art lesson together, then I said, "During independent time, copy this chart into your notebook." We moved on in our day and they came back for their copywork. When they've gone through everything with me, they are off to independent time. They'll come back and ask a question or two, but for the most part, they are finished with me and I with them. Then I move on to the next person: Darling yet Diva. Diva and I come together for math and language arts. Same deal: I teach, she shows me she gets it, I move on. I go through all of her work with her. She pulls out completed work (she usually checks it), I follow through with her, ask a few questions, have her show me a problem, something as necessary to keep up with her work, encourage her, and let her know I'm watching! I call Lil' Mother to join Darling and I. We go over our anatomy for the day (mini-discussion and follow up to make sure they're on schedule). Diva leaves; Lil' M and I go over anything we need to (maybe a ? about history or a math problem,). I make sure she is on track for the day and remind her of projects. I check off her planner. Bard and RoGD join us. We go over the day's writing assignment (they all use the same program). We go over Latin (they all use the same program, although Lil' M is ahead of the boys). She leaves. I go over Rhetoric History with the Elder boys. We go over Rhetoric Science. They pull out any other work they need some help with, if any. One leaves (whomever is less ready) so I can follow up with the other, then they switch. I go down their planner list to make sure they are on target. I note "homework" in my planner. During the day, I may have long breaks for myself, which I fill with toddler time, teacher time, or Tina time. Depends on the day at hand. Around 2:00 I call over the Little League and we sit at their desk and go over all the independent work to make sure it got finished and finished correctly. I prefer to do this one on one. I like daily meetings this way for little guys. They get embarrassed by mistakes still. If you don't follow up, block scheduling will not work. That's block teaching. Finish my teacher time with one, so I can move on to the next with little interruption. It has worked best so far, at least since I had the chance to allow some independence in our home. This year will be WONDERFUL if I can keep the Little League in a nice, independent place! The dc like that they are "in control" of their time. The LL like being so "big." The Elders like the flexibility. I like that we waste much less transition time. Remember, the key to successful block scheduling is appropriate teaching before release. YOU have to TEACH so they have the skills to work independently. Skills before content! We put a lot of hard work into writing last year so I can reap the benefits of a nicely written paragraph this year. I couldn't assign so much independence until this task was complete. Thank you Phonics Road for helping me have a more independent classroom this year! If teaching is the key, then meetings are the keyhole. You have to follow through. This is where you find mistakes and sluggards :) It's also where you get to talk, discuss, and enjoy your teens (when they finish they're work!). Finally, I have my own "meeting" in the early morning. I work better at 4-6am than 11pm. So, when I get up in the morning, I pull out my schedule and make sure I'm ready to go. *I* have to be prepared to teach well. This is my J-O-B! The real preparations have been in place for some time, though...summer planning gets me ready for all the school year has to offer.

The Phonics Road has songs. It's been WONDERFUL for my auditory kiddos. The O/G method also includes movement. Teaching the sounds in a hands on way is great too! Check out my blog for "Letter of the Week" and you'll see some ideas. We incorporate so many songs (b/c of the program) while we learn the letters. It's great!

SO, my response...my kids will be able to type and write cursive. Just one more reason to add to the why we home school list: so we can read cursive when we're big boys and girls. My son, who hated manuscript, has b-e-a-u-tiful cursive and enjoys writing it. I'm much more concerned about the lack of spelling and writing ability of the future generation than I am about their actual penmanship.

GREAT find! I love when that happens!

:iagree: It took me a while to learn that I'M the best tool in the box!

I want something that offers a complete elementary school line-up b/c I have gone through grammar stage already (4 times) and program hopping created gaps. I want genuine, complete (not blended) phonics instruction for reading and a precursor to spelling. I want something that uses application, not just rote memorization or pattern following. It's easy to make 100 on 15 of the same sentences, but much harder to do so well when there is no obvious formula. I want to know they actually know their grammar, not just memorized a pattern. I want something that incorporates movement and has memorization aids for the variety of definitions in language. I want quality literature that is appropriate for our conservative leanings in child rearing. I.e. I don't want my kids reading Captain Underpants. I want writing that is connected to other areas of school, so they understand writing is a tool, not a subject. I want streamlined planning b/c I have a large family and don't have the time to invest in planning for myself (in all areas), but the plans have to be complete and easy to understand. I want the materials to make me a better teacher so I can apply the skills outside of LA, too. I want the cost to be worthy of the product (cheap isn't always good or bad, sometimes, it's just cheap; while expensive can be just as much an inaccurate tool for judgement). I have found all of these things (and more) from the Phonics Road. I am completely satisfied, so are my children, and even better, the ones who have used PR are much better in LA than the ones who didn't, without all the effort on my part. PR=priceless.

I am in stitches over this thread! I love accents. I have lived in Chicago, Texas, Alabama, Indiana, and Florida. I'm kinda neutral in accent, but varied in vocabulary.

Since the activities of grammar and writing are mixed in with literature, it does take away some of the monotony. It also takes away the redundancy (creating less writing). It is thorough for certain. We play Bingo for the sounds and spelling words. We have races b/t the boys who are on the same level. We build words in races using the board, cards, etc. We play hangman with the spelling words. We play parts of speech Bingo. Otherwise, it's pretty quick and painless around here. I finished up our day (in PR3 w/ 2 boys right now) by reviewing grammar, dictating the beginnings of their assignment (spelling and grammar in this case), listening to them reading aloud and doing teh literature page in about 30 minutes today. That's 30 min for all of my teaching in language arts for 2--boys. Not bad.

Said in jest from the wife of a Bostonian....northerners need to learn how to speak proper english :) My name is Tina...not Tin--er. :D

They are supposed to sound the same in the south :lol::lol: best wishes!