Time management. It's was hard for me to realize I needed them to learn how to...well, lesson plan! Instead of you breaking down lessons and putting assignments on paper, start letting them do it. They need to begin owning their schedules. Planning book reading and the distribution of assignments is a good idea. Get them discussing...bring out the whys for them.....show them the big picture connections by modeling. Really get sentence and paragraph structure in place so they can hammer out papers in high school. Practice note taking from lectures. By the end of logic stage, you really can be done with foundational subjects (grammar, spelling, logic) and applying those skills within the context and their ability to communicate (using those foundational skills). In other words, if grammar is weak fix it now. If math facts are not memorized, get it done before Alg and beyond bring huge math problems that take long enough to figure out w/o skip counting forever. Shore up whatever needs the work b/c you really want to work towards DEPTH of material now. 5 solid word problems are better than 15 easy ones. 6 literary selections that you deeply analyze are better than 12 lit. books to accompany your history.

We have a great library, so we get most books from there. Once you know the program, subbing in what is at your library is easy AND b/c TOG updates with "in print" books, there are also plenty of TOG suggested alternatives. We find the book selections more exciting that SOTW. We use SOTW, but it is not our favorite.

We stay in the same place for history and choose a program that helps us do this thoroughly with plenty of teacher support: Tapestry of Grace. Mostly though, I spend time with age groups, even though we're on the same topic. I use the same language arts program for middle and grammar school, so they can glean from or review with each other if necessary, although mine prefer to have their individual time with mom. It does allow me to get help if I need it from older dc: The Phonics Road. I have tried to teach science this way, but have never been happy with the results, so we separate, even when on the same topic. We share activities and read alouds, but overall, although we're kind of one room school house, I have found it impossible to fully and in the truest sense implement the style without losing depth or keeping everyone engaged. Instead, we use helpful materials and block teach a lot, knowing that in jr. high and high school, there is a strong level of independence in our chosen materials. This independence, of course, is coupled well with accountability and teacher follow through.

We have 2 versions this week: Week in Review 8/1/11--8/5/11 Welcome Back Thoughts on the Week and Year Week in Review 8/1/11--8/5/11 The Nitty Gritty, a Cheater's Version I'm gonna work on redoing my blog this day, too...so look out for some new pics of my growing children!

:iagree: Sometimes, it's just best to keep moving forward. You can always do one extra subject per day...i.e. double math Mondays, double grammar Tues., double history Wed, double science Th., double fun Fridays :) While it takes some time, you do end up with one complete "day of school" over a 5 day school week. One day per week is still about 40 days total for the year. Every little bit counts.

Materials: The Phonics Road Level 3 Tapestry of Grace (giving upper grammar a try, but willing to drop back to lower if necessary) 3-4 days per week (4th day is Really light); lots of independent reading from literature selections and a monthly book report Singapore Math 2B/3A (2 pages daily); CWP (3 problems daily); Intensive Practice 2 one page daily (all 3 pieces)/Holey Cards/MUS online drill --- I know this looks like a lot, but this one needs the constant practice and application in math. Science unit studies in 7-8 lessons to coordinate with our TOG studies 2 days weekly + nature journal one day Critical thinking Company 1x week Piano daily practice -- 1 lesson per week art - 1 day per week Bible Video (same video 4 days in a row; 5h day write a summary) Praise and worship from church materials SKILLS: outlining; paragraphs; summaries; book reports; citations (which really practices capital letters) math memorization of facts (and a confidence booster) independent work organization (using personal checklists) faster reading project boards typing

Me, too. When I read (paraphrased) that teaching spelling first was unneccesarily difficult, I thought it was unnecessarily difficult to do it the other way b/c it makes spelling harder and offers a false sense of security about reading "early." I did a little eye rolling myself ( and I enjoy Memoria Press)

Originally Posted by HappyGrace I see that I need to ALSO cut back on *how much* we're trying to attempt in order to allow the TIME to go in depth in a quality way (including allowing for my planning time.) Originally Posted by HappyGrace Roxy-I realized the stuff I am cutting out isn't really necessary anyway. I was talking to a df the other day who has dc in college after hs'ing and she said history actually isn't *that* important in the scheme of things for college prep. Classical ed really makes it the centerpiece but it doesn't really necessarily have to be. That and some other threads I've read that I printed out from a long time ago helped me. They were threads about what is important in logic stage, and it's things like notetaking, writing, study skills, critical thinking, etc. So what I've been realizing these last few days of mulling it over is that while history is important and necessary, I don't have to have her read EVERY book listed in every reading list (SL, TOG, VP, etc) Rather, the history could be used as a VEHICLE to drive teaching the skills that are necessary in logic stage that I listed above. Roxy, The above is exactly it! For me, I like to think of things in semesters now. Instead of having a long list with logic every 2 days for the next 2 years, why not logic for a semester and literary analysis for a semester. Spend that first semester reading great lit. and talking about it, but spend the second one making sure you know the terms and application of the "behind the scenes". Pick a skill you want to improve and use teaching as the tool to hone in on the skill....one writing skill at a time; one critical thinking skill at a time....it no longer takes a student an entire year to master b/c their minds are working differently than they did in elementary school. It's like the learning curve is now on a roller coaster compared to elementary school. That's why learning skills is so important in jr. high. They now have to learn and apply the "how to use what I learned in grammar school." So, I'd encourage you to pick a skill and focus on that one skill daily in school, just use a variety of subjects to practice it. Here's what I mean: we focus on one "history elective" at a time. Instead of answering questions (on paper) for history, lit, arts & activities, and church history, we'll always do the history, but we'll choose one area to focus on for a period of time (quarter, semester). We always read everything, but we apply skills practice in different places to keep the world interesting and the workload reasonable. My high schoolers, for example, read the philosophy each week, but that's it. When we get around to year 1 of TOG, they'll actually complete the philosophy elective. Read now. Study later. In other words, expecting a Jr. high student to do an outline and summary of every single book read or every "class" covered is a bit much. They need to practice, but you don't have to make them practice all skills, in all classes, every day. As an example, since we use TOG, I have them do Accountability and Thinking Questions (how many varies upon ability and experience). In junior high, they will takes notes (sometimes as an outline, sometimes just notes) for their reading so they can answer their questions; however, they won't have to write a summary about the same books b/c the questions handle that. In science though, there are no designed questions on most days, so they have to outline then summarize. They are practicing important skills in different places, instead of practicing the same skills everywhere. The hope is, by high school/college they have the ability and speed to outline, note take, summarize, and answer questions for all their classes ---- but in jr. high, they don't need to do everything; they need to do everything well when they do it (which they grow into). The thing I learned the hard way: Jr. High is not High School and I couldn't expect them to jump right into it. They had to grow into it. If you pick the skills you want them to master by the end of jr. high and assign a logical progression to attain those skills, you can apply them in ANY subject area. This gives you the chance to drop all the "programs" and focus on the skill within the context of what you must do b/c you can't drop science or history. Does that make sense. So, they're already writing paragraphs...now let them write about lit/sci/hist and polish that writing through that source. Polish their understanding through discussions now, not rote practice. I talk too much and I'm not sure if I'm making sense. I sure hope so. Trust the board folks. I have learned SO MUCH...but mostly what I said above is worth repeating, Jr. High is not High School and I couldn't expect them to jump right into it. They had to grow into it. Once you get to high school, they still have to grow into it! You'll get there...and you're right, you'll be more confident the second time around!

I'd have to survey their abilities before making the decision, although the decision would be based on whether or not the oldest would be bored going at the 5yo pace. My youngest was in 2nd grade when PR (SWR's cousin) really made the difference for him. All of a sudden, the whole program really kicked in for him and he took off in reading AND spelling AND writing. I believe in the methodology. I don't find any true merit in reading quickly, or better called, "early". I had a dc reading at 3yo --- seemed wonderful then, but before long, it was really more of a whoopity do than anything beneficial or amazing. By 4th grade we had some holes that needed filling, so I continue to say, Early isn't always Better. SWR will be a lot of writing, too; however it will be with application and purpose b/c the words are instantly alive (b/c they are learning to spell), not just something to copy so they can be read. I guess, the philosophy, in my opinion, of spell to read programs, gives credit to the word (sounds, spelling), if that makes any sense. But that is *my* preference. I like the reason behind everything (my poor mother says that has always been the case).

While you're at work she can do: independent reading, note taking, computer drills, any practice work Don't think in terms of a M-F week. How about Tues--Mon. Teach new things on Tuesdays/THurs for math, writing. Latin, etc and then let her do the practice that will accompany it while you're at work. This allows her to get her math done b/c you already taught her 2 lessons on Thursday. She can move forward in writing b/c you already did the editing with her on Tuesday. Plan on some teaching time before work or even after. You have the whole day! Just allow yourself the total flexibility of 24 hours. Design what works best for YOU!

She is quiet by nature, so her bit of attitude hardly scratches the surface. She's neat and gets her work done on time...golden child. PRAISE GOD. I needed one of her! I already know though, her little sister...yeah, blogname Darling, yet Diva.....is a re-make of her momma in ways that I'll be on my toes enough to be deemed, "Mother Ballerina." The next couple years should be interesting. And she started at 10yo. too :tongue_smilie:

Just read all about MPs yesterday. I'm all for SWR. Different methods and I love the SWR method, even though I use it's cousin, Phonics Road, for ease of use. Having used reading before spelling with many students, I found the SWR method made reading easier and spelling clearer than ever before. As always, mileage varies! SWR all the way.

hee hee great minds think alike! I use these for our "ongoing" work and then have them file them away in 3-ring binders. It's much easier (less time especially) when they go to one file folder and pull out what they need, instead of dragging out giant 3-ring binders, open them, pull out, put in, etc. I generally hole punch for them, too b/c the little just take so long in transition! Now, the Elders like their weekly folders, too, but they get to punch their own holes!

Oh, goodness. DROP the Bridge :D It is meant for those who do not use PR, but want LR. You will get to diagramming eventually (in PR4), but not until you have parsed so much that it won't be anything more than the "next logical step." Lovin' PR4 btw. It's great!

so, I'm not here to help. I'm just :lol: b/c I SO FEEL YOU about 8th grade. Oddly, my rising 9th grader was a pain and my rising 7th grader is an attitude pain, but my current 8th grader is my golden child. Ha ha. Keep your head up, friend. :grouphug: :tongue_smilie:

Love it! Have some info. on my blog. I have found it is a wonderful step in our process and have a trusted friend who loves the elem. levels, too!

I have used these and probably will do so again soon for my Ker. I simply used MS word clip art and my digital camera to take pictures of materials I used, perhaps a few images from online to identify specific products. I took a see through, well built, pocket folder and cut it in half, then trimmed off the top portions beyond the pocket. I wrote TO DO on one and Completed on the other and tacked them to a corkboard. They grab a card and when they're finished, then move it from TO DO to Completed. Pretty simple. Very effective.

Sounds like either way, you've got it covered. In this case, b/c of age, I'd say pick the one that is more gentle. You've got lots of years to push through grammar and a light understanding is pretty much all you'll get at this point regardless. Are both "just as easy" for you? This should matter, too. You'll be spending a bit more time now b/c 2 students, even in the same materials, do slow things up a bit. Enjoy your year.

To answer your question, I know what I'm using (since spring), but I haven't bought all the little things that all cost about $25ish. My budget is busted, so I need to bleed the system! By end of August, though, I should get finished, save the big dog for the year (Latin Road 3), which will wait until October. Now, about that 8th grade....could it be b/c no matter what you get the 8th grader will complain (that's my 8th-grader experience)? Grrrr. :glare:

Since she's nine and all, I'm sure the spelling and grammar will come. I currently have a 9yo and 8yo, so I can share how I might approach your situation. I think philosophy comes in here and I enjoy narrations to get the writing process started. I prefer a longer narration b/c I find young children have a hard time picking out just one thing in an entire chapter. This gives them a chance to see (on paper) all the things they remember (very encouraging when they know "so much" about a story) and then allows you to lead them in narrowing down their thoughts once they recognize there are too many details. You guide them there after the narration is typed so they can truly See What You Mean (I type faster than I write + it's great for editing purposes). It's also, btw, a great way to teach paragraph design. Here's an example about a Crab Book that further explains that. So, has she done much narration? After we have worked on sentence structure using their narrations, both in an editing activity and as an oral one leading them into correct grammar as we go by repeating back to them what they said, I have found they usually self-correct with a few tiny reminders and a little practice. Editing practice: 1. type Exactly as they speak. Print it. Have her read it. She'll "hear" her mistakes and you can correct them as she does, then have her re-read. 2. a great place to notice spelling rules and if her errors follow a pattern 3. if you notice a repeated grammatical error, you know to focus on that problem right away. From long narrations, I have found creating their own summaries and writing them down (many jobs in one) a natural next step. This way, they have experience with sentence design and also with getting their thoughts down b/c of the narration process. They are less intimidated by the Whole of writing a summary. They may not want to literally hand-write so much, but they no longer have the excuse of not having enough thoughts about what they read :) or the inability to form good sentences. So, practically speaking from your example, I might approach it a little differently. If you went with longer summaries, you might consider how much writing is good for her. We do 3-5 sentences for our paragraphs; one paragraph for each chapter. I would first consider, though, giving her smaller amounts to read before said summaries, OR allowing her to write (more likely narrate) as much as she wanted. Once her thoughts are down, examine the sentences together and lead her to the "main thoughts" Keep the examples of both and before long, she will naturally be able to narrow down her thinking. Another thought is doing key word outlines, instead of key word summaries. This is honestly easier to do with encyclopedias b/c their style make pointing the key words out a little more obvious. This skill will crossover into summarizing fiction after a little practice. This is another approach that goes more parts to whole (keyword outlines -->sentences-->paragraphs-->essays). Both methods work...and we regularly use both methods in the same week. Writing requires practice and skill. She'll get there. Am I making sense or helping at all? It's been a long day for me and I feel a little brain fried.

Love it! :iagree: :lol::lol:

:iagree: It makes a world of differene when I'm up and done before the kids even rise. That's my plan for this year. With evening classwork for myself, it seems like the only way to survive.

We do it that way for my grammar dc. The kiddos have a generic and I have the details. One kiddo prefers the details, so I give him a copy of my sheet, while the other would be overwhelmed, so he gets the plain one. I also do the same for myself. I made a one page checklist for the Elders. That way, THEY write the details in their own planners, but I only have to check the boxes as I grade and review their work. It helps SO much. I believe I put them in my homeschool launch page. I see this as "step 2" of teaching them planning. Step 1 was picture cards. Step 2 is a simple checklist. Step 3 is logging their work. Step 4 is filling in planners. Step 5 is called lesson planning!

I SO feel you. I told my almost 12yo...DIVA with an attitude....that she was never going to public school, so she had better decide if we're going to like each other or not and the next time she makes that face at me during our teaching session, it may be the last look she makes to me for a while. She's driving me nutty, too. It makes me want to spit and curse! So sorry to hear about your little guy. Poor thing. Hope he's feeling better really soon!

slow down. she's young. try other activities. take a look at my blog under "Letter a week." It shows some great ways to introduce letters. My student was 5 when we started. We had a great year, he's reading well, and not a single stumble or tear. Early isn't always better, just keep that in mind.