I'm trying to follow the Core Knowledge series also. To simplify matters for myself, I've decided to treat it as a separate subject. It won't fully integrate with the rest of our curriculum, but I'll just take a little time each day to focus on something from the book. If he's already learned it through the other resources we're using, then we'll skip that part. Doing it this way will mean that we focus more on each subject for a while (ie, we'll do a little geography each day until we're done with that chapter, etc.), but it's easier for me. A schedule where everything is fully integrated would be so wonderful!

Just curious--do you think level 1 is unnecessary for a younger child also? I'm planning to start AAS this year. Ds reads about 6 grade levels ahead but has trouble spelling anything more complex than "cat" or "cake". He also hates reviewing stuff he already knows. Would you recommend level 1 or 2?

I've heard that Megawords and Sequential Spelling are good for older kids. I don't think Sequential Spelling explicitly teaches the rules but groups words together so kids see the pattern without having to memorize the rule. (Someone please correct me if I'm wrong on this. I've never actually seen either program.)

I've been reading threads about how some view CC as a separate "memory work" subject and others try to plan their curriculum around CC topics. We are strongly considering starting CC next year, but I had intended to try to coordinate the memory work with our curriculum as best I could. Well, I'm really struggling with this since CC is doing Cycle 2 next year. It seems like it would be easier to start in a Cycle 1 or Cycle 3 year. I'm just concerned about ds's retention of the memory work over time. If he is memorizing random facts, people, events, etc that he truly knows nothing about, will he remember it in 2 years when we finally get around to learning about those topics? I am hesitant to spend the time and money on something that seems like it might not stick. If I'm wrong and there's a reasonably easy way to sync up the history and science for Cycle 2, please share! That would be my ideal.

Peggy Kaye's book Games for Math has some wonderful ideas. It's written to go up to a 3rd grade level, but a lot of the games can be adapted to use with more difficult math problems. Things like putting numbers on the floor and having them jump to the correct answer can be done with all types of math problems. There are some wonderful ideas to take the "drill" out of drilling math facts. My local library has it, so you might check with yours.

Don't be surprised if he starts begging for more!:lol: You are so right about their love of learning. It beautiful to see it grow!

If you feel he's ready now, go ahead and start. Especially if you just start out doing a few minutes per day, it sounds like he could start any time. My ds is 4 and because of this, we do very short sessions and usually just if he asks to do "homeschool". If it goes well, I don't see any reason not to start a formal curriculum. I let ds be completely self-taught until last month, and I'm finding that it's caused some real challenges as far as learning gaps and placement. Looking back, I wish I had started him in something structured sooner. (I think I didn't because of my own comfort level. I liked being able to say that he was 100% self-directed when people assumed I was "pushing" him. I ignored his needs and realize now that it was a bad decision for both of us.)

What a difficult dynamic! My ds is becoming aware that he is far ahead of others in his age group as far as academic abilities go. I recently told him that different people learn different things at different times. While he learned to read younger than some of his peers, others were taking martial arts, gymnastics, little league, or learning to play a musical instrument. It seems like this has really helped our situation. I'm sure there are things your 6.5 year old can do far better than your 2.5 year old--anything from knowledge of the world to helping out at home to physical or artistic skills. Being able to do something sooner doesn't mean the person is better. The previously mentioned idea of gifts is VERY appropriate. I would simply point out that "different people learn things at different times" and that we are each special in our own way.

:bigear: I'm planning to get some rods soon and have absolutely no experience with them, so I'm curious what activity books you all recommend.:bigear:

If she wants to learn to write or starts writing a lot on her own, I would work with her to make sure she is doing it correctly. Also check her pencil grip. Those bad habits are so hard to break!

I've been looking at both AAS and SWR too, and I'm not 100% sold on either one. I think we really need a solid rule-based spelling program. I've also heard How To Teach Spelling and R&S mentioned as phonics and rule-based. Anything else we should be looking at? :bigear:

Hmmm . . . you have given me some great feedback. The idea of using a phonics-based spelling curriculum that is comprehensive and really teaches rules sounds like a good fit for ds. I'll be looking at curriculum options in the next couple of days as I get time. I have SWR and AAS on my list. Anything else I should add? ETA: I was planning to start FLL and WWE next year when we homeschool full-time. Now I'm thinking that it might make more sense to do a more all-inclusive LA next year that includes some grammar, phonics-based spelling, and maybe a little writing? Or do a year of phonics-based spelling before starting FLL and WWE? I'm trying to avoid too many English-based subjects because I'm afraid it won't all get done if there are "too many balls in the air", so to speak. Thoughts?

I'm wondering whether to skip phonics/reading or not. Ds is 4. He taught himself to read at age 2 (after I repeatedly blew off his requests to learn:blushing:). Before his 4th b-day, he was reading picture encyclopedias (DK Eyewitness) and the National Geographic website (not the kid section). He just seemed to figure out how to read and be able to de-code words. His reading comprehension is excellent. Today I gave him the Sonlight assessment and he didn't have trouble until a few 6th grade words. But he's never had any formal reading training--not really even informal training. His spelling skills are probably around 1st grade--way below his reading level. He doesn't have an grammar instruction at all. I'm trying to figure out his LA curriculum for when we start homeschooling full time next year. What on earth do I do with this kid? Skip all reading and phonics? Teach phonics as a basis for spelling? What curriculums might be a good fit, and does it make sense or do reading or just skip it?

what would you do? I'm starting from scratch and completely overwhelmed by the options. I'm thinking about doing FLL and WWE for no other reason than it's what WTM recommends. I've also looked at R&S. Something comprehensive really appeals to me to make sure I'm covering all the bases. LA is kind of overwhelms me--spelling, grammar, literary analysis, writing skills--there's so much to it. Knowing what you know now, what would you do?

When ds was first learning to write, we used The Claw pencil grip. I got a couple at Meijer for maybe $3. He loved it, and it really helped him to use the proper grip. After a couple of weeks, he no longer needed. Over the course of several months, he slipped into the same habit you described. I guess I just wasn't really paying attention to how he was holding his pencil. I tried to gently correct it and use The Claw again, but the habit was really strong. He got very frustrated by the "correct" grip, so I just let him continue with what he's used to. HWOT considers both grips to be correct.

Always hard to figure out what is within the realms of "normal", isn't it? I mentioned the attention span because that's one area where my ds was really extreme. I didn't realize it was related to his IQ until I learned more about giftedness. Almost from infancy, he had what seemed like an endless attention span when he was trying to master a new intellectual skill of some kind. At age 2, I remember him frequently being so engrossed in teaching himself to read that he wouldn't put the books down for 5+ hours--even skipping lunch altogether despite my protests. At age 3, he went through a map obsession and spent hours every day studying and memorizing maps. I still recall having to bodily drag him down the hallway of a public building that displayed a large world map on the wall. At age 4, he has learned to take breaks but still tends to focus on a particular topic of interest for hours every day for months at a time. I guess it's just how he's wired.

Thank you guys. The benchmark chart was helpful, though I'm realizing that the test was NOT a test of his reading skills (as the school psychologist told me that it was) but of pre-literacy skills. Not so helpful in figuring out his reading level. I'd really like to know his reading de-coding skills and reading comprehension levels. Is there any way to figure this out at home? I've been looking up the reading level of the books he reads, but I'd like something a little more thorough so I know exactly where we are.

Ds took the AIMSweb (Dibels) assessment at school, but all I have are the raw scores. I tried Googling and didn't find anything helpful. Is there a way to translate this info into grade level equivalency? Anyone familiar with the assessment?

Hoagie's website has an incredible wealth of articles about giftedness that would relate to your question. What I've surmised from my readings on giftedness is that many children can be taught to achieve certain academic skills early through enrichment; however, those who are not gifted will fall back within the average range over time. (You sometimes hear people erroneously talking about children "outgrowing" their giftedness.) Truly gifted people will continue to excel throughout their lifetime. There are also certain traits that are common among the gifted but not seen often within the general population such as an incredibly long attention span at a very young age.

Thank you for taking the time to really explain that, Karen. It helps me to see how you are incorporating both stages into each subject. I assumed ds was entrenched in the grammar stage simply because he gets such a huge grin whenever I give him new memory work or ask him to recite some memory work. But now that I think about it, I'm wondering if he is also deeply into the logic stage also. He's always made very insightful and unusual connections and asks deep questions. (Examples from this week: "If submarines and ships are both heavy, both made of metal, and both filled with air, then why does one sink and one float?" "If air is invisible but water vapor is air, then why can we see clouds?" Does this sound like logic stage reasoning to you guys?) I am constantly finding myself clueless about how to best handle my unusual boy, and the trivium made so much sense to me. (I love organizing things into neat little categories!:)) Maybe it isn't such a great fit for him? I am starting to lose my confidence and feel clueless yet again.:confused:

I'm finding these replies fascinating. Do you find that you incorporate aspects of teaching both grammar and logic stages simultaneously then? Just curious how this translates into your teaching style.

Just bumping this and hoping to hear from somone who has used one of these programs. What appeals to me about them is that they look like workbook programs that can be done independently but they seem to incorporate spelling rules. (Am I wrong about this?) If I use R&S, we might also use their grammar but possibly not. What are your thoughts/opinions/reviews of HTTS and R&S Spelling?

I was just re-reading WTM and started wondering about the logic stage. There's no question that ds is clearly in the grammar stage now. But given that his mind is so quick to learn new concepts/skills, I am wondering whether he will reach the logic stage sooner than what is typical. Did you find that your child(ren) reached the logic stage sooner? Were they doing approximately 4th-5th grade level work at the time? If not, did they reach the logic stage sooner or did they reach 4th-5th grade level work sooner? What clues did you see that told you they were in the logic stage? Just curious.

This thread has been a huge help to me! I'll plan to start with Miquon Orange and Singapore 1A (textbook only). If we isn't getting it, we can do some workbook stuff. I have a feeling that he'll fly through the textbook, get a feel for how Singapore math works, and be ready for 1B text and workbook soon. Thank you!

I tried to send you a PM, but your box is full.:)