We're using TOG. We'll have done through the program almost twice so I know where we're going and will already have learned the material on a different level. It really has great discussions for you and your child WITH the answers! Yay for someone like me who never really understood the "hidden" messages in literature. Beth

I've looked at this program for the future and was wondering how it compares to a "regular" pre-algebra/algebra program (I'm thinking chalk dust or video text). How do they compare in preparing a student for college level calculus? Beth

:iagree:This is a huge problem with the class. I've talked to her about it, but SWI A is meant to be completed in a year. The kids barely have time to get good at a section before they move on. Even with the books IEW puts out, they complete all the sections in a workbook. So, we plug along and next year, I will change things up a bit. Maybe a good idea is just to focus on KWO on one paragraph until it gets easy and then move on? I still think the whole manual/program is confusing. I may just make something up next year combining writing assignments from TOG and some rewrites of paragraphs plus some good dictation thrown in for an added bonus. Beth

I can only speak about scheduling the UG group. When I schedule it, I take the books they need for the unit and see how much reading is doable per day. It will take me an hourto schedule a unit. I only schedule one book of reading per day. Here's ds's schedule for next week (year 3): M: Read p 46-65 in literature book (do corresponding questions on student pages) T: Finish literature book (corresponding student pages) W: Read History core p 1-23 TH: Read history core p 24-49 (do map work) F: Finish history core book (notebook page on core book - which don't feel in any way you HAVE to do, we just do here) talk about what he read I guess I schedule Tapestry a little like Sonlight, but this is what works for my UG kid. We don't do read alouds yet (due to a very noisy little sister) and we don't do activities (we do them in a co-op setting). Ds does all of the reading on his own. This week there was no history in depth so that's why it isn't scheduled.

Ds is in R&S 3 and I'm just not seeing the level of writing that he's doing in his IEW co-op class. He has to write sentences and has written a paragraph in R&S and has written three paragraph papers in IEW (they weren't good, but they were long). His writing is definately not his strong point - he's a math/science guy. That being said, I would like to have him write well enough that people aren't distracted by his writing. If R&S would help him with that, I'm all for it. Beth

It would be for a mature 4th grader. BEth

I know - shocker! It just doesn't fit my teaching style. It honestly confuses me for the most part. Wading through the SSWI manual and the videos is just too much for me. While I like the concept and ds is learning (he does a co-op class), the whole key word outline just doesn't make much sense to me, my husband, or my ds. My husband, who is the writer of the family, can't really help him with his writing because he feels the program is not intuitive and he can't spend the time to look at the manual or watch the DVD's. So, I really don't want a "how to" make it easier, I just want to know there is something out there that is easier to teach and more step by step in it's approach. I also feel like I will be doing ds a disservice in the writing area if I don't do IEW. Any suggestions? Also, I need something that is not over the top teaching intensive. A little here and there is OK, but I don't want to have to sit there the whole time while he's doing a writing program. TIA! Beth

I had this question last year because I felt guilty that ds was getting done so soon. My oldest is in special ed and just happened to get a class schedule for 4th grade. I can't remember how much was spent with each specific class, but I figured they had a maximum of 5 hours teaching/class time per day. I took out all the recess/transition to different classrooms/lunch. And the thing is - how much of that time was actual teaching and doing the work? There are getting the books out for the new subject, settling down the class, discipline issues, reteaching something because a few kids didn't get it, ect. So, the guilt left and I figured ds was doing just fine. Beth

I have a physical therapist for my son that constantly comments on how she can't imagine me working outside of the home because I would go nuts. My kids take my time full time - even if they were in school, there are just so many extras that two of them especially need, I wouldn't be able to work outside the home anyway. I had a friend say this to someone at a party - the woman she was talking to asked her if she worked her reply: " I don't have a job, but I volunteer. I volunteer about 80 hours a week into these three kids I know." Now, the woman was starting to get impressed until she said, "Really, I'm just a mom." Funny how volunteering 80 hours a week into someone elses kids can be sacrificial or even admireable, but doing the same with your own kids is just an "Oh..." Beth

What if you really don't care for IEW? Any program that requires me to wade through a bunch of information and watch videos to understand won't be a good fit for me. The way the information is presented in the manual is hard for me to wade through. I can't teach it if I'm not grasping it myself. I like WA because it is so straightforward, but I do know I need a lot of handholding in this area. I wish there was a book you could go through that combined IEW concepts with TOG - assignment 1, assignment 2, ect. Something that would assign which paragraphs to Key Word outline...So, any happy mediums out there? Beth

yes- I would say it was successful. It took my child who I never thought would spell well into a kid who is a somewhat natural speller. It just seems to me that the direction AAS is taking is less about the tiles and more about just memorizing lists with a certain sound. For example, this week we did numbers and the 4 letter "a" sound (eigh). He really just needed to look at the words and memorize them. So, I guess I'm looking for something that has a little more work with the words in a workbook form to help him see them a little more often. In AAS I really love the built in dictation. Beth

includes dictation excercises (would be nice but not necessary)? We will be finishing up AAS level 5 next year in the beginning and I'm looking for something workbook based with activities and possible dictation excercises for me to give him weekly. So, what are your favorite spelling workbooks for 4th grade and above? Beth

The above post was helpful to me. Ds is doing a co-op class SWI-A. I feel like it goes FAST for a 3rd grader. He barely got the key word outline thing (not enough to actually do well at it) and it's off and running into rehashing stories and reports. We tried WA for a few months and I felt like he was able to write better using WA. I do like that WA already has everything coordinated with what the child is studying that week. Ds really understands the court system as a result of reading and writing about it. Next year, I am planning on using WA with IEW dress ups and key word outlines. I think there's a happy medium between the two of them. Maybe I just need to use both and work on getting ds to actually find some IEW stuff easy before he moves on. So, heart'sjoy - could you share a sample week for you? Beth

Speaking of trailers, I have had a lot of friends live in trailers in Texas. Some of them were very nice and some felt like the roof was really too close to the head of my 6'2" husband. I mean he really had very little to go to reach the top of the ceiling. I even looked at a home someone put on a lot in our town that made you wonder if it really was a trailer. So, if a trailer is put on a foundation permanently, can it really be called a "trailer" anymore? Beth

I would tend to agree with the above commenter. I changed to TOG and feel like it is much more to my liking. Ds was in 2nd grade and an advanced reader if that makes any difference. I'm not a big fan of the YWAM missionary books either so that didn't help in that area. ECC was an O.K. year for us, but it really didn't wow me enough to want to continue with MFW. Just to muddy the waters, what about this: http://www.geomatters.com/products/details.asp?ID=76 Beth

NOpe - don't think it's allergy to the cold - my hives last all day, but have noticed my face gets worse if I'm out in the cold. HMMMM.... Beth

Allergy to the cold - it has just gotten to the zero degree as a high range here in Minnesota. Great - if that's an allergy for me, this could get interesting...It also explains a little why when I take a really hot shower, they go away a little even though hive sufferers should stay away from hot showers. AAAACK! These WILL clear up! AAACK!!! BEth

they tend to go away when I lie down and get all warm and cozy? Everytime I lie down now to take a nap or go to sleep my severe case of hives (on day 5 now and taking steroids), goes away - no itch. The minute I get up, they start itching again. I do not know where these hives have come from - they just showed up one day with no changes in diet, shampoos/soaps - nothing. Could I have stress hives? I've had A LOT of stress since August. Maybe my body is just now saying no more? Beth

I think that the homeschool movement may be recapturing some of the things that have been lost in the shuffle to get better tests scores as validity that kids are getting a great education. I also think that there's the blessing of God on the whole thing. I don't think we're there yet, but I think there is the capability to produce more of those great men and women who shaped our country in this homeschool movement. Beth

We are currently using Sonlight 4. Ds does it independently. He likes it, I like it and it gets done. The main experiments are with Tops books on Electricity and Circuits. There's also some on light (along with concave/convex curved lenses - stuff along those lines). Beth

This really helps! I am thinking about how God has really given my husband and I passion for certain things - mostly worldview and how it affects people's thinking. It makes me realize the things that I am drawn to in curriculum choices may well be the things we need to focus upon. It also explains why I feel like we "should" do Latin, but never really feel all that gun ho about it. Thanks! Beth

I think part of my problem is that we know about where we want to end up education wise (basically great thinkers who can apply their knowledge to real life situations), but we have no idea how to get there. We don't have a real ending point, just a vauge idea of where we want to be (which is what started me asking the question about the education of the Thomas Jeffersons). Right now, we are just doing the next thing hoping that it reaches our goal. Maybe what we have to do is start building an academic framework to work around. Beth

Here is my ultimate goal for my children. By the time they are 20, I want them to be able to know the direction they are going career wise (they know themselves and what their passions are), have the maturity to get married (not that I expect that), and be able to think well. By thinking well, if there is a pastor that's Biblically off, I want them to know he/she is wrong and why. I want them to be able to think for themselves and not just go along with the popular opinion if it's just wrong. The problem is - I am exhausted to train them right now beyond the basics. I know it will get better - I guess I just need to know what to do when it does. I know a family with a bunch of boys that moved out into the country a bit so their boys could learn to be responsible. They take care of chickens and sheep while having their own vegetable garden where they sell the extras. That sounds great, but I just can't do it. Somehow, I have to find a solution that brings them to maturity while taking care of my special needs son and trying to get our adopted daughter all situated medically and emotionally. Maybe I just need to start at training them into more chores. Maybe I can just start there. BEth

Stephanie- I notice you have quite the list including TOG. I would definately keep TOG, but how do you implement the rest? Do I just add Latin to my list and call it a day? Beth

I wonder if we really just need to cut out the media - that would go over well:glare:. People back then, when they went to college, they were young teens, but really able to think college level work (even by our standards today). I think part of it was because middle age was around 20 years old, so you had to grow up fast and think marriage and career fairly quickly. Beth