I agree... lots of read alouds. My boys are still young and reading together through the classics is always great. I think "Educated Mind" gives more than enough background for any parent/teacher to lead kids through a book. I do have a whole shelf section on Great Books Lists, just for me. I may sometime reach into those as my kids get older.

Interesting list. I would say that the words quixotic, astute, degradation, discernment, prodigious, incredulous, magnanimous, and obsequious are part of my active vocabulary. The rest would be part of my receptive vocabulary--I wouldn't have to look them up, but I most likely would not use them in conversation. As a professional communicator, using advanced vocabulary is both useful and a hindrance. Whenever I use a big word in a sermon, I immediately restate it. It's a compromise I've reached after almost 20 years in the pulpit. So I'll write (and say) "I was incredulous. I could not believe it." I like using the word, yet my language doesn't exclude those whose vocabularies are not as large--many of my parishoners. When I write something that will be read it depends on context: is this a scholarly paper, a popular article, a facebook post, or a business letter? The hardest part I find is in spontaneous conversation, not at home, but at church. I have been asked for clarification when I have mentioned someone who is a "curmudgeon", or talked about a "conflagration"--both of which I would use with my family. I'm also very fond of the useful words whence/hence/whither/hither. Words are fun.

Thanks, AprilMay! That's great! I like how you can adjust the size and the display of the lines.

OK, I wanted to post because this is not a curriculum I knew anything about or would have known to consider, but I found a copy at a local homeschool store and it was perfect for us. Traditional cursive handwriting (yes, loops and all), and comes in a Kindergarten level book (wide lines). It turned out to be perfect for both my boys--the 6 year old has great eye hand coordination and was ready to learn cursive. The 8 year old needed to move on to cursive, but has a very hard time with writing. The "K" level book has been perfect for him as well. His handwriting has improved amazingly! No frills, cheap. We do two pages a day which are in the traditional trace, then copy format.

I liked the pre-history timeline in the Kingfisher History Encyclopedia. It's been a couple years since I looked at it, but it was sort of a spiral with scientific ages and animal development. I remember my son really enjoying it a lot... and the spiral design would enable longer time on shorter paper.

Wow! I had no clue that Poe was so controversial. We've read "Tell Tale Heart" aloud on Halloween night as a family. Spooky fun! I remember reading "Cask of Amontillado" at the age of 8 or 9 and really loving it. I can understand that not everyone's taste runs to the Gothic, but don't find it inappropriate in any way. I had to pull up a copy online and read it again... yep. Can't imagine it being forbidden to a middle schooler. That said, I hated "Lord of the Flies". I'd still let my kids read it, though.

I highly recommend the open-enrollment EPGY math program. It is through Stanford university, online and child directed. It isn't a "high-frills" approach, just very thorough and mathematically challenging. My kids look forward to it every day. The pace is set by the child--the more they get correct, the fewer repetitions. It works well for my handwriting challenged, very bright 8 year old. My 6 year old who writes just fine enjoys it too--I don't think of him as "mathy" but he has moved at his own pace this year and is now working on his multiplication tables. That blew me away! There is a group over on the Accelerated Learner board that forms a "school" through which you can subscribe. Lots of info in old threads there.

I agree... I think what is most important is that you are both happy with your system and that it works for your family. I've never met anyone homeschooling the way we are. My husband is the primary teacher three days a week. I teach one day a week and work full time, but not on a traditional schedule. He get's that one day off for his fun comic book store job. I do all the curriculum selection and research, he's not so into that part, but he obviously has a lot of input since he is the one who has to implement said curriculum. Some things we divide up--he always teaches Latin because he has the Latin background, I take anything poetry related or crafty. We believe that family learning is a lifestyle, and our "in it together" approach reflects that focus.

I used FLL first (at an accelerated pace) before starting on GWG. My older son is just starting on GWG 5, and while grammar isn't his favorite subject he does it quickly, learns the material, and moves on. Younger son is still in the first half of FLL (we're on lesson 70, I think) and when we finish we'll pick up with GWG 3.

We usually read the book together, and occasionally listen to the discs in the car. I also try to check out a selection of books from the library that relate to the topic that week... sometimes my boys read them, sometimes not. Sometimes they will ask me to read them aloud before bed. My older son will occasionally read SOTW as bedtime or freetime reading. My kids have their own iPods, and listen to SOTW for fun on their own time. SOTW rivals our collection of Jim Weiss CDs as the most popular listening for bed time or quiet time. They don't always listen to what we are studying, but this approach has led to my ds8 being very excited and interested in Napolean, even though we haven't "officially" gotten to him yet. He's done more independant reading on the subject because of the audiobooks.

OK, I'm used to the "Why do you homeschool?" question from acquaintances, and have developed some go-to answers over the years. However, this week was asked twice, "Why do you teach Latin?" * I found myself starting to talk about the Trivium, the history of Latin as the basis for western education, how Latin prepares the mind for logic, Dorothy Sayers, Latin-Centered curiculum, our goal of being able to read original works in Latin... and it all tumbled out as too much. I have too much information to answer concisely or clearly and was caught unprepared. Two raised eyebrows ensued. So, if you teach Latin--give me a good, concise, understandable, non-snarky answer to give to someone who asks "Why?" *--Yes, I do know I don't have to give an explanation to anyone, but both of these persons were church friends and were honestly curious about the value of Latin, not just busybodies with nothing better to do than give me a hard time. Otherwise I would have come up with something like "Because we enjoy the tango, and hope to visit Latin America some day."

We start with FLL, then move on to GWG. My older son (8) now is able to do it entirely on his own. Easy to use, textbook is reusable with more than one child. Secular. Includes diagramming.

Also, you can go back over any lectures/problems that were missed just to review. I usually check my kids' list of subjects covered every couple of months, and if there are ones that they scored low in, I sit with them and we do that section again together. You can also replay exactly what answers they gave by clicking on the green bubble on the calendar page for that day.

I'm trying to put together a list of academic competitions/test programs that homeschool kids might get involved in. Just starting off, I can think of: Scripps Spelling Bee National Geographic Geography Bee Odyssey of the Mind Lego Robotics League National Latin Exam I know there must be dozens more... can you add to my list of possibilities? Thank you!

I'm trying to put together a list of academic competitions/test programs that homeschool kids might get involved in. Just starting off, I can think of: Scripps Spelling Bee National Geographic Geography Bee Odyssey of the Mind Lego Robotics League National Latin Exam I know there must be dozens more... can you add to my list of possibilities? Thank you!

Oh my, love love love it!!! The pictures don't do justice to how well put together the product is, and it is easy even for the craft-impaired. I love the printed binder for storage... and we've already hung up the century we are studying on the wall. This is our fourth year of history, but we've never done a timeline before and I was excited about how easy it is to start in the middle. All the extras are fantastic. I wasn't sure if I'd use the flip-ups that double-up the lines... but of course, I had a bunch of explorers for 1608, and used them right away. Because of the great design, I could even add one as an afterthought without undoing our work (I did say I was craft-impaired). Well worth the investment, IMHO. http://www.addacentury.com/

See... I knew you would have a rational response, Jenn. I'm getting sucked in to the "school" mentality. We are just in the process of getting all the testing done so he can get the special plan thingie. I've resisted it in the past thinking, what's the point of having diagnoses? Now I know he's test resistant...hmmm..

I'm cross posting this from the special needs board because I'm hoping someone here may have some insight with a child like this--twice exceptional (or more?) meaning gifted but also with developmental issues. Been a long time since I've been on the boards, so a quick intro: I have two sons, homeschooled always. The oldest (DS8) is both profoundly academically gifted and diagnosed with ADHD, SID, and most recently--Asperger's. He has had serious behavioral issues since toddlerhood. Which isn't really my point... For the first time this year we started using a homeschool charter. It has been a good fit, we have had access to a couple of extracurricular classes and have not had to change our curriculum at all. We do what we do and once a month our Educational Faciliator writes it up so it fits the standards. Perfect. Because we are in a charter, this is the first year he has had standardized testing. The results of the STAR test just came back. In reading he scored 90-100% accross all content areas. No surprise. In math he scored above 90 in all areas except--Place value/fractions/decimals (75% correct, still in the target proficiency range) and Addition/subtraction/multiplication/division where he got 63%!! Additional pieces of information: The kids had three full days scheduled to take the test at their own pace at a school location. He finished the entire test in less than two hours, claiming it was super easy, that he had been careful and double checked all his answers like we practiced. He was the first student to finish by several hours. When I talked to him about the math scores, he answered... "It's boring... I estimated." Talking with him about doing some more drill to work on those skills has led to a major breakdown this morning. His argument, "I know how to do it!" I know he UNDERSTANDS the material, he can demonstrate that in conversation or practice. We had looked at the review booklets together and the problems were not nearly as challenging as the ones he does at home. I'm not worried about his abilities, he's enrolled one year above his peers, and doing work (including math) at a much higher level. And he still scored "proficient" in math and reading--but getting 92% in algebra and 63% in arithmatic tells me that he's rushing through and guessing rather than taking the time to do the work. I'm more worried that he won't ever be able to demonstrate his abilities because of testing issues, behavioral issues, etc. I was a "quick and careless" test-taker as a child myself, I get that being careful in tests takes practice. But his behavioral issues complicate the matter... this is a child who goes from calm to enraged in sixty seconds when overstimulated or frustrated. Ideas? Reflections? BTDT?

Been a long time since I've been on the boards, so a quick intro: I have two sons, homeschooled always. The oldest (DS8) is both profoundly academically gifted and diagnosed with ADHD, SID, and most recently--Asperger's. He has had serious behavioral issues since toddlerhood. Which isn't really my point... For the first time this year we started using a homeschool charter. It has been a good fit, we have had access to a couple of extracurricular classes and have not had to change our curriculum at all. We do what we do and once a month our Educational Faciliator writes it up so it fits the standards. Perfect. Because we are in a charter, this is the first year he has had standardized testing. The results of the STAR test just came back. In reading he scored 90-100% accross all content areas. No surprise. In math he scored above 90 in all areas except--Place value/fractions/decimals (75% correct, still in the target proficiency range) and Addition/subtraction/multiplication/division where he got 63%!! Additional pieces of information: The kids had three full days scheduled to take the test at their own pace at a school location. He finished the entire test in less than two hours, claiming it was super easy, that he had been careful and double checked all his answers like we practiced. He was the first student to finish by several hours. When I talked to him about the math scores, he answered... "It's boring... I estimated." Talking with him about doing some more drill to work on those skills has led to a major breakdown this morning. His argument, "I know how to do it!" I know he UNDERSTANDS the material, he can demonstrate that in conversation or practice. We had looked at the review booklets together and the problems were not nearly as challenging as the ones he does at home. I'm not worried about his abilities, he's enrolled one year above his peers, and doing work (including math) at a much higher level. And he still scored "proficient" in math and reading--but getting 92% in algebra and 63% in arithmatic tells me that he's rushing through and guessing rather than taking the time to do the work. I'm more worried that he won't ever be able to demonstrate his abilities because of testing issues, behavioral issues, etc. I was a "quick and careless" test-taker as a child myself, I get that being careful in tests takes practice. But his behavioral issues complicate the matter... this is a child who goes from calm to enraged in sixty seconds when overstimulated or frustrated. Ideas? Reflections? BTDT?

Bump for you too! Hope we get some good replies!

I'm looking for timeline tools, ideas, art for next year? Any suggestions or links?

Thanks, JudoMom! I think the additional pages will be perfect! I haven't had much time to preview curriculum for next year, but I wanted to check what folks had done. I've been off the boards this year mostly because I'm so totally busy--we are still homeschooling, but my SAHD husband Doug has been in and out of the hospital for the last 6 months, and we are still adjusting to our new home and church in San Diego area. It's been a year now, but boy, this year went fast!

We're getting ready to do SOTW 4 next year... I have an older son who is 8 and will be 4th grade, as well as a younger son who is 6 and will be 1st grade. He has been participating in SOTW3 this year along with his brother, answering questions, completing coloring and map pages, and sporadically doing narrations. I know there has been some discussion of the content for SOTW4 being a bit much for younger kids... also that the workbook isn't as appropriate as the first three (ie, coloring pages, etc?). My son isn't supersensitive, but I would love to have input from someone who has btdt. Has anyone done SOTW with this spread (4th and 1st grade), and how did you adapt it to be appropriate for the younger child?

My boys also loved Fritz and Chester... it was recommended on this board a long time ago (back when it was the old board). Older ds used to do a chess club at our local homeschool group and loved it.

Shakespeare is full of sexual innuendo, and Midsummer Night's Dream has multiple sexual encounters that could be staged in a variety of ways. I would watch the movie (with my fave Rupert Everett) and see what you think. I let my kids watch it, but there may be parents who simply forgo Shakespeare all together, regardless of how "traditional" the production.