OK, I just searched my old WTM forum messages & found it, back in June 2011. I got it (for free, apparently) from Still Waters, another WTM forum member, who was in the process of creating the workbook & willing to share it. You might want to contact her directly & see if she's willing to share or sell the workbook (which she might have finished by now). I guess the workbook I had purchased for a few bucks was the one someone else on this forum had created for "How to Read a Book," which was a pdf file.

Hmmm, I don't remember exactly, but it was from a link posted on this forum quite a while back (maybe a few years?). Someone put the workbook together as a Word document & I think I bought it for a few bucks using Paypal. I'll try to find the link or contact person, but you might have better luck just searching on this forum.

Yes, we're slowly working our way thru the workbook. I've found it very helpful because it lets the student practice the particular rule he just learned. The workbook is very thorough, provides extra critical thinking activities at the end, includes plenty of samples of good and bad arguments and explains in detail WHY they're good or bad, and even includes a website link to additional online samples of arguments (like TV ads for Apple computers, political arguments, billboards, etc.). Overall, I found it well worth the money and MUCH easier than trying to find or create examples for every single rule. I like to have it all laid out for me, including samples, answers, etc.

Thank you! You just saved me $10.

LOL! That was the funniest thing I read all day. Thanks for the laugh! And thanks for hooking me up. I need a Great Courses fix. ;) Does anyone HAVE a free shipping code? I see a few courses I want to buy for Christmas presents.

I've got one priority code from a catalog, but I'm not sure if the courses you're buying are in that particular catalog: 62944 (70% off courses in their Ultimate Holiday catalog) Offer expires 11-27-12

:grouphug: OK, I'll start off with a virtual hug. My 15yo DS just got diagnosed with Asperger's in late summer, so we are still going thru the process of lining up various therapies -- OT to improve fine motor skills (apparently he writes slowly, which I never noticed); speech therapy to improve pragmatic speech (reciprocity, etc.); social skills training to improve verbal/nonverbal skills, reading social cues, etc.; individual therapy (for potential ABA therapy?) etc. So far, all we've actually been able to do is the social skills training. The facilitator is great, but I could see this being a long-term therapy. He's been participating in this social skills group for about 2 months now, and I don't see him often applying much of it once he's back "in the real world." DS is very high functioning, which is why we didn't realize that all his social awkwardness and quirky behavior was actually called something. Thus the late diagnosis. But last year (9th grade) was really, really tough for DS when the inability to make friends really became a glaring problem. (He's always had a handful of friends, but the handful got fewer and fewer over the years.) Also, DS really struggled w/ executive functioning skills (time management, planning, prioritizing, seeing the big picture, etc.). Both of these factors led us to seek a diagnosis over the summer. So, with all that said, he is now in 10th grade and still struggling, but less than last year. Academically, he's doing really well. He takes 2 online classes (pre-calculus and chemistry honors). He's got an A in pre-calc & a B in chemistry. He takes 2 electives at the local public high school (acting and band), and he's got A's in both of those classes. He takes world history, English & a few electives w/ me, and he's got A's in those classes. So he's got a full schedule and good grades. He's a really smart kid. However, I need to do a LOT of reminding w/ him -- to write things in his planner, to study for tests, to bring papers to/from public school, etc. I am pretty much his personal assistant this year, guiding him painstakingly through the process of time management, prioritizing, planning for projects, etc. This and the social skills are his biggest struggles. I imagine having to do this throughout most of high school, but slowly stepping back and letting him take over the reins more in 11th and 12th grade. He has also participated in the public school's marching band the last 2 years. This has kept him very busy and he gets plenty of social opportunities (has quite a few acquaintances, but no real band friends yet) and the chance to work together as a team. He has said repeatedly how much he loves band (although he doesn't like the practices and he gets nervous marching on the field during the football games). But I think he likes the feeling of inclusion -- that he's part of something, and they're all working together toward a common goal. I think he's viewed as a nice kid with some odd tendencies and social awkwardness, so doesn't have any band buddies to hang out with outside of band activities, but he's not excluded during band activities either (i.e., there's no bullying, he doesn't eat alone during lunch breaks, etc.). Overall, he's a content kid. I wouldn't say happy in the regular sense, as he's never really up or down -- very even-keeled. But he's got 1 or 2 friends he sees occasionally, and he's OK with that. He'd like to have more friends, and we're hoping that happens, but only time will tell. He enjoys spending time by himself (reading, drawing, practicing his trumpet, playing videogames). He plans to go to college. However, depending on his maturity level, it might be in his best interest to take a gap year first and/or start out at the community college. To prepare him for the transition to college, I've been spending a lot of time this year focusing on study skills, note taking, time management, etc. In fact, I recently posted on the high school boards a link to this AWESOME, free Study Skills workshop video series: http://www.lbcc.edu/LAR/instructmedia.cfm. Plus, we've been making sure over the years to teach DS life skills such as cooking, doing laundry and household chores, etc. We've also taught some basic money management skills (saving, donating to charity, writing a check, etc.), but plan to teach DS Dave Ramsey's Foundations in Personal Finance course for teens next summer to go into a lot more depth. My husband and I both worry what the future will hold for him, but we feel confident that he will do just fine, especially once the maturity kicks in a bit more. ;) After all, he's only 15. To him, the future means what's happening today after all his schoolwork is done. He's really not planning for college and career yet. In the meantime, I am doing lots of legwork planning for college so when he's ready to get more involved, he won't be starting from square one. Hopefully you'll find some encouragement in this, now that I've rambled on and on.

Thank you!

Swimmermom, do you have a coupon code and/or priority code to share? I have not yet received my holiday catalog & I'd love to see what else they have on sale.

You're welcome!

I just discovered a wonderful series of free, in-depth study skills lectures on YouTube by Professor Scott Brueckner of Long Beach City College that I wanted to pass along. While they are geared toward college students, much of the info is applicable to high schoolers as well. There are about a dozen lectures, each about 45-50 minutes, that cover the following topics: Active Listening, Taking Better Lecture Notes, Great Ways to Study, Organizing Your Study Time, Parts 1 & 2, How to Predict Test Questions, Preparing for Tests, Test-Taking Skills, More Test-Taking Skills, How to Remember For Tests, Memory Tricks, More Memory Tricks, Habits of Successful College Students. The first in the lecture series is , and then you can easily find the next ones in the series. This is the only one I've watched all the way through so far (I watched it with my 7th & 10th graders yesterday), and it was appropriate for both of them. I only caught snippets of the other lectures, but they all looked good, too. We plan to watch them over the next few weeks. I'll preview them first to make sure they're appropriate/relevant, but if they're all like the first lecture, then I expect great content and very practical tips for students.

I am bombarded with catalogs and sales emails. I love their courses and own more than a dozen, but have never, ever paid full price. I've bought 1 or 2 used on Amazon and the rest with coupon codes via catalogs & email. I've found the email coupon codes usually (but not always) give me the greatest deal. However, last year I received a Christmas season sales catalog that offered incredible discounts, and I bought quite a few courses for as low as $9.95. I have started tracking the prices (via a simple spreadsheet) for courses I want to buy, and when I see that the sale is lower than the lowest price I've seen in the last year, I buy it. The key is to NOT buy it when you need it, but buy it when it's something you really want and it's offered at a huge discount. (I made the mistake of buying "Superstar Student" for $39.99 because I NEEDED it right then and there, but I know I've seen it on sale for about $19.99. It KILLED me to pay that much, even though it wasn't full price.)

I've been reading a lot lately about the importance of developing a Transition Plan for high school age kids with disabilities around age 14. (I believe it's a requirement thru IDEA.) However, everything I've read talks about how to do this thru public school (similar to getting an IEP developed for a school-age child). However, I don't understand how to accomplish this as a homeschooler. (We JUST found out about our 15yo DS Aspie dx in July, so we're struggling to pull together a plan for therapies he needs now. I haven't even begun to think about what help he'll need in college & beyond.) Can anyone offer advice on how to create (and who to include in the process of creating) a Transition Plan for a 10th grade, college-bound Aspie?

I think it could absolutely work. My thoughts: 1. I'd rather have a great relationship with my kids and give them a mediocre education (thru public school or whatever), then vice versa. (I struggle w/ my strong-willed 7th grader almost daily about this exact issue -- resisting mom-as-teacher. If he does not change his attitude, he will be at public school for 8th grade & beyond and we will go back to enjoying each other's company.) 2. I'd opt for having your DD go w/ dad 1 day a week and stay w/ grandma at least 1/2 the other day. I do not know any 14yo (girl or boy) who is self-disciplined enough to work efficiently all day long for 2 days/week on a regular basis. 3. I think having outside accountability for at least 1 or more high school courses is a great idea for every homeschooler. Both my 7th grader & 10th grader take 2 classes (usually math & science) each year thru Florida Virtual School. They learn a lot, the courses are free, they are taking the advanced/honors level courses, the teachers are helpful, they have to stay on pace (or face being "kicked out" of the virtual class according to FLVS policy), they have to maintain a B or better (according to our parental policy), it eases the homeschool parent's workload, etc. Plus, you could even supplement what DD learns online w/ field trips, museum visits, documentaries, library books, hands-on labs, etc. When my DS took biology thru FLVS last year, he also took an 8-week "Anatomy & Dissection" class thru our homeschool co-op group & the class included a weekly dissection of a fetal pig. 4. Making this switch might be a wake-up call for your DD. She might resist you less when she experiences first-hand what other teachers require of her. 5. I'd lay out clear expectations ahead of time about the school schedule, grades, workload, etc. Have clear consequences laid out ahead of time if DD does not complete her work each day (i.e., restricted after-school activities, no screen time, no friends, etc.). 6. :grouphug: Dealing w/ crushing financial difficulties makes it so hard on parents (BTDT). I say take the job, ease your stress, and see how it goes the rest of this school year, then re-evaluate your decision. If it's not working, you can always make a different choice next year. Good luck, whatever you decide!

Thanks for enlightening me. :001_smile:

Please forgive my ignorance (my oldest is only in 10th grade), but is Honors College something the student could seek out and apply for, or is it a situation where the college seeks out the qualified students and offers this opportunity (based on test scores, transcripts, etc.)?

Same here for my 10th grader. He's also got marching band practice 3x/week after schoolwork is done.

As a VERY brief intro, you might want to check out a few of the free animated films on the Cliff's Notes website: http://www.cliffsnotes.com/CliffsNotes-Films.html. They offer a great overview of the plot, main characters, etc. They currently feature 6 plays: Romeo & Juliet, Hamlet, Macbeth, Othello, Julius Caesara, A Midsummer Night's Dream. After this introduction, then I'd move into seeing a play (if possible) or renting a good movie version. If there's enough interest after that, then read the play. If not, then at least they've been exposed to the Bard. FYI - I've got pre-teen/teenage boys, and we went to see a live production of Romeo & Juliet. The local company did a great job of making it relevant, relatable and understandable. For example, the actual language remained unchanged, but they played a song by Pink during one of the party/dance scenes, which made the whole situation more fun & relatable.

Wow -- too funny. I just did the EXACT same thing yesterday for my 10th grader who finished 9th grade in May, too. Just couldn't get to it over the summer and it's been hanging over my head for months. What a great feeling to be done and organized and caught up! While I did put all the info on DS's transcript, I also created a separate report card that shows everything that DS completed just for 9th grade -- all courses & grades, total credits earned, yearly GPA, standardized test scores, & a little section of "Activities, Awards & Honors" that highlight DS's non-academic accomplishments for the year. I think most kids probably like to see some kind of record of what they did and how well they did, even if no one besides their own family sees the report card. So, I created the report card more for us than for anyone else.

For my 9th grader, I used the following 2 curriculum & awarded him .5 credit in informal logic: 1. A Workbook for Arguments (Anthony Weston) 2. The Art of Argument: An Introduction to the Informal Fallacies (Classical Academic Press)

Have you contacted your local Junior Achievement? I was able to get (for free) two entrepreneur curriculum kits: one for middle school and one for high school. (I plan to use them starting this fall with my 7th & 10th grader.) All their programs are geared toward classrooms & large groups, but they can easily be adapted for homeschool. Here is the link to the national organization: http://ja.org/. And here's a link to the high school level JA Be Entrepreneurial curriculum: http://ja.org/programs/programs_high_be_entre.shtml. My local JA was VERY helpful and accomodating. I had to attend a brief (1-1.5 hour) training session, and now I can access all of their other programs as well (without any additional training, I believe). Many of the JA programs (available for K-12) look wonderful. I might eventually use them in our homeschool co-op group, since many of the programs look like they are intended to last for about 8 weekly sessions.

For DS15, I created a detailed one-page course description, partly for my own benefit. I imagine colleges will probably only want to read the brief course description that is part of this document. However, I wanted to make sure I have all the info in case I need it for anything during the application process. Here is the text version of a sample document: Course Description Course Title English I Honors Course Credits 1.0 credit Course Curriculum Texts: · Analytical Grammar: A Systematic Approach to Language Mastery, R. Robin Finley, Analytical Grammar, 1996. · The Elegant Essay, Lesha Myers, The Center for Literary Education, 2009. · The Elements of Style, 4th Ed., Willliam Strunk, Jr., & E.B. White, Macmillan Publishing Co., Inc.,1979. · Figuratively Speaking, Using Classic Literature to Teach 40 Literary Terms, Delana Heidrich, The Learning Works, Inc., 2004. · The Lively Art of Writing, Lucille Vaughan Payne, Mentor, 1969. · Vocabulary From Classical Roots (Level C), Norma Fifer, Educators Publishing Service, 2005. · Windows to the World: Introduction to Literary Analysis, Lesha Myers, The Center for Literary Education, 2009. · Writing Strands (Levels 5), Dave Marks, National Writing Institute, 1998. College-Level Lectures: · The Iliad of Homer by professor Elizabeth Vandiver (a “Great Courses†12-lecture DVD series from The Teaching Company, 1999) · The Odyssey of Homer by professor Elizabeth Vandiver (a “Great Courses†12-lecture series from The Teaching Company, 1999) · The Aeneid of Virgil by professor Elizabeth Vandiver (a “Great Courses†12-lecture series from The Teaching Company, 1999) Literature: Epic of Gilgamesh, Tales of Ancient Egypt, The Iliad, Mythology, The Odyssey, Dialogues of Plato, The Bible (excerpts), The Republic (excerpts), The Arabian Nights, Clouds, Indian Tales and Legends, Aesop’s Fables, Plutarch’s Roman Lives (excerpts), Oxford Tales From China, Oxford Tales From Africa, The Aeneid Course Description This course incorporated literature, grammar, vocabulary, composition and public speaking. It was a companion to World History I Honors (Ancient-Medieval History), as it introduced the student to some of the Great Books of Ancient-Medieval literature and Western culture, as well as to the study of genres and literary forms, while placing the literature in historical context. From learning to annotate literature to writing essays, the student explored literary analysis techniques to better understand literature and authors’ intentions. Topics such as theme, irony, allusions, characterization, plot, conflict, point of view, imagery, tone, and more were discussed. The student also explored the essay model and practiced writing descriptive and persuasive essays. He learned to write strong thesis statements, develop various paragraph styles, and create diverse types of introductions and conclusions. Additional writing assignments included expository writing, a research paper, personal narratives and creative writing. The student also participated in a 12-week homeschool co-op class called “Public Speaking,†which included researching speech & debate topics, writing and delivering informative and persuasive speeches, debating classmates, and observing and critiquing the speeches of others (co-op classmates and TED.com speakers). Course Standards Student was evaluated through writing assignments, literature projects, vocabulary quizzes, grammar tests and literary analysis activities. Student spent an average of 6-8 hours per week completing this honors course. Grading Scale: A = 90-100%, B = 80-89%, C = 70-79%, D = 60-69%, F = below 60%

Thank you. Sorry, this is all very new to me. Just trying to find my way.

My 15yo was just diagnosed with Asperger's. Is there a sub-group or speciality group within TWTM board devoted just to parents of Aspies? I know there is the Special Needs sub-group, but that seems to encompass a wide variety of issues. Just wondering if such a group exists and, if so, how do I join? If not, does anyone know how to start one (if there is enough interest)?

We just went thru a similar scenario w/ our 15yo, whom we had tested for Asperger's. We had a rough year in 9th grade since he struggled so much with time management, prioritizing, planning, not making friends, etc. These are all issues that we've discussed with him a lot (this past year in particular). So, prior to the testing, we simply told him that we're going to have him talk with a doctor who can help us figure out his strengths and weaknesses so we can get expert advice on how to help him succeed in the areas he's been struggling with all year. We briefly explained the kinds of things he might be asked to do in the test (writing, talking with the dr., solving visual puzzles, etc.). He seemed fine with it. We did not mention our Asperger's suspicions to him. The doctor just confirmed the Asperger's diagnosis last week and we have not told our son yet. We're still dealing with this ourselves & trying to understand it better, and the doctor suggested not telling our son right away, to just ease into it after we got a plan together (with various therapies & strategies) to help him succeed in his weak areas. We also have a younger DS whom we had tested for ADHD when he as about 9. (Turns out he does not have ADHD.) But at the time, he met with a counselor once a week to deal w/ behavior issues. So, we used this scenario to explain to our 15yo that his testing is similar -- to try to figure out exactly what the struggles were and to give the child (and parents) strategies to succeed. This also helped allay any fears. Good luck!