Read and reread, as well as skimmed more than once to look at a relevant part while planning. :)

Sorry! I should have included that information in my original post. The kids are 10 and 11, 4th and 6th grade. With what we were using they rarely missed a word, so I didn't really feel they were *learning* anything. I want the words to be more challenging, but I will be willing to adjust if they are missing too many, maybe 4+ words per review? I wouldn't mind them missing 1-3 words as then they will have words to work on and master and I will think they are actually progressing and learning new words. They are good at spelling and I don't want to confuse them or make spelling harder for them. I figure if I go over the rules even if they don't retain the actual rule I will see if they are mastering the words that fall under the rule. Does that make sense? Can I ask what resource you used to gain your confidence in teaching Spelling? I really don't *want* to have to spend any money on curriculum now, but I will if I really need to spend. I'm hesitating to buy something online that I haven't been able to preview. I do have another book on hold at the library, but it may be a little while.

Anyone? I'd really like some feedback on this before I proceed. Thanks :)

Sorry! I'm editing to fix this, the format totally didn't keep. :)

I'm batting around the idea of writing our Spelling myself for the rest of this year. I've actually already started writing it, but am not really sure of *using* it yet. The reason why is because I am currently learning the Spelling rules myself and incorporating them into what I am writing. I don't have the confidence in myself *yet* to be sure I am presenting the rules correctly, simply, and in the best way. I'm curious what others writing their own Spelling or not using a curriculum are doing? We were using Sequential Spelling, which gives 25 new words a day. I'm not sure how I want to handle this as I plan for the words to be more challenging than the level of SS we were using. I found a really old Spelling book on google for free and I like the way the lessons are presented. I also have Spelling Made Simple on loan from the library. I'm using the two books to write out our Spelling. Here is a sample week of what I've written. Please let me know if this looks okay! The format is not quite the same, but you get the point. Day 1 Spelling Rule #1.1 Final e is dropped when a suffix beginning with a vowel is added. -ing -al -er -ance -ical -ed -ous -ish -en -ible -y -able -ence Exercise #1 Copy the rule and add the suffixes to the words. -ing and -ed crave issue blame construe shave argue rescue intrigue chase value bake grope grieve fatigue please Day 2 Spelling Rule #1.1 Final e is dropped when a suffix beginning with a vowel is added. Exercise 2 Copy the rule and add the suffixes to the words. -ible fuse sense reduce produce reverse infuse defense -ous nerve grieve trouble desire congrue *fibre *lustre -al spine revise virtue propose arrive revise * I will verbally explain the American Spelling we use for these words are luster and fiber, but they fall under this rule because the British and older spelling of the words. Maybe I should leave them out? Is that confusing? Day 3 Spelling Rule #1.1 Final e is dropped when a suffix beginning with a vowel is added. Exercise 3 Copy the rule and add the suffixes to the words. -y stone sauce sponge ease sensible pebble feeble humble noble -ish slave rogue white blue tickle swine -er race ledge charge vote smoke bale shake trade Day 4 Final e is dropped when a suffix beginning with a vowel is added. Exercise 4 Copy the rule and add suffixes to the words. -able cure pleasure note suppose prove measure mute debate blame despise sue perceive rate advise value repute -ance guide grieve assure contrive pursue observe insure endure Day 5 Spelling Review Rule 1.1 These words I will give orally and I will also add any words that have been misspelled during the week. craved issuing chased rescuing argued blaming valued groping grieved construed pleased intriguing fatigued fusible sensible reducible producible reversible infusible defensible This is to be followed by similar lessons presenting the other parts of Rule 1, such as Rule 1.2 When final e follows c or g it is not dropped if the suffix begins with a, o, or u; Rule 1.3 When final e follows c or g it is dropped if the suffix begins with e, i, or y; Rule 1.4 in verbs ending in ee, ie, oe, and ye final e is not dropped before -ing and -able; Rule 1.5 final e is not dropped when a suffix beginning with a consonant is added; Rule 1.6 When final e follows a vowel or dg it is often (but not always) dropped before a suffix beginning with a consonant. I'm not sure if it would be more confusing to teach the rules that have this much detail and/or rules with several exceptions. Maybe I should just teach the simplest rules, idk? Does this look okay? Anything I should change or negatives to the way the lessons are presented? I'd really appreciate any input. :)

I'm always reevaluating what we're doing :). I consider this a major bonus to homeschooling. The only changes I've made so far this year- adding Lial's Basic College Math to what we are already using for Math and I'm currently trying to figure out exactly what I want to do for spelling instead of Sequential Spelling. I'm writing our own Spelling right now, but I'm doubting myself because I am just learning the spelling rules myself and trying to incorporate them into what I'm writing. Good thing the kids are natural spellers, so I think I have space for a little trial and error. The only other thing I'd like to change is our Spanish, but I just have to stick it out for now as I really shouldn't be spending anymore money.

My big kids are 10 and 11, 4th and 6th graders. They are both good at spelling and seem to be natural spellers. I'm wondering how many words for spelling per week? We were using Sequential Spelling, which has 25 new words every day. The level I have the kids had no problem with this and rarely missed a word, so I am wanting to give them more challenging words. Likely they will begin missing more words and actually need to work at some of them. So how many words per week should we do if they are missing words? Or should I continue to introduce new words every day, then have them work on the ones they miss and incorporate them into the daily words until they no longer misspell them? If we do new words daily should I stick with 25 words per day or do less because they are more challenging?

Nothun' Honey :), even in my cast iron and stainless steel pan- no teflon here. eta: I usually cook in my cast iron, which is very lightly coated with oil, dryed with a towel, or heated to dry after washing most of the time. It is well seasoned :).

My 10 and 11 yr olds are on Level G. They both tested into Level H by one word, if I'm remembering correctly. Going over the lists I felt I wanted them to do Level G to be sure they could spell all the words.

My kids are in 4th and 6th. They are natural spellers and I haven't reviewed spelling rules with them. I'm currently researching and trying to learn the rules myself in case they are helpful. We've been using Sequential Spelling, but I'm not sure if I want to stick with it, it is too easy for them at the level I own. I also have Spelling Power, but I'm not sure I like it either. So, I'm wondering, who is Megawords for? Would natural spellers benefit from MW? Is it a program used from level 1 regardless of age, or would it be more appropriate to start at a higher level because of their ages/abilities?

My three year old loved Little Bo by Julie Andrews Edwards. It has chapters, beautiful pictures, is a series, is well written with nice use of language, but isn't a classic as far as I know. There is a read aloud edition of Charlotte's Web, Stuart Little, and Alice in Wonderland if you feel your dc is ready for a little longer chapters with a bit less pictures. Charlotte's Web and Stuart Little have nice, detailed black and white drawings. The ISBN for The Original Illustrated Alice in Wonderland in color is 0-89009-256-7. I couldn't find it on amazon. We own all of these but after trying Charlotte's Web I decided to wait 6-12 months before trying these books again. She was interested at first, but just not ready for the longer chapters, continuing storyline, depth of the story, etc.

After poking around online last night I believe the reason I wasn't sure for those two words is because apparently they could be correct either way. When you look up hooves, the definition says hoofs or hooves, when you look up scarves, the definition says scarfs or scarves. I've always used hooves and scarves. I'm actually really good at spelling and felt a bit silly asking, but I wanted to be sure I was right. :tongue_smilie: I know there are several of those words that as verbs the f or fe would be changed to ves for the present tense. I was doubting myself with those two nouns when the book presented them as an exception, but I know the English language has evolved since the 1800's, lol!

Thanks for the link. I have several bookmarked now. :)

I'm trying to learn the spelling rules so that I can teach them to my kids. I'm looking at nouns ending in fe changing to ves when pluralized, such as knife-knives, shelf-shelves, calf, calves. I'm unsure of these words as exceptions- chief, handkerchief, grief, hoof, roof, reproof, scarf, gulf, strife, safe. I *think* being nouns chiefs, handkerchiefs, griefs, roofs, reproofs, gulfs, strifes, and safes sound like they *could* be correct, but hoofs and scarfs sound correct as hooves and scarves. How would you spell these words, what is *correct*? The book I'm looking at is fairly old and I'm just unsure!

I would be using it as a supplement. The Home Companion is basically extra practice and quizzes?

I don't think those books have a Home Companion book. :)

I was wondering for the Life of Fred High School books, how necessary are the home companion books?

I don't see anything wrong with a little twaddle in life. :) Seriously, I'm a grown adult and sometimes I just *need* twaddle.

Glad you asked and checked with your doctor before getting a shot. Lots of people would just do it, so pat on the back! Unnecessary medical intervention is never a good thing. I would suggest you soak the wound in salt water to help keep other infections at bay. Salt water is miraculous! I've actually had infections in my toenail twice now complete with red streak, I soaked in salt water several times in a day, it was gone. I hope you heal up quickly, the foot is a tender place for a wound. :)

:iagree: I like to use a variety of resources mainly because the concepts are presented in different ways, so they stretch their brains to wrap around different approaches.

Thanks :). See, it made total sense to me the way I explained it to ds, but now that you have explained other instances to me it makes sense that someone could make mistakes because of what I said. Hmmmm. Lots of thinking to do here on my part. I reserved The Writing Road to Reading from my local library. I guess my kids have been so good at reading and spelling without tons of intentional intervention on my part that I've been thinking it is intuitive for them. I'd be happy to cover any gaps in their natural grasping with a good, easy, hopefully cheap or free program. I am number 2 on the reserve list for that book which means it may be awhile, are there any others I can look for that I might find free or cheap?

I think I'm understanding a bit better. Ellie- I'll check out Writing Road to Reading. Thanks for the rec :) placeofgrace- I never really considered that they may not *need* a Spelling program. Regardless our state's homeschool laws state Spelling must be taught, so we'll be teaching it in some form or other. I'd like to keep giving them word lists so that I can know that the rare word they do misspell is getting corrected. Also there may be gaps I don't know about yet. It did just occur to me that ds has misspelled 2 separate words this year that originally end in y but had a suffix added so the y should have been changed to i. They were different suffixes and I did explain to him that the y needed changed to an i because a suffix was being added. He didn't misspell either word again, but you can see he made the same mistake twice. Maybe I need to go over all suffixes with him and have him practice that type of word for the next couple weeks so that I can see understands.

My big kids are 10 and 11. I do combine everything, however with different expectations for the older child in some subjects. The younger has always been ahead in Math, the older slightly behind, otherwise I wouldn't combine Math. For History the older child does outlining and keeps a timeline, whereas the younger still does summaries. For Science the older child keeps a journal, whereas the younger doesn't yet. We are able to use the same curricula for both.

I think the number one reason for teaching cursive is to be able to read cursive easily. I consider that a necessity as plenty of people write in cursive.

My children do spell very well. They rarely miss a word. When they do I have them correct it immediately, then they do not miss it again. So, the example I gave is from Spelling Power with the long a sound, would that be considered a spelling rule or a phonics rule? I thought they were basically the same thing, only spelling rules going further. See, I'm lost!