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MelissaMinNC

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  1. I honestly think that's a pretty good spelling for that age, especially if she's dyslexic or has some other LD (which I'm assuming, based on what you said about her struggles with phonemic awareness, and I see from your signature she's using LiPS). I asked my 10.5 yo ds, rising 5th grader to spell it, just to see. He got it almost right, but missed that double r. He's dyslexic, and has had Barton Reading Level 1, AAR 1-3, AAS1 and part of 2. He wouldn't have been able to get as close as he did a year ago. Heck, even now, if he was overtired or not feeling well, or just distracted, he might have messed it up more. Hang in there. It's awesome that she's writing on her own, and that she wants to use strong vocabulary, despite the challenge! That's a victory! :)
  2. I don't think you'll need to do AAR AND ETC. I haven't used ETC, so I could be wrong, but I don't think you need 2 phonics programs. Preview them both and see what you like/what fits your child better, and use that. :)
  3. I'm trying to find something for ds 10 to read on his own, during our "quiet reading time." He's completed AAR 3, and we've just started 4. He needs to read more on his own (to gain speed and fluency), and I want him to start doing some assigned reading for school, but I'm having trouble finding the right reading level. Everything I pick is either too easy or too hard. He's a rising 5th grader, and he loves history and historical fiction, but he likes non-fiction a lot too. He's interested in everything really (yay!), but we're getting frustrated with not landing on the right book. I would love to see a "Books Your Child Can Enjoy" list at the end of each AAR level. Since that doesn't exist, has anyone put together a list of books their child has enjoyed after AAR3? TIA!
  4. I used 100 Easy Lessons with my oldest, starting at age 4, and she learned to read easily and well. No problems with weaning off the altered orthography. We made it about lesson 85 or so, and then she was just reading books. I wish I had done a more phonics-based spelling program after that, but she's a pretty good speller all in all. Now, with the next kid, 100 Easy Lessons didn't work at ALL. Neither did several other programs, and he was diagnosed with dyslexia at the end of 2nd grade after 2 years of almost no progress. We are doing AAR with him. Kid number 3 is presenting much the same way as Kid 2 - I did AAR Pre with him, which was great for the phonemic awareness, but your kid doesn't sound like he needs it. It covers letter recognition and sounds, rhyming, etc. All of this to say, I would just continue at a nice, easy pace with 100 Easy Lessons, and then let the kid read, and continue to read aloud to him a lot. When he hits 2ndish grade (or whatever point he can handle the writing necessary), I'd probably start him in a spelling program. I wouldn't worry yet about what to do next - I'd just keep going with what you're doing.
  5. Hi again, Katrina. :) I think we've already chatted about this a little bit, but I wanted to post just in case there's someone else out there with an "atypical" kid like mine. (I'm not sure what a "typical" kid would be, but I think that's another thread for another time.) DS this year in 5th (he's 10yo, dyslexic) will be doing: AAR4 (We will do this 4 or 5x/week, depending on if we do a co-op or not - we just moved to a new state, lots of things still up in the air). We'll do this until it's done, which will hopefully be end of October, but might take till Christmas. It is what it is. Treasured Conversations - I haven't been able to print it all and read it as thoroughly as I want, but I'm planning on 4 days/week - does that seem right? Winston Grammar - I'm hoping the hands-on approach that has worked for reading/spelling/math will help here as well. We'll do this....2 days/week? Yeah, I'm still in the planning stages, I don't know yet. AAS - I'm putting this off till we finish AAR. I just can't do everything every day, kwim? Then when we're ready to add it, we'll pick up where we left off in AAS2, and work through however much we get through. I *think* my plan right now is to do this 2 days/week, alternating with grammar. I don't know. Classic Literature - Reading and discussion. We will read every day, probably at bedtime and have a formal lit discussion (using Teaching the Classics) every few weeks, as we complete books. I've been going in circles with planning for this particular kid for months. I don't know why I can't get a handle on it this year! I've been homeschooling for 10 years, you'd think I'd have *some* idea what I'm doing by now. ;)
  6. I can't edit on my phone but I just realized I made it sound like I hope your daughter gets well soon just because I want your new book. That is not remotely what I meant. I am excited about your new book AND I hope your daughter gets well soon.
  7. I can't wait for this!!! I hope your daughter's health improves quickly!
  8. Sorry, no idea where that smiley came from or why I can't edit or delete it. But I will have my first 919th grader in the fall. And since I've already typed this out and lost it several times, the short version is: HOD WG Apologia Physical MUS Algebra 1 Latin Alive
  9. Oops, sorry! I didn't even realize it was an old thread when I typed my reply!
  10. Oh, yes, TouchMath saved my dyslexic son's math education - and my sanity!
  11. No, WttW is the first IEW I've used. Dd has mostly done Writing Strands and written narrations for writing prior. And Progeny Press guides and discussion for literary analysis. We probably could've stuck with the EiL as written and gotten through it, but it was kind of a slog, and I find I'm less than sold on the 'approach paper' format. Is that helpful, or am I muddying things up more?
  12. I can't answer the second question, but I started dd in EiL this year for 8th and had to back up to WttW to get that literary analysis bit. Now I'm just using parts of both, mostly reading and analyzing the lit in EiL with the techniques and essay format taught in WttW. I decided writing a good thesis and argument was more important than writing the approach paper. I hope that doesn't come back to haunt me later! (Poor guinea pig first child.)
  13. I just wanted to mention this pretty new resource from SCM: https://simplycharlottemason.com/store/shakespeare-three-steps/ I'm eyeballing it for next year, and it looks like a nice method of introducing Shakespeare to elementary kids in little bites at a time. 😊
  14. Wow, this is really an interesting perspective. I use AAR with my 10 yo dyslexic ds. He just finished Level 3. I would say that fluency and automatically are anything but quick, easy or natural for him. Actually nothing about learning to read is easy or natural for him. But, it is working, and he is making great progress. He needs to read every word on every fluency sheet and warm-up sheet. He needs lots of review. He doesn't like the fluency sheets, but he NEEDS them. However, he's in 4th grade, he can handle the longer lessons (well, sometimes I provide *encouragement* in the form of chocolate chips or something 😉). I wonder sometimes how I might have used this program with my dd who didn't have any reading struggles, and I think...I just would've skipped the fluency sheets and warm-up sheets, and concentrated on practicing lots with the readers. Anyway, just a different perspective. I think I'm always so focused on "how does this work for dyslexia?" that I almost assumed the fluency sheets were optional for most kids, but necessary for my kid. I'm trying to post from my phone, and it keeps going wonky so I hope this is at least a little coherent. :)
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